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The Future of Distance Education: Mind the Gaps

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Invited keynote presentation at Fern Universitat in Hagen, Hagen, Germany, 22nd June 2018.

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The Future of Distance Education: Mind the Gaps

  1. 1. Professor Mark Brown Director, National Institute for Digital Learning Dublin City University Hagen, Germany 22nd June 2018 The Future of Distance Education: Mind the Gaps
  2. 2. 2019 Conference Dublin
  3. 3. Professor Mark Brown Director, National Institute for Digital Learning Dublin City University Hagen, Germany 22nd June 2018 The Future of Distance Education: Mind the Gaps
  4. 4. https://pixabay.com/en/train-tracks-walking-journey-alone-1081672/ @mbrownz
  5. 5. Rhetoric Reality Gap
  6. 6. State of Art vs. State of Actual Gap
  7. 7. Near vs. Far Gap
  8. 8. Real knowledge is to know the extent of one’s ignorance https://pixabay.com/en/train-tracks-walking-journey-alone-1081672/ Confucius
  9. 9. E
  10. 10. “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
  11. 11. 1. Far futures 2. Near futures 3. Better futures Outline….
  12. 12. 1. Far futures
  13. 13. 20+ years ago…
  14. 14. In 1976… 89% market share
  15. 15. • Globalization • Population mobility • Demographic changes • Changing nature of work • Growing demand for higher education What are some of the major change forces?
  16. 16. What are some of the major change forces? • Openness movement • Unbundling movement • Impact of AI on education • Impact of BIG data on education • Rising costs of higher education
  17. 17. STEP 1: Identify the major trends and change forces STEP 2: Identify the high impact (critical) uncertainties STEP 3: Create the axes of uncertainty STEP 4: Develop the scenario characteristics for each quadrant
  18. 18. • Where are we going? • Where should we go and why? • How can we get there? 2008
  19. 19. May 2018
  20. 20. 2017
  21. 21. http://www.nearfutureteaching.ed.ac.uk
  22. 22. Different interest groups and stakeholders are borrowing the same ‘languages of persuasion’ to legitimize very different agenda
  23. 23. “It is theory that decides what we can observe”
  24. 24. Knowledge Economy • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization • TWO MAJOR WORLDVIEWS COMPETING DIGITAL FUTURES
  25. 25. “And we’ve got to bring on the competition — open the schoolhouse doors and let parents choose the best school for their children. Education reformers call this school choice, charter schools, vouchers, even opportunity scholarships. I call it competition — the American way.” Donald Trump, in his book “The America We Deserve”
  26. 26. Knowledge Economy • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization • TWO MAJOR WORLDVIEWS Knowledge Society COMPETING DIGITAL FUTURES
  27. 27. “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.
  28. 28. 2. Near futures
  29. 29. 2018
  30. 30. 2018 https://www.icde.org/models-for-online-open-flexible-and-technology-enhanced-higher-education
  31. 31. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55).
  32. 32. Off Campus in Class Off Campus out of Class On Campus in Class Formal On Campus out of Class Physical Virtual Learning Ecology Informal
  33. 33. Deep Interaction Digitally Rich Resources The Connected Learner Transformative Learning Experience Sense of Belonging Committed to Success Impactful Narratives Knowledge Translation Rich Collaboration Community of Learners Meaningful Tasks Assessment for Learning Some Key Principles Teacher Presence Specialist Educators
  34. 34. • Mini modules • Study mobility • Credit pathways • Joint degree programs • International scholarships • Cost • Access • Quality • Flexibility • Innovation
  35. 35. 3. Better futures
  36. 36. Education in Change Education for Change Navigating Through Entangled Narratives
  37. 37. What type of education futures do we want new digital technology to serve?
  38. 38. Pedagogical Beliefs not core to the Framework
  39. 39. Teachers’ pedagogical mindsets rather than skillsets matter most in shaping innovative practices KEY LESSON
  40. 40. http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101 254/jrc101254_digcomp%202.0%20the%20digital%20competen ce%20framework%20for%20citizens.%20update%20phase%20 1.pdf
  41. 41. http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101 254/jrc101254_digcomp%202.0%20the%20digital%20competen ce%20framework%20for%20citizens.%20update%20phase%20 1.pdf
  42. 42. 2017 Carretero, S., Vuorikari, R., & Punie, Y. (2017). Available from http://publications.jrc.ec.europa.eu/repo sitory/bitstream/JRC106281/web- digcomp2.1pdf_(online).pdf
  43. 43. https://ec.europa.eu/jrc/sites/jrcsh/files /DIGCOMP-FINAL- %20UPDATED%2002-06-2016.pdf
  44. 44. https://ec.europa.eu/jrc/sites/jrcsh/files /DIGCOMP-FINAL- %20UPDATED%2002-06-2016.pdf
  45. 45. ‘You can’t just take something off the shelf and expect it to work just because it looks good’ (Belshaw, 2017)
  46. 46. Globally digital transformation needs to challenge our ideas of what constitutes the good society for better futures—for all
  47. 47. Final comment…
  48. 48. (adapted from Barnett, 2011) Final comment…
  49. 49. Go raibh maith agaibh! Thank you

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