The document discusses challenges with blended learning and educational technology. It notes that most initiatives reinforce traditional pedagogy rather than disrupt it, and that blended learning may do little to change existing practices. It also outlines issues like the gap between formal and informal learning, emergence of new business models, complexity of designing new learning models, developing skills and willingness to change among educators, and a lack of clear evidence about the benefits of blended learning. The conclusion acknowledges blended learning is here to stay but calls for finding the right blend for different contexts and building a better future for all students.

1. All Black and Blended: Broken Promises and Serious Challenges Mark Brown Director, Teaching, Learning and Distance Education National Teaching and Learning Conference October 13 th , 2011

3. • Director, Teaching, Learning & Distance Education • Major leadership role in implementing Moodle@Massey • Previous Coordinator of the Doctor of Education (EdD) • On several executive committees (ACiLiTE, DEANZ, DEHub) • On several journal editorial boards ( Research in Learning Technology, Journal of Further and Higher Education, etc.) • Recipient of National Award for Sustained Excellence in Tertiary Teaching • First New Zealand Apple Distinguished Educator • Try to share some of my musings in “Pass the SoLT” [email_address] Twitter @mbrownz About Mark

4. http://tinyurl.com/solt-mbrown About Mark Why I blog… • Walk the talk • Digital scholarship • Knowledge harvesting and brokering • Scratch pad for critical thinking and reflection • Wider impact with a worldwide audience

5. The light comes through the cracks … “ The unexamined life is not worth living” (Socrates) About Mark

6. All Black and Blended: Broken Promises and Serious Challenges Please Standup

7. Sit down if you own… • an iPhone • an iPad • an iPod • an apple computer All Black and Blended: Broken Promises and Serious Challenges

8. All Black and Blended: Broken Promises and Serious Challenges

9. All Black and Blended: Broken Promises and Serious Challenges

11. All Black and Blended: Broken Promises and Serious Challenges

12. Most technology-enhanced learning initiatives reinforce traditional forms of pedagogy… All Black and Blended: Broken Promises and Serious Challenges

13. Most technology-enhanced learning initiatives reinforce traditional forms of pedagogy… … and blended learning is part of the problem. All Black and Blended: Broken Promises and Serious Challenges

14. Most technology-enhanced learning initiatives reinforce traditional forms of pedagogy… Arguably the concept of blended learning does little to disrupt the old normal . … and blended learning is part of the problem . All Black and Blended: Broken Promises and Serious Challenges

15. All Black and Blended: Broken Promises and Serious Challenges • What is blended learning ? Quick barometer check…

16. Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. All Black and Blended: Broken Promises and Serious Challenges

17. High expectations Growing support Subsided enthusiasm Rebukes and blame Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. All Black and Blended: Broken Promises and Serious Challenges

18. All Black and Blended: Broken Promises and Serious Challenges

19. Educational technology involves an ongoing cycle of hype, hope and disappointment (Gouseti, 2010). All Black and Blended: Broken Promises and Serious Challenges

20. Gartner Hype Cycle All Black and Blended: Broken Promises and Serious Challenges Educational technology involves an ongoing cycle of hype, hope and disappointment (Gouseti, 2010).

21. How do we ‘design for learning’ in ways that exploits the potential of new digital technology… All Black and Blended: Broken Promises and Serious Challenges

22. How do we ‘design for learning’ in ways that exploits the potential of new digital technology… … with a creative twist that breaks free of the current paradigm? All Black and Blended: Broken Promises and Serious Challenges

23. … with a creative twist that breaks free of the current paradigm? … or are we going to continue to play the same game resulting in the same outcomes? All Black and Blended: Broken Promises and Serious Challenges How do we ‘design for learning’ in ways that exploits the potential of new digital technology…

24. All Black and Blended: Broken Promises and Serious Challenges

25. All Black and Blended: Broken Promises and Serious Challenges • What is the most serious problem confronting tertiary education? Quick barometer check…

26. 1. Gap between formal and informal learning 2. Emergence of new business models Complexity of new learning designs Developing the skill and the will 5. Lack of evidence Why a new plan … All Black and Blended: Broken Promises and Serious Challenges

27. 1. Gap between Formal and Informal Learning

28. When was Steve Jobs born? 1. Gap between Formal and Informal Learning

29. 1. Gap between Formal and Informal Learning

30. There are over 2.9 billion searches performed on Google each month. 1. Gap between Formal and Informal Learning

31. To whom were these questions addressed B.G.? … before Google 1. Gap between Formal and Informal Learning

32. 1. Gap between Formal and Informal Learning

33. 1. Gap between Formal and Informal Learning

34. http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be 1. Gap between Formal and Informal Learning

35. A completely new type of globally connected learner is expecting a new type of Education for new times. What does all this mean? 1. Gap between Formal and Informal Learning

36. Not all digital natives … “ The digital native and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection… the profound changes taking place need to be situated in diversity rather than dichotomy” (Brown, 2005, p.3). Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial. 1. Gap between Formal and Informal Learning

37. 2. Emergence of New Business Models

38. The economics of abundance New Models of Production New Models of Distribution New Models of Trade & Exchange 2. Emergence of New Business Models

39. 2. Emergence of New Business Models

40. 2. Abundance of Digital Content for Learning

41. 2. Where is eLearning heading? 2. Emergence of New Business Models

42. • Who owns Kaplan University ? Quick barometer check… 2. Emergence of New Business Models

43. 2. Emergence of New Business Models

44. 2. Emergence of New Business Models

45. The traditional tertiary institution is being chiseled away by powerful global forces and new business models as a multitude of new providers emerge. 2. Emergence of New Business Models

46. 1. What is eLearning? 3. Complexity of New Learning Designs

47. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Blended Learning 1. What is eLearning? 3. Complexity of New Learning Designs

48. Places Tools Spaces 1. What is eLearning? 3. Complexity of New Learning Designs Blended Learning Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction

49. What is the right blend? 3. Complexity of New Learning Designs

50. 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. 3. Complexity of New Learning Designs (Sfard, 1998, p.11)

51. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Still has a role but… 3. Complexity of New Learning Designs

52. Acquisition Participation Roots Metaphors (Brown, 2011) 3. Complexity of New Learning Designs

53. Physical Virtual Acquisition Participation (Brown, 2011) Roots Metaphors 3. Complexity of New Learning Designs

54. Synchronous Asynchronous Acquisition Participation (Brown, 2011) Roots Metaphors 3. Complexity of New Learning Designs

55. Synchronous Asynchronous Acquisition Participation Discussion Fora Lecture Capture Online Clinic Webinars Online Presentations Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Tests Learning Ecology 3. Complexity of New Learning Designs

56. Renewed focus on pedagogical planning tools 2. Where is eLearning heading? 3. Complexity of New Learning Designs Masterman, E., & Manton, M. (2011). Teachers’ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2) , 227-246.

57. 3. Complexity of New Learning Designs Student Workload Calculator

58. "Using technology to improve education is not rocket science ...it is much, much harder than that" (Diana Laurillard, Opening Up Education, 2009). 3. Complexity of New Learning Designs

59. 4. Developing the Skill and the Will

60. • New demands on staff • Growing range of electronic tools • Lack of time to devote to pedagogy and professional development 2. Where is eLearning heading? 4. Developing the Skill and the Will

61. Potential increases in academic workload … More with less! 2. Where is eLearning heading? 4. Developing the Skill and the Will

62. New ways of supporting staff 2. Where is eLearning heading? 4. Developing the Skill and the Will

63. The Unexpectedness Factor

64. LMS VLE 4. Developing the Skill and the Will

65. But deep pedagogical change is hard… 2. Where is eLearning heading? Brown, M., Walker, R., & Hughes, H (2011). A story of two tales: What do College of Business staff say about the Stream experience? Research report, Massey University. 4. Developing the Skill and the Will Stream = LMS

66. But deep pedagogical change is hard… Stream = LMS 2. Where is eLearning heading? Brown, M., Walker, R., & Hughes, H (2011). A story of two tales: What do College of Business staff say about the Stream experience? Research report, Massey University. 4. Developing the Skill and the Will

67. Garrison and Vaughan (2008) point out… “ Blended learning should not an addition that simply builds another expensive educational layer” (p.5). 4. Developing the Skill and the Will

68. Avoiding the dominant ‘pump, pump, dump model’ of online (blended) learning… http://www.flickr.com/photos/thebestfriend/4534455439/sizes/z/in/photostream/ 4. Developing the Skill and the Will

69. 5. Lack of Evidence

70. 5. Lack of Evidence • Is blended learning better than traditional learning?

71. 5. Lack of Evidence • Is blended learning better than traditional learning? - wrong question - not a single entity - holds to a different standard - tells us nothing about pedagogy - problematic to measure empirically

72. “ Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein 5. Lack of Evidence

73. Conclusion

74. “ I think blended learning will never go away... and for some courses, some contexts, a blend which is 90 per cent conventional and 10 per cent digital is probably right and you’d get the reverse for other kinds of course… Conclusion

75. “ I think blended learning will never go away... and for some courses, some contexts, a blend which is 90 per cent conventional and 10 per cent digital is probably right and you’d get the reverse for other kinds of course… So it’s entirely up to the particular context what kind of blend you have and we’ve just got to get practised at being able to find the right blend for the right course and context” (cited in Joint Information Systems Committee, 2009, p.46). Conclusion

76. “ 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

77. All Black, Blended and Broken! Conclusion

78. Go forward and build a better future… for all. Conclusion All Black, Blended and Broken!

80. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions [email_address] http://www.slideshare.net/mbrownz/