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The Digital Learning Revolution: What Lies Ahead? (v.2)

Keynote presentation at Future Learning and the Digital Student, Wellington, 24th September, 2013.

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The Digital Learning Revolution: What Lies Ahead? (v.2)

  1. 1. The Digital Learning Revolution: What Lies Ahead? Professor Mark Brown Future Learning and the Digital Student 24th September, 2013
  2. 2. Vinemard 1910
  3. 3. A Digital Revolution or Evolution?
  4. 4. “The web of our life is of a mingled yarn, good and ill together...” William Shakespeare, All's Well That Ends Well, Act 4, Scene 3
  5. 5. Liberalism Perspective Techno-centric Perspective Human-centric Perspective Demon Perspective Technocratic Dream Technological Determinism Social Determinism Technocratic Nightmare Critics A contested terrain… (Adapted from Bigum, 1998)
  6. 6. 1. A game changer? 2. How are our lives changing? 3. How is the „business‟ of education changing? 4. How can we shape a better digital future? Outline…
  7. 7. The future lives in the past...
  8. 8. Who controls the past commands the future. Who commands the future conquers the past. (George Orwell) The future lives in the past...
  9. 9. 1. A game changer?
  10. 10. 1. A game changer? http://net.educause.edu/ir/library/pdf/pub7203i.pdf
  11. 11. “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). 1. A game changer?
  12. 12. “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). 1. A game changer?
  13. 13. 1. A game changer? 1935
  14. 14. Technology Expectation Cycle (1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. 1. A game changer?
  15. 15. High expectations Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
  16. 16. High expectations Growing support Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
  17. 17. High expectations Growing support Subsided enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
  18. 18. High expectations Growing support Subsided enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
  19. 19. “Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment” (Gouseti, 2010). 1. A game changer?
  20. 20. “Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment” (Gouseti, 2010). “Given all that we know about the social complexities of technology use in education, a pessimistic stance is the most sensible, and possibly the most productive, perspective to take” (Selwyn, 2011, p.714). 1. A game changer?
  21. 21. 1. A game changer?
  22. 22. “We tend to overestimatethe effect of a technology in the short run and underestimate the effect in the long run.” Amara‟s Law 1. A game changer?
  23. 23. 2. How are our lives changing?
  24. 24. 2. How are our lives changing? 1983 2013 Long ago people danced at concerts, now they video, share, click and tweet! Source: KPCB Internet Trends 2013
  25. 25. 2. How are our lives changing? Source: KPCB Internet Trends 2013
  26. 26. Source: http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be2. How are our lives changing?
  27. 27. 2. How are our lives changing?
  28. 28. 2. How are our lives changing?
  29. 29. 2. How are our lives changing? What does all this mean?
  30. 30. 2. How are our lives changing? A completely new type of globally connected learneris expecting a new type of education for new times. What does all this mean?
  31. 31. 2. How are our lives changing? A completely new type of globally connected learneris expecting a new type of education for new times. What does all this mean? Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503-520.
  32. 32. 3. How is the „business‟ of education changing?
  33. 33. 3. How is the „business‟ of education changing?
  34. 34. 3. How is the „business‟ of education changing?
  35. 35. 3. How is the „business‟ of education changing?
  36. 36. 3. How is the „business‟ of education changing?
  37. 37. 3. How is the „business‟ of education changing?
  38. 38. But wait there‟s more… 3. How is the „business‟ of education changing?
  39. 39. 3. How is the „business‟ of education changing? The economics of abundance The OER movement…
  40. 40. 3. How is the „business‟ of education changing?
  41. 41. 3. How is the „business‟ of education changing?
  42. 42. 3. How is the „business‟ of education changing?
  43. 43. 3. How is the „business‟ of education changing?
  44. 44. 3. How is the „business‟ of education changing? “iTunes didn‟t change the way music was made; it revolutionized how people listened to music” (Gallagner& Garrett, 2013).
  45. 45. FOMO 3. How is the „business‟ of education changing?
  46. 46. What does all this mean? 3. How is the „business‟ of education changing?
  47. 47. The traditional educational institutionis being chiseled away by powerful global forces and new business models as a multitude ofalternativeproviders emerge. What does all this mean? 3. How is the „business‟ of education changing?
  48. 48. 4. How can we shape a better digital future?
  49. 49. 4. How can we shape a better digital future? Source: http://futuremakers.wikispaces.com/
  50. 50. “It is the theory that decides what we can observe…” Albert Einstein 4. How can we shape a better digital future?
  51. 51. Knowledge Society Knowledge Economy • Online learning • Blended learning • Anytime, anywhere learning Major competing discourses… E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda
  52. 52. Knowledge Society Knowledge Economy Reproduction • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning •
  53. 53. Knowledge Society Knowledge Economy Reschooling Reproduction • xMOOCs • New pedagogies • Global Curriculum • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda
  54. 54. Knowledge Society Knowledge Economy Deschooling Reschooling Reproduction • PLE • cMOOCs • Un-curriculum • Life-long learning • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… • xMOOCs • New pedagogies • Global Curriculum • Education in change • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda
  55. 55. Reconceptualist Knowledge Society Knowledge Economy Deschooling Reschooling Reproduction • Being glocal • Digital citizenship • Socially just society • Education for change • xMOOCs • New pedagogies • Global Curriculum • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… • PLE • cMOOCs • Un-curriculum • Life-long learning • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda Disruption
  56. 56. Learning to change and transform Learning to live together Learning to do Learning to know Learning to be Digital Literacy Digital Identity Digital Citizenship 4. How can we shape a better digital future?
  57. 57. Conclusion
  58. 58. Be wary of predictions… Conclusion
  59. 59. “Thirty years from now the big university campuses will be relics. Universities won‟t survive. It‟s as large a change as when we first got the printed book.” (Peter Drucker, Forbes, 1997) Conclusion Be wary of predictions…
  60. 60. You can't predict the future, just like you can't reach the horizon... Conclusion
  61. 61. “All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.” (Toffler, 1974). Conclusion
  62. 62. DEANZ…
  63. 63. “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/ Questions…
  64. 64. • Email m.e.brown@massey.ac.nz • Twitter @mbrownz • DELFA http://delfa.massey.ac.nz • Slideshare http://www.slideshare.net/mbrownz Contact…

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