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The Story of Digital Learning: The Future Is Not What It Used To Be

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Two invited keynote presentations at Aalborg University, Aalborg and Copenhagen, 11th & 12th May, 2016.

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The Story of Digital Learning: The Future Is Not What It Used To Be

  1. 1. The Story of Digital Learning: The Future Is Not What It Used To Be Professor Mark Brown Director, National Institute for Digital Learning Aalborg | Copenhagen 11th & 12th May, 2016
  2. 2. http://www.crn.com.au/news/sydney-school-bans-laptops-labels-them-scandalous-waste-of-money-417477
  3. 3. “We use to talk more before someone invented fire”
  4. 4. @mbrownz
  5. 5. National Institute for Digital Learning • DCU Connected • Teaching Enhancement • Digital Learning Research
  6. 6. Outline… 1. Dream solutions 2. Disruptive debates 3. Designs for uncertain times The Story of Digital Learning: The Future Is Not What It Use To Be
  7. 7. “If digital learning is the dream solution for higher education, then what is the problem?” Key question…
  8. 8. The Rhetoric Reality Gap Key tension…
  9. 9. This presentation does NOT contain handy hints for teachers Advance warning…
  10. 10. 1. Dream solutions…
  11. 11. 1. Dream solutions… “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).
  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. Dream solutions…
  13. 13. “Books will soon be obsolete in public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture”. (Thomas Edison, 1912) 1. Dream solutions…
  14. 14. “We will undoubtedly have lectures of every conceivable kind presented to us right in our homes, when practical television arrives, possibly a year or two off.” Short Wave Craft, 1935 1. Dream solutions…
  15. 15. Project Plato – 1960s 1. Dream solutions…
  16. 16. Project Plato – 1960s 1. Dream solutions…
  17. 17. Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) High Expectations Subsided Enthusiasm Growing Support 1. Dream solutions…
  18. 18. Gartner Hype Cycle 1. Dream solutions… “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010). MOOCs
  19. 19. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55). 1. Dream solutions…
  20. 20. “In 50 years… there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them” (cited in Leckart, 2013, P.28) In a March 2012 Wired cover story, Sebastian Thrun predicted: 1. Dream solutions…
  21. 21. “According to the hype cycle model, MOOCs should now be exiting the ‘trough of disillusionment’ and entering a period of ‘enlightenment’ as second-generation products and services come onto the market (Linacre, 2014, P.4) United States 1. Dream solutions…
  22. 22. Allen, E., & Seaman, J., with Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group. 59% 11% 1. Dream solutions…
  23. 23. Students’ experiences with MOOCs https://library.educause.edu/resources/2015/8/2015-student-and-faculty-technology-research-studies 1. Dream solutions…
  24. 24. Worldwide 75% English Language 1. Dream solutions…
  25. 25. 2015 - 35 million learners 2014 - 18 million learners http://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscape-change-for-massive-open-online-courses/ 1. Dream solutions…
  26. 26. “We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Amara’s Law 1. Dream solutions…
  27. 27. 1. Dream solutions…
  28. 28. “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz Questions…
  29. 29. 2. Disruptive debates…
  30. 30. 2. Disruptive debates…
  31. 31. 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  32. 32. Laurentius de Voltolina – 14th Century 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  33. 33. 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  34. 34. 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  35. 35. 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  36. 36. Proceeding of the National Academy of Sciences http://www.pnas.org/content/111/23/8410 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  37. 37. “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) 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  38. 38. 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  39. 39. 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
  40. 40. 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
  41. 41. 1986 2016 Long ago our students danced at concerts, now they click, video, share and tweet! 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
  42. 42. Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503-520. 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
  43. 43. 2. Disruptive debates… http://nogoodreason.typepad.co.uk/no_good_reason/2007/11/the-vlelms-is-d.html “The VLE is Dead” (Weller, 2007) #2 Learning will be mobile and accessible any time, anywhere from your pocket
  44. 44. 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
  45. 45. 2. Disruptive debates… “The LMS is like a bus, it only travels on a pre- arranged route, the bus is often late but you still have to be on time because it won't wait if you miss it” (Downes, 2015) #2 Learning will be mobile and accessible any time, anywhere from your pocket
  46. 46. 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
  47. 47. 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  48. 48. “At its simplest, blended learning is the integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p.96). 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  49. 49. Weak sense of blending… 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  50. 50. “. . . 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). 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  51. 51. Stronger Sense of Blending… 2. Disruptive debates… #2 Blended learning will have transformed traditional pedagogy
  52. 52. 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  53. 53. 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  54. 54. The old ‘pump, pump, dump’ model of pedagogy may still dominate practice 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
  55. 55. 2. Disruptive debates… http://teachonline.ca/sites/default/files/tools-trends/downloads/making_sense_of_blended_learning-eng.pdf #3 Blended learning will have transformed traditional pedagogy
  56. 56. “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz Questions…
  57. 57. 3. Designs for uncertain times…
  58. 58. ‘A key principle of designing learning for the future is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 3. Designs for uncertain times…
  59. 59. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 3. Designs for uncertain times…
  60. 60. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009). 3. Designs for uncertain times…
  61. 61. 3. Designs for uncertain times…
  62. 62. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework 3. Designs for uncertain times…
  63. 63. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Places Tools Spaces 3. Designs for uncertain times…
  64. 64. 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) 3. Designs for uncertain times…
  65. 65. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Design compass… 3. Designs for uncertain times…
  66. 66. Acquisition Participation The Learning Ecology 3. Designs for uncertain times…
  67. 67. Acquisition Participation The Learning Ecology Physical Virtual 3. Designs for uncertain times…
  68. 68. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class The Learning Ecology Physical Virtual 3. Designs for uncertain times…
  69. 69. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Leakage The Learning Ecology Physical Virtual 3. Designs for uncertain times…
  70. 70. Concept of Wrapping Littlejohn, A., & Pegler, C. (2007). Preparing for Blended E- Learning. 70-93. New York: Routledge. 3. Designs for uncertain times…
  71. 71. 3. Designs for uncertain times…
  72. 72. Designing for caves, campfires, watering holes and mountain tops A storyteller… 3. Designs for uncertain times…
  73. 73. Conclusion
  74. 74. Conclusion • Courage to explore new spaces • Design for better outcomes • Become a future maker Three key lessons….
  75. 75. “Despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled” (John Pilger, 2002). Conclusion
  76. 76. World Bank Group. (2016). Digital dividends: World development report. Washington: A World Bank Group Flagship Report. Conclusion
  77. 77. “If digital learning is the dream solution for higher education, then what is the problem?” Conclusion
  78. 78. Access Quality Cost Iron Triangle Conclusion
  79. 79. Conclusion
  80. 80. “Digital learning should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). Conclusion
  81. 81. Go raibh maith agaibh!
  82. 82. http://www.portlandpresspublishing.com/content/wenner-gren-international-series-volume-88
  83. 83. 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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