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Learning Futures:
“Telling Tales Out of School”
Professor Mark Brown
Director, National Institute for Digital Learning
Outline
1. History Repeats
2. Battle for Learning
3. Creating Future Makers
Learning Futures:
“Telling Tales Out of School”
Key message
1. History repeats…
“With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soo...
1. History repeats…
“With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soo...
“Books will soon be obsolete in public schools.
Scholars will be instructed through the eye. It is
possible to teach every...
1. History repeats…
Project Plato – 1960s
1. History repeats…
Project Plato – 1960s
Growing
Support
Subsided Enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. N...
1. History repeats…
Gartner Hype Cycle
“Technology-enhanced learning involves an
ongoing cycle of hype, hope and
disappoin...
1. History repeats…
1. History repeats…
• 2012 data
• Statistical significance
• Computer not a single entity
(OECD, 2015)
1. History repeats…
“Not everything that can be counted
counts, not everything that counts can
be counted.”
Albert Einstein
1. History repeats…
1. History repeats…
“We tend to overestimate the effect of a
technology in the short run and
underestimate the effect in t...
“We use to
talk more before
someone
invented fire”
1. History repeats…
“An educational change is neither natural nor
normal, constant nor common as it involves a
deeper struggle over who will w...
2. Battle for learning…
Techno-centric
Perspective
Libertarian
Perspective
Technocratic Dream
Technological Determinism
2. Battle for learning…
Techno-centric
Perspective
Human-centric
Perspective
Demon
Perspectiv
e
Libertarian
Perspective
Te...
2. Battle for learning…
2. Battle for learning…
Techno-centric
Perspective
Human-centric
Perspective
Demon
Perspectiv
e
Libertarian
Perspective
So...
2. Battle for learning…
“It is theory that
decides what we
can observe…”
Albert Einstein
Languages of Persuasion
Knowledge Economy
Learning Society
2. Battle for learning…
Different interest groups and stakehold...
“Frankly, all the computers and software and
Internet connections in the world won’t do
much good if young people don’t un...
Television Advertisement by Telecom Corporation, NZ
2. Battle for learning…
“The Digital Learning Festival will bring
together these digital learning trailblazers
from Ireland and abroad to… chart t...
ReconceptualisingDeschooling
ReschoolingReproduction
• Learning for all
• Global curriculum
• 21st Century learners
• Educ...
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Capability
Digital
Inclusion
Digital
Citi...
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Capability
Digital
Inclusion
Digital
Citi...
2. Battle for learning…
3. Creating future makers…
John Pilger reminds us that despite huge
advancements in technology over the last
50 years, the wealth gap between
develop...
“Digital
learning
should be in
the service of
big ideas,
not as a big idea
in itself” (adapted from Barnett, 2011).
3. Cre...
3. Creating future makers…
• Leadership
• Infrastructure
• Educational Change
• Curriculum Redesign
• Assessment for Learn...
Out of School
in Class
Out of School
out of Class
At School
in Class
Acquisition
Participation
At School
out of Class
Phys...
“What’s wrong with education cannot be
fixed with technology”
(Steve Jobs; cited in Oppenheimer, 1997, p.61).
Conclusion
It depends on…
- Learning from history
- Understanding the drivers
- Having the courage to be future
makers
Conclusion
Thank
You!
Questions…
“A prudent question is one-half of wisdom”
Francis Bacon
http://www.slideshare.net/mbrownz
Professor Mark Brown
Director, National Institute for Digital Learning
www.dcu.ie/nidl
mark.brown@dcu.ie
@mbrownz
www.slid...
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Learning Futures: Telling Tales Out of School

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Keynote presentation at JMB Education Conference, Digital Technology for Teaching: Innovation, Integration, Invisibility. Croke Park, Dublin, 16th September.

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Learning Futures: Telling Tales Out of School

  1. 1. Learning Futures: “Telling Tales Out of School” Professor Mark Brown Director, National Institute for Digital Learning
  2. 2. Outline 1. History Repeats 2. Battle for Learning 3. Creating Future Makers Learning Futures: “Telling Tales Out of School”
  3. 3. Key message
  4. 4. 1. History repeats… “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1994).
  5. 5. 1. History repeats… “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1894).
  6. 6. “Books will soon be obsolete in public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture”. (Thomas Edison, 1913) 1. History repeats…
  7. 7. 1. History repeats… Project Plato – 1960s
  8. 8. 1. History repeats… Project Plato – 1960s
  9. 9. Growing Support Subsided Enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) 1. History repeats… High Expectations
  10. 10. 1. History repeats… Gartner Hype Cycle “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010).
  11. 11. 1. History repeats…
  12. 12. 1. History repeats… • 2012 data • Statistical significance • Computer not a single entity (OECD, 2015)
  13. 13. 1. History repeats…
  14. 14. “Not everything that can be counted counts, not everything that counts can be counted.” Albert Einstein 1. History repeats…
  15. 15. 1. History repeats… “We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Amara’s Law
  16. 16. “We use to talk more before someone invented fire” 1. History repeats…
  17. 17. “An educational change is neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” (Evans, 1996, p.25). 2. Battle for learning…
  18. 18. 2. Battle for learning… Techno-centric Perspective Libertarian Perspective Technocratic Dream Technological Determinism
  19. 19. 2. Battle for learning… Techno-centric Perspective Human-centric Perspective Demon Perspectiv e Libertarian Perspective Technocratic Dream Technological Determinism Social Determinism Technocratic Nightmare
  20. 20. 2. Battle for learning…
  21. 21. 2. Battle for learning… Techno-centric Perspective Human-centric Perspective Demon Perspectiv e Libertarian Perspective Social Determinism Technocratic Nightmare Technocratic Dream Technological Determinism Critics
  22. 22. 2. Battle for learning… “It is theory that decides what we can observe…” Albert Einstein
  23. 23. Languages of Persuasion Knowledge Economy Learning Society 2. Battle for learning… Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning •
  24. 24. “Frankly, all the computers and software and Internet connections in the world won’t do much good if young people don’t understand that access to new technology means… access to the new economy” (President Bill Clinton; cited in Cuban, 2001, p.18). 2. Battle for learning…
  25. 25. Television Advertisement by Telecom Corporation, NZ 2. Battle for learning…
  26. 26. “The Digital Learning Festival will bring together these digital learning trailblazers from Ireland and abroad to… chart the way forward for the future of technology in education thus ensuring a solid base from which to launch the next phase of Ireland’s economic growth” (EXCITED Digital Learning Festival, 2014). 2. Battle for learning…
  27. 27. ReconceptualisingDeschooling ReschoolingReproduction • Learning for all • Global curriculum • 21st Century learners • Education in change • Thinking Glocal • Critical citizenship • Socially just society • Education for change • Mass education • Quality standards • Education as commodity • Increased market competition • Disruption • Democratic • Open access • Unbundling learning Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Knowledge Economy Learning Society 2. Battle for learning… Languages of Persuasion • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning •
  28. 28. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK Fundamental Principles for Reshaping Education 2. Battle for learning…
  29. 29. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK Fundamental Principles for Reshaping Education 2. Battle for learning…
  30. 30. 2. Battle for learning…
  31. 31. 3. Creating future makers…
  32. 32. John Pilger reminds us that despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled. 3. Creating future makers… Wicked Problems
  33. 33. “Digital learning should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). 3. Creating future makers…
  34. 34. 3. Creating future makers… • Leadership • Infrastructure • Educational Change • Curriculum Redesign • Assessment for Learning • Professional Development • Whole of System Commitment
  35. 35. Out of School in Class Out of School out of Class At School in Class Acquisition Participation At School out of Class Physical Virtual 3. Creating future makers… The Learning Ecology
  36. 36. “What’s wrong with education cannot be fixed with technology” (Steve Jobs; cited in Oppenheimer, 1997, p.61). Conclusion
  37. 37. It depends on… - Learning from history - Understanding the drivers - Having the courage to be future makers Conclusion
  38. 38. Thank You!
  39. 39. Questions… “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
  40. 40. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidl mark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz

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