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Scary Monsters and Super Creeps:
Collaborating with the Enemy
Professor Mark Brown - PhD
Director, National Institute for ...
@mbrownz
Love Him or Loathe Him?
Where were you in 1980?
• John Lennon assassinated
• Ronald Reagan elected President
• The Pac-Man video game was released
In 1980…
1980
and
Super
Creeps
Video
R.I.P.
STARMAN
1. The scary monsters
2. The competing forces
3. Re-envisaging preferred futures
Scary Monsters and Super Creeps:
Collabor...
1. The scary monsters
1. The scary monsters
• Who are the monsters?
• Where can they be found?
• What nightmares are they telling us?
Social Determinism
Technocratic Nightmare
Technocratic Dream
Technological Determinism
Techno-centric
Perspective
Human-ce...
Social Determinism
Technocratic Nightmare
Technocratic Dream
Technological Determinism
Critics
Techno-centric
Perspective
...
The light comes through the cracks…
http://audreywatters.com
- Neil Selwyn
“Technology-enhanced learning involves an ongoing cycle of hype,
hope and disappointment” (Gouseti, 2010).
“Resilience requires
adaptation and evolution to new
environmental conditions, but retains core identity”
(Weller & Anders...
John P. Kotter
“Developing and implementing desired
change is not an event but is a complex
and subjective learning/unlearning
process fo...
2. The competing forces
2. The competing forces
“It is theory that
decides what we
can observe…”
Albert Einstein
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own agenda
Knowledge Economy
TWO MAJOR PERSPECTIVES
Mark Brown, 2016
• Open Learning
• Online Learning
• Anytime Anywhere Learning
eL...
“Frankly, all the computers and software and
Internet connections in the world won’t do
much good if young people don’t un...
Knowledge Economy
TWO MAJOR PERSPECTIVES
Learning Society
Mark Brown, 2016
• Open Learning
• Online Learning
• Anytime Any...
“Higher education has a crucial role to play in
laying the foundations of a society that is
more inclusive, participatory ...
Reproducing
TWO MAJOR PERSPECTIVES
Learning Society
Knowledge Economy
Mark Brown, 2016
• Sifting agent
• Human capital
• S...
ReschoolingReproducing
• Sifting agent
• Human capital
• Social cohesion
• Cultural heritage
TWO MAJOR PERSPECTIVES
Learni...
“Our ability to compete as a nation—and for
states, regions and communities to attract
growth industries and create jobs—
...
Technology as Progress
3. Border Education as Commodity
Increased Market Competition
Deschooling
ReschoolingReproducing
• Unbundling
• Opening access
• Micro credentials
• New learning pathways
TWO MAJOR PER...
“Schools
without a
Curriculum”
Unbundling
5. Content Opening Access
Micro Credentials
Micro Credentials
4. Credential
https://www.timeshighereducation.com/news/moocs-international-credit-transfer-system-edges-closer
New Learni...
4. Credential
https://www.edsurge.com/news/2016-05-12-what-blockchain-means-for-higher-education
New Learning Pathways
Is this the future of higher education?
Video
ReconceptualizingDeschooling
ReschoolingReproducing
• Just society
• Lifelong learning
• Pillars of learning
• Sustainable...
The current emphasis on education in change
needs to shift to the language
of education for change.
3. Re-envisaging preferred futures
3. Re-envisaging preferred futures
Moral Compass
“Despite huge advancements in
technology over the last 50 years, the
wealth gap between developed and
developing countries...
World Bank Group. (2016). Digital dividends: World development report. Washington: A World
Bank Group Flagship Report.
Global Attitudes Project, Pew Research, 2011
http://www.pewglobal.org/2011/11/17/the-american-western-european-values-gap/...
“It will not be possible to satisfy the rising
demand for Higher Education, especially
in developing countries, by relying...
Allen, E., & Seaman, J., with Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online
education in the...
• Massey Worldwide
• DCU Connected
• Open Learning Academy
Three cases….
Palmerston NorthAuckland Wellington
Distance
Worldwide
34,000 students
-  Three campuses
-  16,000 online
http://www.masse...
http://www.masseyworldwide.ac.nz
2. Modehttps://www.universitybusiness.com/article/death-“online”-learning-higher-ed
2. Mode http://connected.dcu.ie
http://connected.dcu.ie
Connected Learners
http://connected.dcu.ie
Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a
mapping survey conducte...
Conclusion
In sum…
• Agency and leadership
• Collaborate with the enemy
• Courage to be future makers
“Online
learning
should be in
the service of
big ideas,
not as a big idea
in itself.”
(adapted from Barnett, 2011).
Video
Go raibh
maith
agaibh!
• 775 million adults illiterate (2/3 women)	
	
• Some 250 million children not learning
basic skills	
	
• 12 million teach...
Professor Mark Brown
Director, National Institute for Digital Learning
www.dcu.ie/nidlmark.brown@dcu.ie
@mbrownz www.slide...
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
Scary Monsters and Super Creeps: Collaborating with the Enemy
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Scary Monsters and Super Creeps: Collaborating with the Enemy

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Invited COIl Fischer keynote at Penn State University, 9th August 2016

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Scary Monsters and Super Creeps: Collaborating with the Enemy

  1. 1. Scary Monsters and Super Creeps: Collaborating with the Enemy Professor Mark Brown - PhD Director, National Institute for Digital Learning COIL Fischer Lecturer Penn State University 9th August, 2016
  2. 2. @mbrownz
  3. 3. Love Him or Loathe Him?
  4. 4. Where were you in 1980?
  5. 5. • John Lennon assassinated • Ronald Reagan elected President • The Pac-Man video game was released In 1980…
  6. 6. 1980 and Super Creeps
  7. 7. Video
  8. 8. R.I.P. STARMAN
  9. 9. 1. The scary monsters 2. The competing forces 3. Re-envisaging preferred futures Scary Monsters and Super Creeps: Collaborating with the Enemy
  10. 10. 1. The scary monsters
  11. 11. 1. The scary monsters • Who are the monsters? • Where can they be found? • What nightmares are they telling us?
  12. 12. Social Determinism Technocratic Nightmare Technocratic Dream Technological Determinism Techno-centric Perspective Human-centric Perspective Demon Perspective Libertarian Perspective
  13. 13. Social Determinism Technocratic Nightmare Technocratic Dream Technological Determinism Critics Techno-centric Perspective Human-centric Perspective Demon Perspective Libertarian Perspective
  14. 14. The light comes through the cracks…
  15. 15. http://audreywatters.com
  16. 16. - Neil Selwyn
  17. 17. “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010).
  18. 18. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55).
  19. 19. John P. Kotter
  20. 20. “Developing and implementing desired change 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. Listen | Link | Lead
  21. 21. 2. The competing forces
  22. 22. 2. The competing forces
  23. 23. “It is theory that decides what we can observe…” Albert Einstein
  24. 24. Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own agenda
  25. 25. Knowledge Economy TWO MAJOR PERSPECTIVES Mark Brown, 2016 • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
  26. 26. “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).
  27. 27. Knowledge Economy TWO MAJOR PERSPECTIVES Learning Society Mark Brown, 2016 • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
  28. 28. “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.
  29. 29. Reproducing TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • Sifting agent • Human capital • Social cohesion • Cultural heritage • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
  30. 30. ReschoolingReproducing • Sifting agent • Human capital • Social cohesion • Cultural heritage TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • 21st century skills • Technology as progress • Education as commodity • Increased market competition • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
  31. 31. “Our ability to compete as a nation—and for states, regions and communities to attract growth industries and create jobs— demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness—the engine, not simply an input, of the economy” (P21, 2008, p.1). http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
  32. 32. Technology as Progress
  33. 33. 3. Border Education as Commodity
  34. 34. Increased Market Competition
  35. 35. Deschooling ReschoolingReproducing • Unbundling • Opening access • Micro credentials • New learning pathways TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • Sifting agent • Human capital • Social cohesion • Cultural heritage • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
  36. 36. “Schools without a Curriculum”
  37. 37. Unbundling
  38. 38. 5. Content Opening Access
  39. 39. Micro Credentials
  40. 40. Micro Credentials
  41. 41. 4. Credential https://www.timeshighereducation.com/news/moocs-international-credit-transfer-system-edges-closer New Learning Pathways
  42. 42. 4. Credential https://www.edsurge.com/news/2016-05-12-what-blockchain-means-for-higher-education New Learning Pathways
  43. 43. Is this the future of higher education? Video
  44. 44. ReconceptualizingDeschooling ReschoolingReproducing • Just society • Lifelong learning • Pillars of learning • Sustainable development TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • Sifting agent • Human capital • Social cohesion • Cultural heritage • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Unbundling • Opening access • Micro credentials • New learning pathways • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
  45. 45. The current emphasis on education in change needs to shift to the language of education for change.
  46. 46. 3. Re-envisaging preferred futures
  47. 47. 3. Re-envisaging preferred futures
  48. 48. Moral Compass
  49. 49. “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).
  50. 50. World Bank Group. (2016). Digital dividends: World development report. Washington: A World Bank Group Flagship Report.
  51. 51. Global Attitudes Project, Pew Research, 2011 http://www.pewglobal.org/2011/11/17/the-american-western-european-values-gap/ The American-Western European Values Gap
  52. 52. “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, 2013) Past President, Commonwealth of Learning; Previous Vice-Chancellor, UK Open University
  53. 53. Allen, E., & Seaman, J., with Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group. 2%
  54. 54. • Massey Worldwide • DCU Connected • Open Learning Academy Three cases….
  55. 55. Palmerston NorthAuckland Wellington Distance Worldwide 34,000 students -  Three campuses -  16,000 online http://www.massey.ac.nz/
  56. 56. http://www.masseyworldwide.ac.nz
  57. 57. 2. Modehttps://www.universitybusiness.com/article/death-“online”-learning-higher-ed
  58. 58. 2. Mode http://connected.dcu.ie
  59. 59. http://connected.dcu.ie
  60. 60. Connected Learners
  61. 61. http://connected.dcu.ie
  62. 62. Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project. Available from http:// eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
  63. 63. Conclusion In sum… • Agency and leadership • Collaborate with the enemy • Courage to be future makers
  64. 64. “Online learning should be in the service of big ideas, not as a big idea in itself.” (adapted from Barnett, 2011).
  65. 65. Video
  66. 66. Go raibh maith agaibh!
  67. 67. • 775 million adults illiterate (2/3 women) • Some 250 million children not learning basic skills • 12 million teachers needed to get every child into school by 2020 “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
  68. 68. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidlmark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz

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