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Planes, Trains and Automobiles: Which Way to the Future?

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Keynote presentation at Consortium of National and University Libraries (CONUL), Annual Seminar, Dublin, 10th November, 2016.

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Planes, Trains and Automobiles: Which Way to the Future?

  1. 1. Professor Mark Brown Director, National Institute for Digital Learning Science Gallery, Dublin Thursday 10th November 2016 Planes, Trains and Automobiles: Which Way to the Future?
  2. 2. Anchoring metaphors
  3. 3. Anchoring metaphors
  4. 4. Outline… 1. Dream solutions 2. Disruptive futures 3. Building better futures Planes, Trains and Automobiles: Which Way to the Future?
  5. 5. This presentation does NOT contain handy hints for practitioners Advance warning…
  6. 6. http://studentsuccess.ie Might be of interest…
  7. 7. 1. Dream solutions…
  8. 8. The Rhetoric Reality Gap 1. Dream solutions…
  9. 9. “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; cited in McFarlane, 1997, p.173). 1. Dream solutions…
  10. 10. (Uzanne, 1894; cited in McFarlane, 1997, p.173). “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” 1. Dream solutions…
  11. 11. 1. Dream solutions…
  12. 12. 1. Dream solutions…
  13. 13. “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, 1912) 1. Dream solutions…
  14. 14. “I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks,” (Thomas Edison, 1922) 1. Dream solutions…
  15. 15. “We will undoubtedly have lectures of every conceivable kind presented to us right in our homes, when practical television arrives, possibly a year or two off.” Short Wave Craft, 1935 1. Dream solutions…
  16. 16. Project Plato – 1960s 1. Dream solutions…
  17. 17. Project Plato – 1960s 1. Dream solutions…
  18. 18. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) Bold Predictions 1. Dream solutions…
  19. 19. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) Growing Support 1. Dream solutions… Bold Predictions
  20. 20. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) Subsided Enthusiasm Growing Support 1. Dream solutions… Bold Predictions
  21. 21. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) Subsided Enthusiasm Growing Support 1. Dream solutions… Bold Predictions
  22. 22. “In 50 years… there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them” (cited in Leckart, 2013, P.28) In a March 2012 Wired cover story, Sebastian Thrun predicted: 1. Dream solutions…
  23. 23. Gartner Hype Cycle “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010). MOOCs 2016 1. Dream solutions…
  24. 24. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55). 1. Dream solutions…
  25. 25. 1. Dream solutions…
  26. 26. “We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Amara’s Law 1. Dream solutions…
  27. 27. 1. Dream solutions…
  28. 28. 1. Dream solutions…
  29. 29. 2. Disruptive futures…
  30. 30. 2. Disruptive futures… Running to catch a moving train...
  31. 31. “It is theory that decides what we can observe” 2. Disruptive futures…
  32. 32. • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • TWO MAJOR WOLRDVIEWS Knowledge Economy 2. Disruptive futures…
  33. 33. “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. Disruptive futures…
  34. 34. Learning Society • Open Learning • Online Learning • Anytime Anywhere Learning TWO MAJOR WOLRDVIEWS Knowledge Economy eLearning • Digital Learning • Technology-enhanced Learning • 2. Disruptive futures…
  35. 35. “Higher education has a crucial role to play in laying the foundations of a society that is more inclusive, participatory and equal...” The President said “…the role of the university in enabling citizens to develop the tools to address the great challenges of our time – global poverty, climate change and sustainability – was vital.
  36. 36. 2. Disruptive futures… Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own agenda
  37. 37. ReschoolingReproducing • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Sifting agent • Human capital • Social cohension • Cultural heritage • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • Knowledge Economy Learning Society TWO MAJOR WOLRDVIEWS 2. Disruptive futures…
  38. 38. 2. Disruptive futures…
  39. 39. Deschooling ReschoolingReproducing • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Sifting agent • Human capital • Social cohension • Cultural heritage • Unbundling • Opening access • Micro credentials • New learning pathways • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • Learning Society TWO MAJOR WOLRDVIEWS Knowledge Economy 2. Disruptive futures…
  40. 40. 2. Disruptive futures…
  41. 41. 2. Disruptive futures…
  42. 42. 2. Disruptive futures…
  43. 43. 2. Disruptive futures…
  44. 44. 2. Disruptive futures…
  45. 45. ReconceptualizingDeschooling ReschoolingReproducing • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • • Just society • Lifelong learning • Pillars of learning • Sustainable development • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Sifting agent • Human capital • Social cohension • Cultural heritage • Unbundling • Opening access • Micro credentials • New learning pathways Learning Society TWO MAJOR WOLRDVIEWS Knowledge Economy 2. Disruptive futures…
  46. 46. Critical Consumers Critical Citizens RECONCEPTUALIST FRAMEWORK (Delors Report, 1972) LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Critical Thinkers 2. Disruptive futures…
  47. 47. 2. Disruptive futures…
  48. 48. 2. Disruptive futures…
  49. 49. 3. Building better futures…
  50. 50. 3. Building better futures…
  51. 51. “Despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled” (John Pilger, 2002). 3. Building better futures…
  52. 52. World Bank Group. (2016). Digital dividends: World development report. Washington: A World Bank Group Flagship Report. 3. Building better futures…
  53. 53. What type of education system do we want the use of new digital technology to serve? Framing question… 3. Building better futures…
  54. 54. 3. Building better futures…
  55. 55. 3. Building better futures…
  56. 56. @mbrownz
  57. 57. Conclusion
  58. 58. Conclusion Three final remarks…. • State of the actual
  59. 59. Conclusion Three final remarks…. • State of the actual • Not on independent trajectory
  60. 60. Conclusion • State of the actual • Not on independent trajectory • Must keep sight of the big ideas Three final remarks….
  61. 61. “Digital Learning should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). Conclusion
  62. 62. Go raibh maith agaibh!
  63. 63. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidlmark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz
  64. 64. National Institute for Digital Learning @NIDL_DCU

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