Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Reframing the digital lanadscape

1,513 views

Published on

Presentation at Future of Learning Conference
Park Royal Hotel, Sydney
Tuesday 25th Feb 2014

Published in: Education

Reframing the digital lanadscape

  1. 1. Reframing the Digital Landscape: A cutting-edge digital learning strategy Painting a Different Version of the Future Professor Mark Brown Director, National Institute for Digital Learning Future of Learning Conference Park Royal Hotel, Sydney Tuesday 25th Feb 2014
  2. 2. Live from the Browns…
  3. 3. About DCU…
  4. 4. About NIDL…
  5. 5. The digital agenda…
  6. 6. The digital agenda…
  7. 7. The European agenda…
  8. 8. Reframing the digital landscape… Outline 1. The contested terrain 2. The discourses of persuasion 3. Leading for change in uncertain times Professor Mark Brown 2013
  9. 9. Key message… Who controls the past commands the future. Who commands the future conquers the past. (George Orwell)
  10. 10. Pop quiz... What do you see?
  11. 11. Pop quiz... What do you see?
  12. 12. Pop quiz... If the answer is 3, then what is the question?
  13. 13. Pop quiz... The current number of Australian universities offering Massive Open Online Courses through Coursera…
  14. 14. Key assumption... The rise of the MOOC is intertwined deeply with globalisation, the dominance of neo-liberalism, the expansion of digital capitalism, and decline of influence of the nation-state.
  15. 15. 1. The contested terrain
  16. 16. 1. The contested terrain Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
  17. 17. 1. The contested terrain Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
  18. 18. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
  19. 19. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
  20. 20. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
  21. 21. 1. The contested terrain
  22. 22. 1. The contested terrain http://learning-reimagined.com/noam-chomsky-on-technology-learning/
  23. 23. 1. The contested terrain ―Cyberspace is not politically neutral. It favors the political ideals of libertarian,free-market Republicans: a highly decentralized, deregulated society with little common discourse and minimal public infrastructure‖ (Shenk; cited in Burbules&Callister, 2000, p.169).
  24. 24. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Liberalism Perspective Demon Perspective Human-centric Perspective Social Determinism Technocratic Nightmare Professor Mark Brown 2013
  25. 25. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Liberalism Perspective Critics Demon Perspective Human-centric Perspective Social Determinism Technocratic Nightmare Professor Mark Brown 2013
  26. 26. 1. The contested terrain ―The web of our life is of a mingled yarn, goodand ill together...‖ William Shakespeare, All's Well That Ends Well, Act 4, Scene 3
  27. 27. 1. The contested terrain Three must read books…
  28. 28. 2. The discourses of persuasion
  29. 29. 2. The discourses of persuasion An avalanche is coming. It‘s hard of course, to say exactly when. It may be sooner than we think. Certainly there is no better time than now to seek to understand what lies ahead for higher education – and to prepare (p.8) Barber, M., Donnelly, K., &Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research. London.
  30. 30. 2. The discourses of persuasion ―It is the theory that decides what we can observe…‖ Albert Einstein Professor Mark Brown 2013
  31. 31. 2. The discourses of persuasion Learning Society E-learning • • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy
  32. 32. 2. The discourses of persuasion ―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).
  33. 33. 2. The discourses of persuasion ―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). ―Over the past decade Australian governments have invested extensively in digital education, highlighting the growing link between technology and economic prosperity.‖ (Australian Digital Education Advisory Group, 2013, p.5).
  34. 34. 2. The discourses of persuasion Learning Society E-learning • • Online learning Distance education • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy Different interest groups and stakeholders borrow the same ‗language of persuasion‘ to legitimize their own hegemonic agenda
  35. 35. 2. The discourses of persuasion The concept of hegemony—in which dominant groups in society seek to establish the common sense, define what counts as legitimate areas of agreement and disagreement, and shape the political agendas made public and discussed as possible—is central to peeling away the deeper layers of the digital landscape.
  36. 36. 2. The discourses of persuasion The concept of hegemony—in which dominant groups in society seek to establish the common sense, define what counts as legitimate areas of agreement and disagreement, and shape the political agendas made public and discussed as possible—is central to peeling away the deeper layers of the digital landscape. 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).
  37. 37. 2. The discourses of persuasion Learning Society E-learning • • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
  38. 38. 2. The discourses of persuasion
  39. 39. 2. The discourses of persuasion Learning Society E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
  40. 40. 2. The discourses of persuasion
  41. 41. 2. The discourses of persuasion
  42. 42. 2. The discourses of persuasion
  43. 43. 2. The discourses of persuasion
  44. 44. 2. The discourses of persuasion
  45. 45. 2. The discourses of persuasion
  46. 46. 2. The discourses of persuasion Professor Mark Brown 2013
  47. 47. 2. The discourses of persuasion Arguably the reschooling discourse is infected by laissez-faire principles and the language of a kind of ―enterprise constructivism‖ — that is, the celebration of innovation, entrepreneurship and learning for the real (unjust) world in a new global higher education market.
  48. 48. 2. The discourses of persuasion Deschooling Learning Society • • • • Badges Un-curriculum Opening access Unbundling learning E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
  49. 49. 2. The discourses of persuasion Page 3 Professor Mark Brown
  50. 50. 2. The discourses of persuasion
  51. 51. 2. The discourses of persuasion
  52. 52. 2. The discourses of persuasion Page 3 Professor Mark Brown
  53. 53. 2. The discourses of persuasion Reconceptualist • • • • Deschooling Learning Society • • • • Being glocal Digital citizenship Socially just society Education for change cMOOCs Un-curriculum Opening access Unbundling learning E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
  54. 54. 2. The discourses of persuasion Learning to change and transform Learning to live together Learning to do Digital Identity Learning to know Learning to be Digital Citizenship Digital Inclusion
  55. 55. 2. The discourses of persuasion ―…technological developments are unavoidably linked to broader social imaginaries: our ideas about the role of technology in education are shaped and reshaped by our ideas about what constitutes the p.5). ‗good society‘ (Morgan, 2013,
  56. 56. 2. The discourses of persuasion Key questions… • Who is telling the story? • What is the story they are telling? • What story isn‘t being told? • What‘s missing from the story? Page 3 Professor Mark Brown
  57. 57. 3. Leading for change in uncertain times Page 3 Professor Mark Brown
  58. 58. 3. Leading for change in uncertain times Lesson 1… ―I start with the premise that the function of leadership is to produce more leaders, not more followers‖ — Ralph Nader.
  59. 59. 3. Leading for change in uncertain times Lesson 2… Make sure that they have the right people on the ―bus‖ before deciding where you want to go. Jim Collins… ―Good to Great: Why Some Companies Make the Leap…and Others Don‘t‖. Professor Mark Brown 2013
  60. 60. 3. Leading for change in uncertain times Lesson 3… ―Developing and implementingdesiredchange is not an event but is a complex and subjective learning/unlearning process for all concerned‖ (p.73). Scott, G. (2003). Effective change management in higher education. Educause Review, November/December, 64-80. Professor Mark Brown 2013
  61. 61. Conclusion Professor Mark Brown 2013
  62. 62. Conclusion A conclusion is the place where you got tired of thinking (or ran out of time)
  63. 63. Conclusion ―All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.‖ (Toffler, 1974).
  64. 64. Contact details Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz

×