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Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities

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Invited keynote presentation at PLA#7 Supporting Educators for Innovative, Open and Digital Education, ET2020 Working Group, Digital Skills and Competencies, Zagreb, 7-8 December, 2017.

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Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities

  1. 1. Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities Professor Mark Brown Director, National Institute for Digital Learning Zagreb, Croatia 7th December 2017
  2. 2. @mbrownz
  3. 3. @mbrownz National Institute for Digital Learning
  4. 4. 2019 Conference Dublin
  5. 5. 3 x premises 3 x paradoxes 3 x propositions Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities
  6. 6. Key question: How to support educators for innovative, open and digital education? Professional Collaboration
  7. 7. MICRO MACRO MESO Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning NANO
  8. 8. Institutional Global National Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities Individua l https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning
  9. 9. “All generalizations are dangerous, even this one” (Alexandre Dumas)
  10. 10. 1. Global/National Level
  11. 11. Innovative, open and digital education is booming but major structural barriers limit transformative impact Paradox 1… 1. Global/National Level
  12. 12. “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
  13. 13. UK Open University
  14. 14. 2.7%
  15. 15. OECD (2017) Education at a Glance Ireland
  16. 16. “There is also almost no understanding of the private and social [public] benefits of distance and online education in comparison with those of face-to- face education” (Rumble, 2014, p.208). Rumble, G. (2014). The costs and economics of online distance education (pp. 197-216). In O. Zawacki-Richter & T. Anderson (Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.
  17. 17. Proposition 1… We need to frame debates about new innovative models of open and digital education in terms of the wider benefits they offer for the “good society”
  18. 18. 2. Institutional Level
  19. 19. Innovative, open and digital education has the potential to transform traditional business models but most efforts merely tame new technologies Paradox 2… 2. Institutional Level
  20. 20. The Language of Disruptive Innovation
  21. 21. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Physical VirtualLeakage
  22. 22. 22%
  23. 23. Tame vs. Transform
  24. 24. JRC (2016). Opening up education in Europe: A support framework for higher education institutions Infused Through Whole Ecology
  25. 25. We need to develop a culture of innovation where open and digital education is core to a transformative institutional mission Proposition 2…
  26. 26. 3. Teacher Level
  27. 27. 3. Teacher Level Innovative, open and digital education can transform learning but workload, pedagogical beliefs and assessment requirements strongly influence practice Paradox 3…
  28. 28. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Pedagogical Compass
  29. 29. …the old ‘pump, pump, dump’ model of teaching still dominates practice The uncomfortable reality is…
  30. 30. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009).
  31. 31. “Good educators are not just workers to be digitally up-skilled! They should be valued as important change agents and trusted professionals willing to go “off the rails” to challenge practices which reproduce inequitable distribution of power, knowledge and resources” Brown, 2017
  32. 32. We need to develop teachers with critical mindsets capable of using innovative, open and digital education to shape better futures for all Proposition 3…
  33. 33. Conclusion… 9 s
  34. 34. “Innovative, open and digital education should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011)
  35. 35. Critical Consumers Critical Citizens RECONCEPTUALIST FRAMEWORK FOR THE FUTURE (Delors Report, 1972) LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Critical Thinkers
  36. 36. “A prudent question is one-half of wisdom” Francis Bacon
  37. 37. @mbrownz Go raibh maith agaibh! Thank you

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