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Inspire a Digital Generation: Thinking Differently About our Achievements
1. Reflecting on our Achievements:
What’s Next for Technology-enhanced Learning and Teaching?
2. Inspire a Digital Generation:
Thinking Differently About Our Achievements
Professor Mark Brown
International Blended Learning Conference
3.
4.
5.
6. Dirty little secret...
The light comes through the cracks…
―The unexamined life is not worth living‖ (Socrates)
―I am nothing if not critical‖
(William Shakespeare)
7. About Mark…
• Director, National Centre for Teaching and Learning
• Director, Distance Education and Learning Futures Alliance
• Major leadership role in digitalisation at Massey University
• Previous Coordinator of the Doctor of Education (EdD)
• On several executive committees (ACiLiTE, DEANZ, DEHub)
• Convener of the 2012 ascilite conference in Wellington
• Recipient of National Award for Sustained Excellence in Tertiary
Teaching
m.e.brown@massey.ac.nz
• First New Zealand Apple Distinguished Educator
Twitter @mbrownz
11. A Story of Hype and Hope…
Central thesis…
Blended learning can help to create a vibrant digital learning
culture. However, it can also be used to entrench many of
today’s wicked problems using tomorrow’s digital
technology.
12. Big question…
• What are the big issues or wicked problems
facing our age?
Fold and pass to someone else…
14. 1. False promises
Blended learning is…
―. . . an opportunity to fundamentally
redesign how we approach teaching and
learning in ways that higher education
institutions may benefit from increased
effectiveness, convenience and
efficiency‖
(Vaughan, 2012).
15. 1. False promises
Most technology-enhanced learning initiatives reinforce
traditional pedagogy and educational outcomes…
16. 1. False promises
Most technology-enhanced learning initiatives reinforce
traditional pedagogy and educational outcomes…
… and blended learning is part of the problem.
17. 1. False promises
Most technology-enhanced learning initiatives reinforce
traditional pedagogy and educational outcomes…
… and blended learning is part of the problem.
Arguably the concept of ‗blended learning‘
does little to disrupt the old normal and
the hidden curriculum infused in
the current language of the future.
18. Big question…
• What is the hidden curriculum of our technology-
induced future?
Fold and pass to someone else…
19. 1. False promises
Technology
Expectation Cycle
(Cuban, 1986)
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New
York: Teachers‘ College Press.
20. 1. False promises
High expectations
Technology
Rebukes Growing
and blame Expectation Cycle support
(Cuban, 1986)
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New
York: Teachers‘ College Press.
21. 1. False promises
―Education is
primed for a
revolution —
and blended
learning might just
be it‖
http://www.knewton.com/blended-learning/
22. 1. False promises
Technology-enhanced learning involves an ongoing cycle of
hype, hopeand disappointment(Gouseti, 2010).
23. 1. False promises
Technology-enhanced learning involves an ongoing cycle of
hype, hopeand disappointment (Gouseti, 2010).
Gartner Hype Cycle
24. 1. False promises
―… fundamental elements of contemporary learning
and teaching have remained largely untouched by the
waves of digital technologies that have been
introduced inside and outside of the classroom over the
last three decades‖
(Selywn, 2011, p. 714).
25. 1. False promises
How do we ‗design for learning‘ in ways that exploit the
potential of new digital technology…
26. 1. False promises
How do we ‗design for learning‘ in ways that exploit the
potential of new digital technology…
…on a scalable and sustainable basis with
acritical twist that breaks free of the current
paradigm?
27. 1. False promises
How do we ‗design for learning‘ in ways that exploit the
potential of new digital technology…
…on a scalable and sustainable basis with
acritical twist that breaks free of the current
paradigm?
… or are we going to continue to play the
sameold game(with new tools) resulting
in the same outcomes?
28. Big question…
• What are the educational outcomes we seek from
blended learning?
Fold and pass to someone else…
30. 2. Serious challenges
Why a new game plan…
• Gap between formal and informal learning
• Emergence of new business models
• Lack of skill and will
31. 2. Serious challenges Gap between formal and informal learning
According to legend, who founded the concept of the
Olympic Games?
When was the first Olympic Games?
32. 2. Serious challenges Gap between formal and informal learning
According to legend, who founded the concept of the
Olympic Games?
When was the first Olympic Games?
Hercules – son of Zeus
776 BC
33. 2. Serious challenges Gap between formal and informal learning
There are over 2.9 billion searches
performed on Google each month
34. 2. Serious challenges Gap between formal and informal learning
To whom were these questions
addressed B.G.?
35. 2. Serious challenges Gap between formal and informal learning
To whom were these questions
addressed B.G.?
… before Google
39. 2. Serious challenges Gap between formal and informal learning
What does all this mean?
A completely new type of globally
connected learneris expecting a new type
of education for new times
40. 2. Serious challenges Emergence of new business models
The economics of abundance
New Models of New Models of
Production Distribution
New Models of Trade & Exchange
47. 2. Serious challenges Emergence of new business models
What does all this mean?
The traditionaluniversityis being chiseled
away by powerful global forces and new
business models as a multitude of new
providers emerge.
48. Big question…
• How will new and emerging models of higher education
help us to realise the educational outcomes we
seek?
Fold and pass to someone else…
49. 2. Where is eLearning heading?
2. Serious challenges Lack of skill and will
Even blended learning does not address…
• New demands on staff
• Increased expectations placed on learners
• Lack of time to devote to pedagogy and professional
development
50. 2. Where is eLearning heading?
2. Serious challenges Lack of skill and will
Potential increases in academic workload…
More with less!
51. 2. Serious challenges Lack of skill and will
Path of least resistance is…
… the additive or dominant ‗pump,
pump,dumpmodel‘ of online (blended) learning…
53. 2. Where is eLearning heading?
3. Re-visioning the blend
―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).
54. 3. Re-visioning the blend
As Grosz (1990) writes…
―To say something is not true, valuable, or
useful, without posing alternatives
is, paradoxically, to affirm that it is true‖
(cited in Milojevic, 2005, p.5).
55. 3. Re-visioning the blend
Learning to change and transform
Pillars of Learning
Learning Learning Learning Learning
to be to know to do to live together
56. 3. Re-visioning the blend
Having the courage to stand against the
‗norm‘ by teaching differently….
Education for the future
57. 1. What is eLearning?
3. Re-visioning the blend
Medal Count by Population
Out of all the 240+ countries in the
Olympic family, fewer than half have
ever won a medal of any kind
All African nations combined still
accounted for less than 2% of the
total medals haul at the previous
Olympics
India with a population of
approximately 1.1 billion people won
only three medalsin 2008
58. 1. What is eLearning?
3. Re-visioning the blend
Medal Count by GDP
Richcountriesalways perform
best
The Olympics is an
expensivebusiness: to send an
extra competitor, a country has to
increase its GDP per head by $260
(US)
For every $1 in overseas aid from
wealthy countries, $13 returns in
debt repayments
59. 3. Re-visioning the blend
Medal Count by Carbon
What is the real carbon
footprint associated with the
event?
One person in the first world
contributes more to the
destruction of the
environment than 70 people
in the so-called developing
world
63. Conclusion
Conclusion
Blended education forchangewhich disrupts
the dominant technology-induced images of the future
64. Conclusion
Conclusion
Blended education forchangewhich disrupts
the dominant technology-induced images of the future
―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).
65. Big question…
• How can blended education inspire a new digital
generation to think differentlyabout our
achievements?
Fold and hand in…
66. Questions…
―A prudent question is one-half of wisdom.‖
Francis Bacon
http://www.slideshare.net/mbrownz/
m.e.brown@massey.ac.nz
Editor's Notes
What is the purpose of a keynote?
Not my real name…
Sit down if you own an ipodSit down if you own an iphoneSit down if you own an ipadSit down if you own a Macintosh computer
Number 2
To avoid any confusion and in case I run short on time, my central thesis is that…Blendedcan help to create a vibrant digital learning culture. However, it can also be used to entrench 1950s style teaching on 21st century networks.