1. The document summarizes a presentation about the promise, progress, and pain of digital learning strategies in education. It discusses different perspectives on educational technology and the discourses used to promote technology initiatives.
2. It also examines how different interest groups use similar language to legitimize their agendas and shape the digital future. Different frameworks for conceptualizing technology integration in education are presented.
3. The presentation concludes by discussing the tensions involved in leading educational change and the need to consider what type of future is desired when preparing students. An overall message is that the future of education depends on the images of the future that are created.
Flipping Quality Teaching: Licking, Tasting and Sustaining InnovationMark Brown
Invited presentation at Athlone Institute of Technology as part of the National Seminar Series supported by the National Forum for the Enhancement of Teaching and Learning, 16th June, 2014.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
Flipping Quality Teaching: Licking, Tasting and Sustaining InnovationMark Brown
Invited presentation at Athlone Institute of Technology as part of the National Seminar Series supported by the National Forum for the Enhancement of Teaching and Learning, 16th June, 2014.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Keynote on 6 June 2017 @ the 7th Teaching & Learning Conference Theme: Going Places: Let’s Invent the Future
Hosted by North-West University, Vanderbijlpark, South Africa
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Keynote on 6 June 2017 @ the 7th Teaching & Learning Conference Theme: Going Places: Let’s Invent the Future
Hosted by North-West University, Vanderbijlpark, South Africa
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
Learning Futures: Telling Tales Out of SchoolMark Brown
Keynote presentation at JMB Education Conference, Digital Technology for Teaching: Innovation, Integration, Invisibility. Croke Park, Dublin, 16th September.
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
Invited keynote presentation at Designing a QA Model for Micro-credentials. Slovenian Quality Assurance Agency for Higher Education, 6th November, 2023.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Education and the Digital World: Promise, Progress and Pain
1. A cutting-edge digital learning strategy
Education and the Digital World:
Promise, Progress and Pain
Professor Mark Brown
Director, National Institute for Digital Learning
e-Learning Summer School
Friday 27th June 2014
16. (Burbles & Callister, 2000, p.6).
1. The contested terrain
“Tools do not only help us accomplish (given) purposes; they
may create new purposes, new ends, that were never
considered before the tools made them possible. In these and
other ways tools change the user: sometimes quite concretely,
as when the shape of stone tools became a factor in the evolution
of the human hand (…).
17. Tools may have certain intended uses and purposes, but they
frequently acquire new, unexpected uses and have new,
unexpected effects. What this suggests is that we never simply
use tools, without the tools also “using” us”
(Burbles & Callister, 2000, p.6).
1. The contested terrain
“Tools do not only help us accomplish (given) purposes; they
may create new purposes, new ends, that were never
considered before the tools made them possible. In these and
other ways tools change the user: sometimes quite concretely,
as when the shape of stone tools became a factor in the evolution
of the human hand (…).
18. “Cyberspace is not politically neutral. It favors the
political ideals of libertarian, free-market
Republicans: a highly decentralized,
deregulated society with little common discourse
and minimal public infrastructure”
(Shenk; cited in Burbules & Callister, 2000, p.169).
1. The contested terrain
19. • a type of marketing
• a financial policy for higher education
• an academic labour policy
• an expression of Silicon Valley values
• a kind of entertainment media
MOOCs are…
Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17
1. The contested terrain
21. “Given all that we know about the social complexities
of technology use in education, a pessimistic
stance is the most sensible, and possibly the most
productive, perspective to take”
(Selwyn, 2011, p.714).
1. The contested terrain
24. “An avalanche is coming. It’s hard of course, to
say exactly when. It may be sooner than we think.
Certainly there is no better time than now to seek
to understand what lies ahead for higher education
– and to prepare” (p.8)
Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education
and the revolution ahead. Institute for Public Policy Research. London.
2. The discourses of persuasion
25. “An educational change is neither natural nor
normal, constant nor common as it involves a
deeper struggle over who will win control of the
curriculum” (Evans, 1996, p.25).
2. The discourses of persuasion
26. “It is theory that decides what we can
observe…”
Albert Einstein
2. The discourses of persuasion
27. Learning Society
Knowledge Economy
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Digitial learning •
Technology-enhanced learning •
2. The discourses of persuasion
28. “Frankly, all the computers and software and Internet
connections in the world won’t do much good if young people
don’t understand that access to new technology means…
access to the new economy”
(President Bill Clinton; cited in Cuban, 2001, p.18).
2. The discourses of persuasion
29. “The Digital Learning Festival will bring together these digital
learning trailblazers from Ireland and abroad to… chart the way
forward for the future of technology in education thus ensuring
a solid base from which to launch the next phase of Ireland’s
economic growth.”
(EXCITED Digital Learning Festival, 2014).
“Frankly, all the computers and software and Internet
connections in the world won’t do much good if young people
don’t understand that access to new technology means…
access to the new economy”
(President Bill Clinton; cited in Cuban, 2001, p.18).
2. The discourses of persuasion
30. Learning Society
Knowledge Economy
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
2. The discourses of persuasion
31. The concept of hegemony—in which dominant
groups in society seek to establish the common
sense, define what counts as legitimate areas of
agreement and disagreement, and shape the
political agendas made public and discussed as
possible—is central to peeling away the forces
shaping the digital future.
2. The discourses of persuasion
32. Learning Society
Knowledge Economy
Reproduction
• Mass education
• Universal standards
• Education as a commodity
• Increased market competition
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Digital learning •
Technology-enhanced learning •
2. The discourses of persuasion
43. Reconceptualist
Learning Society
Knowledge Economy
Deschooling
Reschooling Reproduction
• Being glocal
• Digital citizenship
• Socially just society
• Education for change
• xMOOCs
• Global curriculum
• Real world learning
• Education in change
• Mass education
• Universal standards
• Education as a commodity
• Increased market competition
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Digital learning •
Technology-enhanced learning •
• cMOOCs
• Un-curriculum
• Opening access
• Unbundling learning
2. The discourses of persuasion
44. Learning to change and
transform
Learning to live
together
Learning to do
Learning to
know
Learning
to be
Digital
Inclusion
Digital Citizenship
Digital
Identity
2. The discourses of persuasion
45. “…technological developments are unavoidably
linked to broader social imaginaries: our ideas
about the role of technology in education are
shaped and reshaped by our ideas about what
constitutes the ‘good society’ (Morgan, 2013,
p.5).
2. The discourses of persuasion
46. Page 3
Professor Mark Brown
• Who is telling the story?
• What is the story they are
telling?
• What story isn’t being
told?
• What’s missing from the
story?
Key questions…
2. The discourses of persuasion
48. “I start with the premise that the function of
leadership is to produce more leaders, not
more followers” — Ralph Nader.
Action 1…
3. Leading for change in painful times
49. Make sure that you have the right people on
the “bus” before deciding where you want to
go.
Jim Collins… “Good to Great: Why Some
Companies Make the Leap…and Others
Don’t”.
Action 2…
3. Leading for change in painful times
50. Try to peel away the many competing and
co-existing faces of the problematic digital
futures for higher education in Ireland.
3. Leading for change in painful times
Action 3…
52. Global Forces
Knowledge Economy
Restrictive Funding
Traditional Culture
National Work Plan
New Teaching Methods
Quality Assurance
Sector Collaboration
Public Institutions
Short-term Goals
Local Actions
Learning Society
Inclusive Funding
Innovative Culture
Local Compacts
Old Assessment Practices
Quality Enhancement
Sector Competition
Private Providers
Long-Term Foresight
3. Leading for change in painful times
53. The salient question is not ‘where are we going?’,
but rather ‘where do we want to go?’ (p.6)
3. Leading for change in painful times
55. A conclusion is the place
where you got tired of thinking
(or ran out of time)
Conclusion
56. “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
57. Contact details…
Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz
http://www.dcu.ie/nidl