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Shaping the Future of Digital Humanities: Off the Rails and Other Critical Tales

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Invited keynote presentation at #dariahTeach Open Education Workshop, Lausanne, Switzerland, 23rd March 2017.

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Shaping the Future of Digital Humanities: Off the Rails and Other Critical Tales

  1. 1. Shaping the Future of Digital Humanities: Off the Rails and Other Critical Tales Professor Mark Brown Lausanne, Switzerland 23rd March 2017 #dariahTeach Open Education Workshop
  2. 2. To whom were these questions addressed B.G.? …before Google
  3. 3. Fernglen 1876Omagh Napier
  4. 4. Special Edition
  5. 5. Outline 1. Digital literacies 2. Refocusing the lens 3. Designing for better futures Shaping the Future of Digital Humanities: Off the Rails and Other Critical Tales
  6. 6. Key messages The Rhetoric Reality Gap
  7. 7. Key messages
  8. 8. 1. Digital literacies…
  9. 9. 1. Digital literacies… • What is digital literacy? • Who is defining digital literacy? • What is missing from definitions? Framing questions…
  10. 10. “As the chapters that follow attest, the most immediately obvious facts about accounts of digital literacy are that there are many of them and that there are significantly different kinds of concepts on offer” (Lankshear & Knobel, 2008, p.2).
  11. 11. Identified over 100 models and frameworks which to greater or lesser extent purport to encapsulate the various dimensions of digital skills, literacies or competencies.
  12. 12. “I’ve been asked many times for a diagram of the eight essential elements, something that will fit nicely on a PowerPoint slide. While I can do so I feel that this perpetuates a problem I’ve seen time and time again... People over-specify an answer to a question that differs massively according to the context” (Doug Belshaw, 2015, p.58).
  13. 13. DigComp
  14. 14. For the purpose of this report we can define digital skills, literacies or competencies as .... “the capabilities which fit someone for living, learning and working in a digital society, with the knowledge that a digital society is ever evolving” (p.18).
  15. 15. The uncertain future requires us to get off the rails
  16. 16. Critical Consumers Critical Citizens RECONCEPTUALIST FRAMEWORK (Delors Report, 1972) LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Critical Thinkers
  17. 17. 2. Refocusing the lens…
  18. 18. Running to catch a moving train... 2. Refocusing the lens…
  19. 19. “It is theory that decides what we can observe”
  20. 20. Knowledge Economy Mark Brown, 2016 • Openness • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • TWO MAJOR PERSPECTIVES
  21. 21. “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).
  22. 22. Knowledge Economy Learning Society Mark Brown, 2016 • Openness • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • TWO MAJOR PERSPECTIVES
  23. 23. “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.
  24. 24. Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own agenda
  25. 25. Learning Society Knowledge Economy Mark Brown, 2016 • Openness • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • Reproducing • Sifting agent • Human capital • Social cohension • Cultural heritage Reschooling • Competencies • Entrepreneurship • Technology as progress • Increased market competition TWO MAJOR PERSPECTIVES
  26. 26. https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-for-english-language-learning/
  27. 27. “UK MOOC snatches world record for sign-ups. UK quality beating US $$?”
  28. 28. Learning Society Knowledge Economy Mark Brown, 2016 Deschooling • Democratic • Opening access • Micro credentials • Personalized learning • Openness • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • Reproducing • Sifting agent • Human capital • Social cohension • Cultural heritage Reschooling • Competencies • Entrepreneurship • Technology as progress • Increased market competition TWO MAJOR PERSPECTIVES
  29. 29. Personalised Learning
  30. 30. ReconceptualizingDeschooling ReschoolingReproducing • Democratic • Opening access • Micro credentials • Personalized learning Learning Society Knowledge Economy Mark Brown, 2016 • Competencies • Entrepreneurship • Technology as progress • Increased market competition • Just society • Lifelong learning • Pillars of learning • Education for citizenry • Sifting agent • Human capital • Social cohension • Cultural heritage • Openness • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning • TWO MAJOR PERSPECTIVES
  31. 31. 3. Designing for better futures…
  32. 32. What type of sustainable society do we want the use of new digital technology to serve? Framing question… 3. Designing for better futures…
  33. 33. Digital Humanities 1.0 - Online repositories Digital Humanities 2.0 - De-centrering knowledge Digital Humanities 3.0 - Education for active citizenry
  34. 34. The Placenames Database of Ireland, developed by Fiontar & Scoil na Gaeilge, DCU and The Placenames Branch (Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs).
  35. 35. Conclusion
  36. 36. Conclusion Three final remarks…. • Questions about literacy • Not on independent trajectory • Promote citizenry for better futures
  37. 37. Conclusion Critical Future Makers
  38. 38. Conclusion (adapted from Barnett, 2011) “Digital Humanities should allows us to explore new frontiers in the service of big ideas, not as a big idea in itself”
  39. 39. Go raibh maith agaibh!
  40. 40. 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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