2013 - Keynote McGraw-Hill - Digital Futures

931 views

Published on

Keynote presentation for McGraw-Hill Australia

Published in: Education
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
931
On SlideShare
0
From Embeds
0
Number of Embeds
71
Actions
Shares
0
Downloads
17
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

2013 - Keynote McGraw-Hill - Digital Futures

  1. 1. Digital Futures: Opportunities and Challenges in a Brave New World Professor Mike Keppell Executive Director Australian Digital Futures Institute 1Sunday, 3 February 13 1
  2. 2. Who coined the term ‘Brave New World’? 2Sunday, 3 February 13 2
  3. 3. Overview ‣ Megatrends and challenges that will change the way we live ‣ Game changers in higher education (mobility, literacies, personalisation, seamless learning, user-generated content) ‣ Kodak moment ‣ Wicked problems ‣ Opportunities and challenges ‣ Changing mindsets 3Sunday, 3 February 13 3
  4. 4. What trends do we need to consider? 4Sunday, 3 February 13 4
  5. 5. CSIRO Megatrends On the move Personalisation IWorld 5Sunday, 3 February 13 5
  6. 6. Australia in the Asian Century n “The transformation of the Asian region into the economic powerhouse of the world is not only unstoppable, it is gathering pace” (Julia Gillard). 6Sunday, 3 February 13 6
  7. 7. To Succeed in the Asian Century n “Australia’s commerical success in the region requires that highly competitive Australian firms and institutions develop collaborative relationships with others in the region” (p.2). n New business models and mindsets (p.2) 7Sunday, 3 February 13 7
  8. 8. Beyond Current Horizons n Importance of networking and connections - distributed cognition n Increasing personalisation - self representation and customization of experience n New forms of literacy n Openness of ownership of knowledge (Jewitt, 2009). 8Sunday, 3 February 13 8
  9. 9. University of the Future n Democratisation of knowledge and access n Contestability of markets and funding n Digital technologies n Global mobility n Integration with industry 9Sunday, 3 February 13 9
  10. 10. Horizon Reports 10Sunday, 3 February 13 10
  11. 11. Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ The abundance of resources and relationships will challenge our educational identity. ‣ Students want to use their own technology for learning. ‣ Shift across all sectors to online learning, hybrid learning and collaborative models. ‣ 11Sunday, 3 February 13 11
  12. 12. Challenges n Seamless learning – people expect to be able to work, learn, and study whenever and wherever they want. n Digital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC) n Personalisation - our learning, teaching, place of learning, technologies will be individualised n Mobility is here! 12Sunday, 3 February 13 12
  13. 13. Game Changers 13Sunday, 3 February 13 13
  14. 14. Game Changers n Mobility n Digital literacies n Seamless learning n Personalised learning n User-generated content 14Sunday, 3 February 13 14
  15. 15. Mobility 15Sunday, 3 February 13 15
  16. 16. Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 16Sunday, 3 February 13 16
  17. 17. Mobile Learning Spaces n With its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners’ needs. n Understanding how learning takes place beyond the classroom, and n Intersection of education, life, work and leisure” (Kukulska-Hulme, 2010, p. 181). 17Sunday, 3 February 13 17
  18. 18. Undergraduate Students and IT n Monitors students relationship with digital technologies n Portable devices are the ‘academic champions’ n 3x as many students used e-books or e-textbooks than in 2010 n Survey of 100,000 students across 195 institutions 18Sunday, 3 February 13 18
  19. 19. Digital literacies 19Sunday, 3 February 13 19
  20. 20. Sunday, 3 February 13 20
  21. 21. Digital Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Cant assume students have skills to interact in a digital age n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 21Sunday, 3 February 13 21
  22. 22. Developing Literacies n Employable graduates need to be digitally literate n Digital literacies are often related to discipline area n Learners need to be supported by staff to develop academic digital literacies n Professional development is vital in developing digital literacies n Professional associations are supporting their members to improve digital literacies n Engaging students supports digital literacy development i.e. students as change agents (JISC, 2012) 22Sunday, 3 February 13 22
  23. 23. Context of Digital Literacies (JISC)Sunday, 3 February 13 23
  24. 24. Seamless learning 24Sunday, 3 February 13 24
  25. 25. Seamless Learning Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).Sunday, 3 February 13 25
  26. 26. Spaces for Knowledge Generation n Physical, blended or virtual ‘areas’ that: n enhance learning n that motivate learners n promote authentic learning interactions n Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012). 26Sunday, 3 February 13 26
  27. 27. Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 27Sunday, 3 February 13 27
  28. 28. Virtual Learning Spaces Blending - Affordances - Equity?Sunday, 3 February 13 28
  29. 29. Sunday, 3 February 13 29
  30. 30. Personalised learning 30Sunday, 3 February 13 30
  31. 31. Personal Learning Spaces ‣ Personal Learning Environments (PLE) integrate formal and informal learning spaces ‣ Customised by the individual to suit their needs and allow them to create their own identities. ‣ A PLE recognises ongoing learning and the need for tools to support life-long and life- wide learning. 31Sunday, 3 February 13 31
  32. 32. Connectivism ‣ PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006). ‣ The implications of this change is that improved lines of communication need to occur. ‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15). 32Sunday, 3 February 13 32
  33. 33. Sunday, 3 February 13 33
  34. 34. Sunday, 3 February 13 34
  35. 35. What is a framework for designing student learning environments? Distributed Seamless Learning Learning Spaces Principles 35Sunday, 3 February 13 35
  36. 36. Seven Principles of Learning Space Design n Comfort: a space which creates a physical and mental sense of ease and well-being n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose n Flow: the state of mind felt by the learner when totally involved in the learning experience 36Sunday, 3 February 13 36
  37. 37. Seven Principles of Learning Space Design •Equity: consideration of the needs of cultural and physical differences •Blending: a mixture of technological and face-to-face pedagogical resources •Affordances: the “action possibilities” the learning environment provides the users •Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http:// www.skgproject.com) 37Sunday, 3 February 13 37
  38. 38. User Generated Content 38Sunday, 3 February 13 38
  39. 39. Interactions Information access (degree and subject expectations) Interactive learning (learner-to-content interactions) Networked learning (learner-to-learner; learner-to-teacher interactions) Student-generated content (learner-as- designers; assessment-as-learning interactions) (Herrington & Oliver 2001). 39Sunday, 3 February 13 39
  40. 40. Sunday, 3 February 13 40
  41. 41. Sunday, 3 February 13 41
  42. 42. Remixing Hi Mike, I just wrote a quick blog using a slideshow you posted on SlideShare. Love your work! http:// www.edtechmagazine.c om/higher/article/ 2013/01/blended- learning-explained-33- slides Jimmy 42Sunday, 3 February 13 42
  43. 43. ‘Kodak Moment’ 43Sunday, 3 February 13 43
  44. 44. ‘Kodak Moment’ Preserving significant occasions Narrow marketing - false assumptions about who took photos and the importance of prints Cameras became gadgets sold in electronic stores not just camera stores With digital more men were taking photos but not necessarily printing Focus was on prolonging the life of existing modes of business (Kamil Manir). 44Sunday, 3 February 13 44
  45. 45. ‘Kodak Moment’Sunday, 3 February 13 45
  46. 46. Ubiquitous 3000 shots Share with cameras per trip friends Place on Print? websites?Sunday, 3 February 13 46
  47. 47. Sunday, 3 February 13 47
  48. 48. ‘Wicked Problems’ “The problem is not understood until after the formulation of a solution. Wicked problems have no stopping rule. Solutions to wicked problems are not right or wrong. Every wicked problem is essentially novel and unique”. (Conklin, 2009, Wikipedia). 48Sunday, 3 February 13 48
  49. 49. ‘Super Wicked Problems’ “Time is running out. No central authority. Those seeking to solve the problem are also causing it” (Levin, 2009, Wikipedia). 49Sunday, 3 February 13 49
  50. 50. Who coined the term ‘Brave New World’? 50Sunday, 3 February 13 50
  51. 51. Sunday, 3 February 13 51
  52. 52. Brave New World n O wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world, That has such people int. —William Shakespeare, The Tempest, Act V, Scene I, ll. 203–206[5] 52Sunday, 3 February 13 52
  53. 53. ‘Goodly Creatures’ n New mindsets n Mobility n Seamless learning n Digital literacies n Personalised learning n User-generated content and remixing 53Sunday, 3 February 13 53
  54. 54. Questions? 54Sunday, 3 February 13 54

×