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![[In the future we need] learners
who master agency [which] lays
the foundation for self-directed
lifelong learning, a critical skill for
thriving in a rapidly changing world
and for our nation to remain
globally competitive.
Office of Ed Tech](https://image.slidesharecdn.com/conoleclickswebinarfinal-180211094705/75/Conole-clicks-webinar_final-15-2048.jpg)
Uploaded byGrainne Conole
Conole clicks webinar_final
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
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- 1. Traversing the digitallandscape: reflecting on the implications for learning and teaching Gráinne Conole CLICKS webinar, 11th February 2018 National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. About me… • Workedat 6 HE institutions • Now a visiting professor at DCU and an independent consultant • Research interests: – Learning Design – OER and MOOCs – Social medial – E-pedagogies – Institutional TEL strategy and policy • More at e4innovation.co.uk • Blog e4innovation.com
- 3. Outline • Impact ofdigital technologies • Wicked problems and future trends in education • 21st Century competencies and digital literacies • Key issues in learning and teaching • Future trends • Changing roles: teachers and learners – Teachers – Learners • Transforming education – New approaches to learning design – Using learning analytics
- 4. Impact of digitaltechnologies • Provide a rich variety of ways to interact with multimedia resource and to communicate and collaborative • Key trends – Mobile devices – Learning across boundaries – Learning analytics – Augmented reality – Artificial Intelligence
- 5. Horizon summit: futureof education • Challenges mean: – Rethink what it means to teach – Re-image online learning (and face to face) – Allow productive failure – Innovate as part of the learning ethic 5
- 6. Wicked problems inEducation • Technology – Gap between the promise and the reality • Digital literacies – Teachers and learners lack digital literacies • Teaching strategies – Learners will be doing jobs that don’t even exist today – Shift from knowledge recall to competences – Develop metacognition and learning to learn
- 7. 21st Century competences •Competences – Critical thinking – Problem solving – Team work – Communication – Collaboration – Meta cognition – Networking – Creativity – Reflexivity – Flexible
- 8. Digital literacies • Digitalliteracies needed to be part of today’s participatory culture – Evaluation – Transmedia navigation – Multitasking – Distributed cognition – Networking – Visualisation – Metaphors – Collective intelligence – Play – Digital identity management Jenkins
- 9. EDUCAUSE • Academic transformation:innovative learning and teaching models • Accessibility and universal design • Faculty development • Privacy and security • Digital and information literacies • Integrated planning and advising • Instructional design
- 10. EDUCAUSE • Online andblended learning • Evaluation of technology-based instructional innovations • Open education • Learning analytics • Adaptive teaching and learning • Working with emerging technology • Learning space design • Next Generation Digital Learning Environment and LMS
- 11. Future trends • Changingnature of work • A spectrum of learners • Transportability of credentials – Micro-credentials and blockchain technology • An unbundling of education – Resources – Support – Learning pathway – Accreditation
- 12. 21st Century teaching •Development of higher order skills – Creativity, critical thinking, communication and collaboration • Development of lifelong learning habits • Learning how to learn with technologies • Motivate by providing experiential, authentic and challenging experiences
- 13. 21st Century learning •Giving students more choice • Preparing for having multiple careers • Development of digital and academic literacies • Ownership of their learning • Curating learning achievements
- 14. We need teacherswho are masters at developing learners who are adept at sense making around their own goals. Teachers who are focused on helping students develop the dispositions and literacies required to succeed regardless of subject or content or curriculum Will Richardson via Couros’ blog
- 15. [In the futurewe need] learners who master agency [which] lays the foundation for self-directed lifelong learning, a critical skill for thriving in a rapidly changing world and for our nation to remain globally competitive. Office of Ed Tech
- 16. Changing role ofthe teacher • From delivery to facilitation • Use of digital technologies • New digital literacy skills • From knowledge recall to competencies • Teacher role is even more important
- 17. Changing role ofthe learner • A shift to more flexible and personalised learning • Digitally savvy • Development of digital and academic literacies • Lifelong learners • Self-determined learners • Harnessing the power of a global network of peers • Curating learning and demonstration of achievement of learning outcomes
- 18. Lifelong learning: afb critique • Is lifelong learning a reality? – Increasing ‘business-fied’ education landscape – Learning is also about respective engagement with society – A neoliberal market where the poor are excluded – Need for support from peers and tutors – More of a focus on critical inquiry?
- 19. Shifting practice Teacher-centred • Learningof facts and declarative knowledge • Memorising information • Teacher is central • Passing exams • Drilling of right questions and routines • Learning to pass exams • Focus on information presentation to passive learning • Technology as a media channel • Learning from resources and technology Learner-Centred • Learning of conceptual knowledge • Working with information • Activity is central to learning • Applying knowledge, theoretical thinking and demonstrating generic skills • Problem-solving, design, project work and inquiries • Learning how to learn • Focus on how learning occurs within an activity • Technology as intellectual partner in learning • Learning with resources and technology Churchill, 2017
- 20. Student success -Couros • Student voice – learn from others and share their learning • Choice – how and what they learn • Time for reflection – to reflect on what they have learnt • Opportunities for innovation • Critical thinkers • Problem solvers • Self assessment • Connected learning https://georgecouros.ca/blog/archives/3586
- 21. Transforming education • Newapproaches to design that – Enable pedagogically informed decisions that make appropriate use of technologies – Shift from knowledge recall to development of competencies – Student centred and activity based – Help develop meta-cognitive skills – Assessment process rather than product based • Harnessing learning analytics – Teachers: to help those who are struggling – Learners: to develop learning strategies and benchmark against their peers
- 22. Conclusion • Implement innovativepedagogies that: –Support self-reliance, resilience, agility, adaptability –Encourage meta-cognition and reflection –Utilize the affordances of digital technologies –Enable technology-enhanced learning spaces –Develop competencies to deal with an unknown future
- 23. Email: g.conole@gmail.com Website: e4innovation.co.uk Blog:e4innovation.com Twitter: @gconole e