The document discusses the impact of digital technologies on learning and the student experience, highlighting features like connectivity and data at scale. It explores students' desires for more open learning environments and critical engagement with technology. The text emphasizes the need for digital literacy and reflective practice in the education sector, advocating for a more critical approach to technology's role in society and education.

1. Post = ‘in response to’ the Digital
Helen Beetham, November 2014
cc licensed to Christine Monteith http://pebblebeachcoast.com/archives/212

2. What happened?
screen capture from iai.tv/iai.academy

3. Specific features of digital technologies
‣ connectivity
‣ ubiquity (almost)
‣ intimacy
‣ simultaneity (almost)
‣ continuous record
‣ data-at-scale
‣ interfaces that are interactive, intuitive, immersive...
situations and events are less self-contained,
more ‘porous’ or leaky

4. Specific features of digital technologies
Nike FuelBand cc. Peter Parkes on Wikimedia Commons
‣ connectivity
‣ ubiquity (almost)
‣ intimacy
‣ simultaneity (almost)
‣ continuous record
‣ data-at-scale
‣ interfaces that are interactive, intuitive, immersive...
situations and events are less self-contained,
more ‘porous’ or leaky

5. What does this feel like?

6. What does this feel like?
Smartphone app from eitechnologies.co.uk/

7. What does this feel like?
ignored, left out spied on, exposed
fearful/anxious
dispersed
bored, cynical
bullish/boorish
focused/obsessed
compulsive, evangelical
left behind permanent upgrade
mindful?
empowered?

8. What does this feel like?

9. What does this feel like?
http://www.hackeducation.com/2014/10/17/hack-education-weekly-news-10-17-2014/

10. What does this feel like?

11. What does this feel like?
http://www.pewinternet.org/2014/10/22/online-harassment/online-harassment-2/

12. What does this feel like?
You lose your privacy
You risk misunderstanding
(especially if you come from
a non-English language,
culture, context)
You become big-headed/
humbled
You make yourself a target
Maha Bali (Egyptian scholar
and online educator)

13. What does this feel like?
You lose your privacy
You risk misunderstanding
(especially if you come from
a non-English language,
culture, context)
You become big-headed/
humbled
You make yourself a target
Maha Bali (Egyptian scholar
and online educator)
Follow her on: https://twitter.com/Bali_Maha

14. What does this feel like?
Research outcomes are overwhelmingly
produced in the global north...
... so are OERs and MOOCs

15. How does it feel to (different) students?
+

16. What do students say they want?
‣ Learning spaces: closed, private → open, public
‣ ICT provision: VLE → third party, open, networked, BYO
‣ Problems: narrow, structured → interdisciplinary, complex
‣ ‘walled garden : paths out’

17. What do students say they want?
‣ Learning spaces: closed, private → open, public
‣ ICT provision: VLE → third party, open, networked, BYO
‣ Problems: narrow, structured → interdisciplinary, complex
‣ ‘walled garden : paths out’
CC Pam Fray: http://www.geograph.org.uk/profile/18934

18. What do students say they want?
‣ New ways of belonging (to each other, their course,
their institution), including online
‣ Branding (institutionally distinctive) but also blending
(seamless use of personal services)
‣ ‘The real people, in the real place, at the same time’ (but
spaces can be
hybrid)
‣ Clarity about
contractual,
freedom around
informal relations

19. A critical response? Digital literacy/fluency
Graduate Attribute Statements
a confident, agile adopter of a range
of technologies for personal,
academic and professional use
(Oxford Brookes University)
our graduates will be confident users
of advanced technologies; they will
lead others, challenging convention
by exploiting the rich sources of
connectivity digital working allows
(Wolverhampton University)
to be effective global citizens and
interact in a networked society
(Leeds Metropolitan University)
Technoliteracies must
become reflective and critical,
aware of the educational,
social, and political
assumptions involved in the
restructuring of education,
technology, and society
currently under way
(Kahn and Kellner 2005)

20. A critical response? Double-loop learning
‘questioning the ends for which technologies offer themselves,
as well as the means by which they are useful’ (2010)

21. Valuing the critical/sceptical response
A‘digital researcher’ profile: bit.ly/researcherquiz

22. http://followtheblog.org/new-classroom-resources/
Embedding critical action into courses