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.

The Digital Learning Revolution: Godsend or Gimmick?

1,290 views

Published on

Blending your Learning: Incorporating Technology in your Teaching, Queen's University Belfast, Northern Ireland, 25th June, 2015.

Published in: Education

The Digital Learning Revolution: Godsend or Gimmick?

  1. 1. The Digital Learning Revolution: Godsend or Gimmick? Professor Mark Brown Queen’s University Belfast 25th June 2015
  2. 2. 1. Debates 2. Designs 3. Dilemmas Outline… The Digital Learning Revolution: Godsend or Gimmick?
  3. 3. “If digital learning is the future solution for higher education, then what is the problem?” Key question…
  4. 4. Key problem…
  5. 5. Key point… “All generalizations are dangerous, even this one” (Alexandre Dumas)
  6. 6. 1. Debates…
  7. 7. 1. Debates… #1 To what extent has university teaching failed to keep up with major societal changes?
  8. 8. 1. Debates… #1 To what extent has university teaching failed to keep up with major societal changes?
  9. 9. 1. Debates… #1 To what extent has university teaching failed to keep up with major societal changes?
  10. 10. 1. Debates… #1 To what extent has university teaching failed to keep up with major societal changes?
  11. 11. #1 To what extent has university teaching failed to keep up with major societal changes? 1. Debates…
  12. 12. 1. Debates… Laurentius de Voltolina #2 To what extent is the lecture dead in the digital classroom of the 21st Century?
  13. 13. #2 To what extent is the lecture dead in the digital classroom of the 21st Century? 1. Debates…
  14. 14. 1. Debates… #2 To what extent is the lecture dead in the digital classroom of the 21st Century?
  15. 15. 1. Debates… Proceeding of the National Academy of Sciences http://www.pnas.org/content/111/23/8410 #2 To what extent is the lecture dead in the digital classroom of the 21st Century?
  16. 16. “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) 1. Debates… #2 To what extent is the lecture dead in the digital classroom of the 21st Century?
  17. 17. 1. Debates… #2 To what extent is the lecture dead in the digital classroom of the 21st Century?
  18. 18. 1. Debates… #3 Is face-to-face teaching (still) better than online learning?
  19. 19. “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1994). #3 Is face-to-face teaching (still) better than online learning? 1. Debates…
  20. 20. “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1894). #3 Is face-to-face teaching (still) better than online learning? 1. Debates…
  21. 21. Not New - 1935 1. Debates… #3 Is face-to-face teaching (still) better than online learning?
  22. 22. 1. Debates… #3 Is face-to-face teaching (still) better than online learning?
  23. 23. 1. Debates… #3 Is face-to-face teaching (still) better than online learning?
  24. 24. “These studies answer the ‘‘big’’ questions (e.g., is DE/OL more effective than classroom instruction?), but they generally fail to establish an alignment of evidence that addresses the ‘‘do’s’’ and ‘‘don’ts’’ of instruction via rigorous research.” (p.89). Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P. (2014). A meta- analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26:87–122. 1. Debates… #3 Is face-to-face teaching (still) better than online learning?
  25. 25. 1985 2015 Long ago our students danced at concerts, now they click, video, share and tweet! 1. Debates… #4 To what extent do ‘digital natives’ expect faculty to make extensive use of new technologies?
  26. 26. Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503-520. 1. Debates… #4 To what extent do ‘digital natives’ expect faculty to make extensive use of new technologies?
  27. 27. 1. Debates… #4 To what extent do ‘digital natives’ expect faculty to make extensive use of new technologies?
  28. 28. #4 To what extent do ‘digital natives’ expect faculty to make extensive use of new technologies? 1. Debates…
  29. 29. 1. Debates… “At its simplest, blended learning is the integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p.96). #5 To what extent is blended learning having a disruptive impact on pedagogy?
  30. 30. 1. Debates… #5 To what extent is blended learning having a disruptive impact on pedagogy?
  31. 31. 1. Debates… Weak sense of blending… #5 To what extent is blended learning having a disruptive impact on pedagogy?
  32. 32. 1. Debates… Stronger Sense of Blending… #5 To what extent is blended learning having a disruptive impact on pedagogy?
  33. 33. 1. Debates… #5 To what extent is blended learning having a disruptive impact on pedagogy?
  34. 34. “. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency” (Vaughan, 2012). 1. Debates… #5 To what extent is blended learning having a disruptive impact on pedagogy?
  35. 35. 1. Debates… Blended learning has become a popular construct that means different things to different people. And arguably the ‘pump, pump, dump’ model of blended learning still dominates teaching practice. In sum, the inconvenient ’truth’ is…
  36. 36. ‘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. Designs…
  37. 37. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Places Tools Spaces 2. Designs…
  38. 38. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Place of Learning (Where Learning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) 2. Designs…
  39. 39. Acquisition Participation Physical Virtual The digital learning ecology… 2. Designs…
  40. 40. Acquisition Participation Synchronous Asynchronous The digital learning ecology… 2. Designs…
  41. 41. Acquisition Participation Synchronous Asynchronous The digital learning ecology… Discussion Fora Lecture Capture Online Clinic Webinars Online Presentations Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing Real-time Tests 2. Designs…
  42. 42. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous The digital learning ecology… 2. Designs…
  43. 43. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous The digital learning ecology… 2. Designs… Leakage
  44. 44. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 2. Designs…
  45. 45. 2. Designs… Conversation Framework
  46. 46. 2. Designs…
  47. 47. 3. Dilemmas…
  48. 48. 3. Dilemmas… #1 The challenge of infrastructure http://www.nmc.org
  49. 49. 3. Dilemmas… #1 The challenge of infrastructure http://www.nmc.org
  50. 50. 3. Dilemmas… More with less! #2 The challenge of academic workload
  51. 51. #2 The challenge of academic workload 3. Dilemmas…
  52. 52. 3. Dilemmas… #3 The challenge of the status of teaching
  53. 53. Conclusion… • Courage to teach in new ways Three final points….
  54. 54. Conclusion… • Courage to teach in new ways • Design a better experience Three final points….
  55. 55. Conclusion… • Courage to teach in new ways • Design a better experience • Fiction not fantasy Three final points….
  56. 56. “If digital learning is the future solution for higher education, then what is the problem?” Conclusion…
  57. 57. Access Quality Cost Iron Triangle Conclusion…
  58. 58. Thank You!
  59. 59. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidl mark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz

×