How is Digital Transformation Shaping Teaching and Learning Locally and Internationally?

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Invited presentation at International Association of Universities (IAU) Annual Conference, UCD, Dublin, 27th October, 2022.

Education

“When digital transformation is done right, it’s like a caterpillar turning
into a butterfly, but when done wrong, all you have is a really fast
caterpillar” (cited in Bozkurt & Sharma, 2022, p. ii).
According to George Westerman…
Photo by Andrew Claypool on Unsplash

Photo by Charles Deluvio on Unsplash
More things change, the more they stay the same!

Covid accelerated rather than created trends

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Quality Assurance
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Responses

How is Digital Transformation Shaping Teaching and Learning Locally and Internationally?

This document discusses several topics related to digital learning: 1. It lists convergence, massification, openness, interactivity, diversification, big edtech, and green edtech as key trends in digital learning. 2. It references a medal table and discusses counting flies, diverse learning ecologies, and degrees of death and disruption. 3. It poses questions about barriers to and enablers of harnessing digital learning's transformative potential, and the biggest driver for investing in digital learning.

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This document discusses open education and student-centered learning. It highlights how education can be a form of activism and political engagement. It also notes how traditional higher education systems tend to reinforce existing power structures. The document advocates for more open and accessible knowledge through reducing costs of textbooks and course materials for students. It promotes open pedagogical approaches and critical examination of issues like digital access and data collection.

How can Universities Remain Attractive post-COVID?

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The document discusses several topics related to digital learning and credentials. It introduces a new digital learning ecology model that maps different learning contexts. It also discusses the importance of assessment that supports learning transfer to both academic and real-world tasks. Finally, it outlines an emerging credential landscape including macro-credentials, micro-credentials, and nano-credentials, and emphasizes that micro-credentials should support larger learning goals.

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This document is a presentation on micro-credentials by Professor Mark Brown of Dublin City University. It discusses the reasons for micro-credentials, including lifelong learning, employability, equity, and achieving UN Sustainable Development Goals. It defines micro-credentials as proofs of learning outcomes assessed against transparent standards, which can include informal digital badges or certificates to formal accredited courses. The presentation outlines implementing micro-credentials through individual institutions, consortiums, or online platforms and notes that over 500,000 Canadians annually earn certificates from St. John's. It concludes by calling for more data on micro-credentials.

This document discusses micro-credentials and their increasing focus and implementation. It begins with a poll showing most people expect to encounter micro-credentials more frequently. It then defines micro-credentials as certifications of assessed learning from short experiences. The document discusses why there is a focus on micro-credentials, including demands for flexible learning and workforce skills. It outlines how Europe is responding by funding programs and developing frameworks for micro-credentials. It concludes by noting challenges in evaluating their impact and effects due to limited available data.

The DCU Story for Innovations in Training Dublin

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This document outlines Michael Brown's presentation on the rhetoric-reality gap in digital learning and discusses three initiatives at Dublin City University to help close that gap: DCU Fuse, DCU Connected, and DCU Learning Futures. It provides details on each initiative and references statistics on the growth of online learning and skills markets to emphasize the importance of innovation in this area. The presentation concludes by encouraging universities to understand their strategic drivers and foster an ecology of innovation to infuse digital approaches rather than just bolting them on.

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Professor Mark Brown gave a keynote on micro-credential implementation at MicroCredX. He summarized the state of the literature on micro-credentials and identified three main issues. First, micro-credentials are being positioned for lifelong learning and employability but challenges remain regarding capacity, demand from small employers, and demonstrating benefits. Second, common business models being used include sole institutional models and partnerships. Third, gaps remain regarding the reality of implementation versus claims, meeting demand versus increasing supply, and understanding real benefits versus reported benefits. Brown concluded by emphasizing the need for institutions to adapt to changing needs rather than waiting passively.

Rewilding Digital Education: Innovation for our Future’s Sake

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This document discusses various perspectives on digital transformation in education. It begins by outlining the myths and realities of digital transformation, noting that done correctly it allows growth but done wrongly just makes things faster. Digital transformation is likened to a butterfly's flight rather than a bullet. The document cautions against viewing technology as the sole solution and emphasizes the importance of developing teachers' mindsets. It discusses examples of technology integration from the past and argues for challenging traditional models to make learning more active, authentic and meaningful. In the end it stresses that digital education should serve broader goals and ideas rather than be the goal in and of itself.

Cook bremen

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This document discusses Vygotsky's theories on the temporal nature of learning and the zone of proximal development. It presents a case study analyzing student interactions within an "augmented context for development" during a mobile learning activity at a Cistercian abbey. The analysis suggests students co-constructed an understanding by linking the physical abbey ruins and a 3D visualization on their mobile devices. The author proposes the concept of an "augmented context for development" to extend theories for modern deep learning design, and outlines questions for future research.

The Spinning of the Micro-credential: A Wolf in Sheep’s Clothing?

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The document discusses micro-credentials and their growth. It begins by looking at why micro-credentials are becoming popular, such as for lifelong learning, employability, and equity goals. It then defines what a micro-credential is, distinguishing between different types based on factors like credit-bearing status and bundling. Finally, it examines how institutions have implemented micro-credentials, such as through sole institution programs, partnerships, and special purpose awards. The presentation ends by cautioning that micro-credentials should support broader educational goals rather than being a goal in themselves.

The OERu: sharing, collaborating and educating

witthaus

This document discusses the potential for open educational resources (OER) and online learning to provide universal access to higher education. It outlines how OER began with early initiatives like MIT's OpenCourseWare and the UK Open University's OpenLearn platform. Enrollments increased, showing demand for open models. The OER movement grew through collaborations and the Cape Town Declaration. Recent projects like the UKOER and TOUCANS study explore using OER across institutions for accredited degrees through the proposed OER university (OERu). While challenges remain around curriculum, assessment, accreditation and business models, open education could help the 100 million adults unable to afford traditional university achieve higher education.

The Future of Schooling - A View from the Middle

Mark S. Steed

A presentation on what schools might look like in the future. The presentation argues that there is an increasing gap between the demand for learning and the supply of schooling and that this gap will be filled by the For-Profit Education Sector employing technology in the classroom. The talk considers the impact of Virtual Reality Conferencing in the context of classrooms. The presentation was given at the Digital by design Digital by Default – ISC Digital Strategy Group Conference 2016 - at Microsoft in Reading on Thursday 1st December 2016

What is Digital Transformation?

Mark Brown

The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.

Game On: Rebooting Education for Future's Sake

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The Future of Micro-credentials: Is Small Really Beautiful?

Mark Brown

QA agencies are responding to micro-credentials in three main ways: 1) Many countries have no framework for micro-credentials but plan to integrate them into existing QA standards. 2) Some countries like Australia, Canada, and the UK apply existing standards to micro-credentials. 3) A few places including Malaysia, New Zealand, and Ireland have specific guidelines for micro-credential QA. Leading institutions are responding by developing micro-credential frameworks, marketplaces, and integrating them into learning and teaching strategies. However, there are still holes like lack of course quality ratings, outcomes data, and learner support information that limit micro-credentials. Stakeholders are discussing how to strengthen quality assurance for online and cross-

National QA Guidelines for Digital Education: Crafting a Multi-layered Box of...

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The document discusses the development of Ireland's National Quality Assurance Guidelines for Digital Education. It involved selecting existing quality literature, developing the guidelines over several years through stakeholder feedback, and emphasizing alignment with mainstream quality frameworks. Key lessons included defining quality as not dependent on delivery mode, integrating digital quality processes within institutions, and synthesizing diverse viewpoints on quality. The final guidelines were published in 2023 to provide coherence while allowing flexibility for different contexts.

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This document outlines a discussion on digital education leadership. It proposes that leadership is important for navigating powerful change forces and increasing complexity in education. The discussion addresses what is known about leadership, how to develop more transformative leaders for an uncertain world, and suggestions for including in a leadership development program focused on digital education. Participants are asked to share their views on these topics.

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Professor Mark Brown discusses the importance of slow, thoughtful reading of professional journal articles instead of fast reading. He notes that there are over 270 journals and 146 open access journals alone, making it difficult to find time for slow reading. Brown advocates taking the time to slow read articles to allow for deeper critical reflection and new ideas. He encourages participants to consider how many articles they read last week and whether it was fast or slow reading.

Exploring the Gaps in the Quality Assurance of Micro-credentials: A Global Sc...

Mark Brown

The document summarizes a global scoping review of quality assurance practices for micro-credentials. It finds that most countries have no standards for micro-credentials, though some are developing frameworks. A few countries apply existing standards. Leading institutions are developing their own guidelines around teaching, learning, and support. However, there are still quality gaps around information, ratings, careers guidance, support, and outcomes data. The presentation calls for strengthening quality assurance to support online, cross-border micro-credentials and better engaging learners in the process.

Developing National QA for Digital Education:Insights from the Irish Experience

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The Quality Assurance of Micro-credentials: A Global Scoping Review of Curren...

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The Duality of Micro-credentials:A Pushmi-Pullyu Perspective

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Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?

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This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential troubles that could hinder plans, and decoding micro-credentials. Key points discussed include determining appropriate leadership structures and business models, calculating real costs and addressing demand, and ensuring quality assurance while limiting data gaps. The role of micro-credentials in serving larger strategic goals is also emphasized.

Untubing AI in Assessment: A Primer for Future’s Sake

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The document summarizes a presentation on AI in assessment given by Professor Mark Brown. The presentation addressed three main points: 1) Educators should avoid AI-centric thinking and own the narrative around how AI can help address existing assessment challenges; 2) Guidelines are needed for both allowing and prohibiting student use of AI tools in assessments; 3) Assessments need to be redesigned to emphasize authentic processes over products and evaluate uniquely human skills that AI cannot replicate. The presentation argued for augmenting human expertise with AI rather than automating assessments and discussed principles and actions needed to shape regulations, review practices, and support educators on the path to assessment change.

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