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Reframing the Networked World: Transformative Life-long Learning - For All

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Keynote presentation at EU-TEL 2015, Toledo, Spain, 17th September, 2015.

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Reframing the Networked World: Transformative Life-long Learning - For All

  1. 1. Reframing the Networked World: Transformative Life-long Learning For All Professor Mark Brown Director, National Institute for Digital Learning
  2. 2. The Technology Debate
  3. 3. • 2012 data • Statistical significance • Computer not a single entity (OECD, 2015) The Technology Debate
  4. 4. 1. Degrees of disconnection 2. Dissecting Designs 3. Dilemmas Outline Reframing the Networked World: Transformative Life-long Learning For All
  5. 5. The light comes through the cracks… The Technology Debate
  6. 6. “All generalizations are dangerous, even this one” (Alexandre Dumas) The Technology Debate
  7. 7. Weak sense of blending… 1. Degrees of disconnection Dreams of disruption…
  8. 8. Stronger Sense of Blending… 1. Degrees of disconnection Dreams of disruption…
  9. 9. 1. Degrees of disconnection Dash of the pen…
  10. 10. 1. Degrees of disconnection Holding back time…
  11. 11. Pedagogy of the pipe… 1. Degrees of disconnection
  12. 12. 1. Degrees of disconnection
  13. 13. 1. Degrees of disconnection
  14. 14. 1. Degrees of disconnection Rise of the MOOC…
  15. 15. https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-for-english-language-learning/ 1. Degrees of disconnection
  16. 16. “UK MOOC snatches world record for sign-ups. UK quality beating US $$?” 1. Degrees of disconnection
  17. 17. 1. Degrees of disconnection Another Colonialist Tool?
  18. 18. 1. Degrees of disconnection • a type of marketing • an academic labor policy • a kind of entertainment media • an expression of Silicon Valley values • a financial policy for higher education MOOCs are… Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17
  19. 19. 1. Degrees of disconnection
  20. 20. 2. Dissecting designs Can you design for learning? What direction is East?
  21. 21. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009). 2. Dissecting designs
  22. 22. 2. Dissecting designs
  23. 23. 2. Dissecting designs
  24. 24. 2. Dissecting designs
  25. 25. “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single- mindedness can be trusted to make even the best educational ideas fail”. (Sfard, 1998, p.11) 2. Dissecting designs
  26. 26. 2. Dissecting designs
  27. 27. “Not everything that can be counted counts, not everything that counts can be counted.” Albert Einstein 2. Dissecting designs
  28. 28. ‘A key principle of designing learning for the future is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 2. Dissecting designs
  29. 29. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Places Tools Spaces Modes of Interaction Framework 2. Dissecting designs
  30. 30. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Place of Learning (Where Learning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) Modes of Interaction Framework 2. Dissecting designs
  31. 31. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Leakage The Learning Ecology 2. Dissecting designs Physical Virtual
  32. 32. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 2. Dissecting designs
  33. 33. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Design compass… 2. Dissecting designs
  34. 34. Conversation Framework 2. Dissecting designs
  35. 35. 2. Dissecting designs
  36. 36. 2. Dissecting designs http://www.laceproject.eu
  37. 37. - Moodle ActivityPredictED 2. Dissecting designs
  38. 38. 2. Dissecting designs
  39. 39. 2. Dissecting designs
  40. 40. 2. Dissecting designs Performance takes place in the Network
  41. 41. 2. Dissecting designs Sum of the whole greater than individual parts
  42. 42. Access Quality Cost Iron Triangle 3. Dilemmas
  43. 43. “It will not be possible to satisfy the rising demand for Higher Education, especially in developing countries, by relying on traditional approaches” Sir John Daniel Past President, Commonwealth of Learning 3. Dilemmas
  44. 44. 3. Dilemmas
  45. 45. 3. Dilemmas
  46. 46. Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. 3. Dilemmas
  47. 47. 3. Dilemmas
  48. 48. “There is also almost no understanding of the private and social benefits of distance and online education in comparison with those of face-to-face education” (Rumble, 2014, p.208). Key gap… 3. Dilemmas
  49. 49. 2.7% 3. Dilemmas
  50. 50. “TEL should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). Conclusion
  51. 51. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Literacy Digital Inclusion Digital Citizenship Principles for Redesigning Education RECONCEPTUALIST DESIGN FOR LEARNING Conclusion
  52. 52. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Literacy Digital Inclusion Digital Citizenship Principles for Redesigning Education Conclusion RECONCEPTUALIST DESIGN FOR LEARNING
  53. 53. Conclusion
  54. 54. Conclusion
  55. 55. Thank You!
  56. 56. Questions “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
  57. 57. 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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