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Digitally enabled tertiary and
adult higher education for
challenging times
• Bill Johnston, Sheila MacNeill
UHI Conference: Dimensions of Tertiary Engagement, January 2020
#UHILTC20
This Photo by Unknown Author is licensed under CC BY-SA
Overview
• Challenging times
• Education as a public good
• Public pedagogy as a means to challenge mass
populism
• Realization of UHI learning and teaching values
as conceptual tools
• A values-based design scenario
• Critically informed digital decision making
processes
Challenging
Times:
is the purpose of
education for the
public good?
“We need to be able to articulate an
understanding of what universities are
for that is adequate for our time”
(Collini, S. Speaking of Universities, 2017)
Public pedagogy
versus mass
populism
What is the role of
digitally enabled
adult, tertiary and
higher education?
What is public
pedagogy?
• Acknowledgment of learning outside curricular and
institutional borders (libraries, museums etc.)
extended by contact with popular resistance
movements (women’s march, climate activism,
independence movements);
• Development of critical pedagogy (Friere, Giroux,
Darder) to utilise student interests and values as
basis of co-creation – the culture circle mode;
• Constructive use of pervasive digital technologies
and the Internet as key channels for open, critical
debate, to challenge misinformation and create new
learning communities/artefacts;
Where is
public
pedagogy?
What does
that have to
do with me
and UHI?
Learning and Teaching Values and Strategy
UHI Learning
& Teaching
Values as
conceptual
tools
• an academic and developmental vocabulary to
shape pedagogical decisions and stimulate
creativity; not simply statements of intent/tick box
phrases/ criteria to judge staff performance;
• a common language for discussion, interpretation
and reaching shared understandings between staff
members and students;
• can be deployed to critique populist/neoliberal
narratives of what knowledge and education are
about;
• can be expressions of commitment to democratic
and engaged adult education as a counter to
populist reductionism.
Scenario 1 –
values-based
design
• Planning a new programme/module
• What approaches to take? How to use the values as
conceptual tools
• Choose 3 e.g.
• Active and creative use of technology (v), engaging
students as researchers (v), harnessing open
education approaches
• Identify (inter) disciplinary focus
• Identify public pedagogy approach(es)
• Situated development within understandings of:
porosity; open scholarship; co-location; co-production;
praxis; public pedagogy; and participation.
• Digital decisions
Scenario 1:
values-based
design cycle
Values (3)
Focus
Public
pedagogy
Situated
development
Digital
decisions
Values (3)
Focus
Public
pedagogy
Situated
development
Digital
decisions
(inter) disciplinary
Local/national/
international
opportunities
Co-
production/location,
porosity, open
scholarship,
participation
Where, what, how
Enablers:
academic and
organizational
development
• Themed working groups – “thought
collectives”
• Action research in learning and teaching
• Formal and informal CPD opportunities
• UHI as community hub for public pedagogy
Q&A

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Digitally enabled tertiary and adult education for challenging times

  • 1. Digitally enabled tertiary and adult higher education for challenging times • Bill Johnston, Sheila MacNeill UHI Conference: Dimensions of Tertiary Engagement, January 2020 #UHILTC20 This Photo by Unknown Author is licensed under CC BY-SA
  • 2. Overview • Challenging times • Education as a public good • Public pedagogy as a means to challenge mass populism • Realization of UHI learning and teaching values as conceptual tools • A values-based design scenario • Critically informed digital decision making processes
  • 3. Challenging Times: is the purpose of education for the public good? “We need to be able to articulate an understanding of what universities are for that is adequate for our time” (Collini, S. Speaking of Universities, 2017)
  • 4. Public pedagogy versus mass populism What is the role of digitally enabled adult, tertiary and higher education?
  • 5. What is public pedagogy? • Acknowledgment of learning outside curricular and institutional borders (libraries, museums etc.) extended by contact with popular resistance movements (women’s march, climate activism, independence movements); • Development of critical pedagogy (Friere, Giroux, Darder) to utilise student interests and values as basis of co-creation – the culture circle mode; • Constructive use of pervasive digital technologies and the Internet as key channels for open, critical debate, to challenge misinformation and create new learning communities/artefacts;
  • 7. What does that have to do with me and UHI?
  • 8. Learning and Teaching Values and Strategy
  • 9. UHI Learning & Teaching Values as conceptual tools • an academic and developmental vocabulary to shape pedagogical decisions and stimulate creativity; not simply statements of intent/tick box phrases/ criteria to judge staff performance; • a common language for discussion, interpretation and reaching shared understandings between staff members and students; • can be deployed to critique populist/neoliberal narratives of what knowledge and education are about; • can be expressions of commitment to democratic and engaged adult education as a counter to populist reductionism.
  • 10. Scenario 1 – values-based design • Planning a new programme/module • What approaches to take? How to use the values as conceptual tools • Choose 3 e.g. • Active and creative use of technology (v), engaging students as researchers (v), harnessing open education approaches • Identify (inter) disciplinary focus • Identify public pedagogy approach(es) • Situated development within understandings of: porosity; open scholarship; co-location; co-production; praxis; public pedagogy; and participation. • Digital decisions
  • 11. Scenario 1: values-based design cycle Values (3) Focus Public pedagogy Situated development Digital decisions
  • 13. Enablers: academic and organizational development • Themed working groups – “thought collectives” • Action research in learning and teaching • Formal and informal CPD opportunities • UHI as community hub for public pedagogy
  • 14. Q&A