Commodification, Technology and the Open Agenda in Higher Education.
How Neoliberalism destroys the great university system and common good.
Presentation at the 4th Summit of the International Society for Information Studies (IS4IS)
The Drivers for Technology Enhanced Learning in HEPaul Jinks
The document discusses several key drivers for technology enhanced learning in higher education, including student expectations for reliable technology use, the importance of developing digital literacy skills for employability, the need for flexible delivery to accommodate diverse student needs, and opportunities for reuse, scalability, and international collaboration through digital resources and online learning.
A national approach to supporting open education in higher educationNational Forum T&L
This document discusses open education and outlines the National Forum's work in Ireland to promote open educational practices. It provides background on open education concepts, defines open educational resources, and references international agreements supporting open education. The document then outlines key challenges to open education adoption and the National Forum's role in developing resources and training to build awareness and capacity for open practices in Irish higher education.
This document discusses public expenditure on education in Latin American countries and makes recommendations to align spending with the goals of the UNESCO Paris OER Declaration. It analyzes education budgets, spending trends, textbook markets, ICT strategies, and open licensing practices in countries like Argentina, Colombia and Uruguay. Key findings include high administrative costs, state procurement models, and a reliance on print materials and traditional teaching. The document recommends adjusting acquisition models, strengthening links between ICT/digital resources, developing impact indicators, and raising awareness of OER.
The document discusses how Facebook has become a battleground in Thai politics between liberal and traditional forces. It outlines the ongoing political conflict between supporters of former Prime Minister Thaksin Shinawatra and conservative forces who oppose him. Facebook and other social media sites are being used extensively by both sides, though they tend to communicate only with those who share their views. The strict lese majeste law in Thailand, which prohibits criticism of the monarchy, is also being challenged through social media discussions. While social media may increase democratic deliberation, the traditional elites still wield significant power and influence over Thai politics and society.
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME ...Mark Brown
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
Home eden 09-june2015_opportunitiesandtreats_markbrownEADTU
This document is a presentation by Professor Mark Brown from the National Institute for Digital Learning at Dublin City University. It discusses the opportunities and threats of the MOOC movement from a European perspective. It first examines how MOOCs have been portrayed in the media from 2011-2015, noting they were initially seen positively but coverage declined after 2013. It then analyzes different lenses and competing images through which MOOCs have been viewed, such as open learning versus commodification of education. Finally, it discusses the need to focus on preferred future scenarios for education and the role of MOOCs, noting they should serve big ideas for education rather than being a big idea themselves.
The Drivers for Technology Enhanced Learning in HEPaul Jinks
The document discusses several key drivers for technology enhanced learning in higher education, including student expectations for reliable technology use, the importance of developing digital literacy skills for employability, the need for flexible delivery to accommodate diverse student needs, and opportunities for reuse, scalability, and international collaboration through digital resources and online learning.
A national approach to supporting open education in higher educationNational Forum T&L
This document discusses open education and outlines the National Forum's work in Ireland to promote open educational practices. It provides background on open education concepts, defines open educational resources, and references international agreements supporting open education. The document then outlines key challenges to open education adoption and the National Forum's role in developing resources and training to build awareness and capacity for open practices in Irish higher education.
This document discusses public expenditure on education in Latin American countries and makes recommendations to align spending with the goals of the UNESCO Paris OER Declaration. It analyzes education budgets, spending trends, textbook markets, ICT strategies, and open licensing practices in countries like Argentina, Colombia and Uruguay. Key findings include high administrative costs, state procurement models, and a reliance on print materials and traditional teaching. The document recommends adjusting acquisition models, strengthening links between ICT/digital resources, developing impact indicators, and raising awareness of OER.
The document discusses how Facebook has become a battleground in Thai politics between liberal and traditional forces. It outlines the ongoing political conflict between supporters of former Prime Minister Thaksin Shinawatra and conservative forces who oppose him. Facebook and other social media sites are being used extensively by both sides, though they tend to communicate only with those who share their views. The strict lese majeste law in Thailand, which prohibits criticism of the monarchy, is also being challenged through social media discussions. While social media may increase democratic deliberation, the traditional elites still wield significant power and influence over Thai politics and society.
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME ...Mark Brown
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
Home eden 09-june2015_opportunitiesandtreats_markbrownEADTU
This document is a presentation by Professor Mark Brown from the National Institute for Digital Learning at Dublin City University. It discusses the opportunities and threats of the MOOC movement from a European perspective. It first examines how MOOCs have been portrayed in the media from 2011-2015, noting they were initially seen positively but coverage declined after 2013. It then analyzes different lenses and competing images through which MOOCs have been viewed, such as open learning versus commodification of education. Finally, it discusses the need to focus on preferred future scenarios for education and the role of MOOCs, noting they should serve big ideas for education rather than being a big idea themselves.
TCI 2015 Creative Economy: Innovation, Trade and Business Opportunities TCI Network
This document discusses the creative economy and its importance. It covers:
1) How the world is changing due to technological and cultural shifts, requiring more innovation.
2) The creative economy contributes to growth by fostering creativity, clusters, education and knowledge.
3) Trade of creative goods and services is growing, providing business opportunities, especially in areas like media, music, design and cultural activities.
4) Nurturing creative capacities requires investing in intellectual capital, education and lifelong learning to drive innovation.
The document discusses open educational resources (OER) and the Open Courseware Consortium global meeting in Hanoi, Vietnam. It outlines the need for affordable education globally and opportunities for user-centric learning models using new technologies and pedagogies. It also addresses challenges around quality, adoption rates, funding models and the role of communities in improving access to information and knowledge through OER.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
MOOCs As Social Practice: The Political Ecology of Online LearningMark Brown
Invited opening presentation at International MOOC Conference: Where are MOOCs Going? The Future of Distance Learning. University of Naples Federico II, Naples/Capri, 25th September.
Educational technology and the war on public educationRichard Hall
I'm presenting at the University of Lincoln's Centre for Educational Research and Development conference on Thursday June 7. I'll be speaking about Educational technology and the war on public education.
Educational technology and the war on public educationRichard Hall
- Educational technology is being used as a tool in the war on public education and the commodification of higher education.
- Technologies like cloud computing, learning management systems from companies like Blackboard, and mobile learning are enabling the privatization and outsourcing of academic services.
- These technologies facilitate the separation of work, distribution of skills to low-wage societies, and attempts to commodify and monetize aspects of education.
- Academics must critically examine and question how technologies impact universities and what can be done to re-imagine higher education as a public good rather than a private commodity.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
‘Openness’ and ‘Open Education’ in the Global Digital Economy: An Emerging Paradigm of Social Production
Introduction
2. The Emerging Open Education Paradigm
3. The History of ‘Openness’ in Education: From the Open Classroom to OCW
4. Bergson, Popper, Soros and the Open Society
The New Paradigm of Social Production
Conclusions
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
This document summarizes the drive for 21st century learning reforms in education and questions whether these reforms are actually aimed at improving education or privatizing it. It argues that the push for 21st century learning is not new, but rather aims to cut costs, privatize schools, and restructure education around technology. While proponents promise benefits like better outcomes and engagement, the reality is the reforms aim to lower expenditures on traditional education to free up money for new technology spending and open public education to private business interests. A web of think tanks, corporations and organizations promote this agenda despite opposition from teachers and parents.
Technology and co-operative practice against the neoliberal universityRichard Hall
Slides for my presentation at the CAPPE, Neoliberalism and Everyday Life conference on 4 September 2014 http://arts.brighton.ac.uk/research/cappe/conferences/conferences/annual-conference-neoliberalism-and-everyday-life
Images of Openness: A Kaleidoscope of Competing DiscoursesMark Brown
This document summarizes a report on competing discourses around openness in education. It finds that while openness promises increased access, the reality is more complex with various political and economic forces shaping different visions of open education. Openness narratives from media and industry often focus on marketization and technology, while missing social goals of equity and empowerment. Truly open education requires recognizing these competing perspectives and ensuring openness supports democratic values rather than becoming an end in itself.
Higher education globalization: issues and opportunities - a foresighticdeslides
Celebrating the the 30th anniversary of the Inter-university Federation of Distance Learning, this panel discussed Higher education globalization: issues and opportunities. Open makes progress. Open access, open date, open science, open innovation , open education resources and open education have all made significant achievements the last years. However, this also leads to harder resistance and counter campaigns, in particular against OER from those defending their own market interests. This simple foresight discuss the role of mega policies as open, flexible innovation and cooperation to support achieving the sustainable developments goals.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
This document summarizes Michael A. Peters' presentation on MOOCs and the politics of the postindustrial university. The presentation covers: 1) A history of openness from programmed instruction to MOOCs. 2) Analyzing rhetoric around "the revolution to come". 3) Main players and business models in current initiatives. 4) Issues around pedagogy, academic labor, and monetization in the postindustrial university. 5) The need for an alternative vision and radical openness in education research.
Author - Andras Szucs, Since 1997, Executive Director and from 2000 Secretary General of EDEN, the European Distance and E-Learning Network. Director of the Centre for Learning Innovation and Adult Learning at the Budapest University of Technology and Economics since 2000.
Opening up Higher Education against the policy backdrop of the 'knowledge eco...witthaus
The document discusses the conflicting discourses around opening up higher education and the market-driven approach. It analyzes two texts - a UK white paper promoting competition and student choice, and an EU framework advocating open education. The white paper uses language portraying students as consumers and competition as essential, while the framework emphasizes collaboration and access. The author examines how higher education institutions must navigate these diverging discourses around marketization and openness. Research questions consider the overlap and differences between these approaches and how institutions comply with both.
Against educational technology in the neoliberal UniversityRichard Hall
Slides for my presentation at the CAMRI Research Seminar on 25 March 2015 [see: http://www.westminster.ac.uk/camri/research-seminars/richard-hall-against-educational-technology-in-the-neoliberal-university]
TCI 2015 Creative Economy: Innovation, Trade and Business Opportunities TCI Network
This document discusses the creative economy and its importance. It covers:
1) How the world is changing due to technological and cultural shifts, requiring more innovation.
2) The creative economy contributes to growth by fostering creativity, clusters, education and knowledge.
3) Trade of creative goods and services is growing, providing business opportunities, especially in areas like media, music, design and cultural activities.
4) Nurturing creative capacities requires investing in intellectual capital, education and lifelong learning to drive innovation.
The document discusses open educational resources (OER) and the Open Courseware Consortium global meeting in Hanoi, Vietnam. It outlines the need for affordable education globally and opportunities for user-centric learning models using new technologies and pedagogies. It also addresses challenges around quality, adoption rates, funding models and the role of communities in improving access to information and knowledge through OER.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
MOOCs As Social Practice: The Political Ecology of Online LearningMark Brown
Invited opening presentation at International MOOC Conference: Where are MOOCs Going? The Future of Distance Learning. University of Naples Federico II, Naples/Capri, 25th September.
Educational technology and the war on public educationRichard Hall
I'm presenting at the University of Lincoln's Centre for Educational Research and Development conference on Thursday June 7. I'll be speaking about Educational technology and the war on public education.
Educational technology and the war on public educationRichard Hall
- Educational technology is being used as a tool in the war on public education and the commodification of higher education.
- Technologies like cloud computing, learning management systems from companies like Blackboard, and mobile learning are enabling the privatization and outsourcing of academic services.
- These technologies facilitate the separation of work, distribution of skills to low-wage societies, and attempts to commodify and monetize aspects of education.
- Academics must critically examine and question how technologies impact universities and what can be done to re-imagine higher education as a public good rather than a private commodity.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
‘Openness’ and ‘Open Education’ in the Global Digital Economy: An Emerging Paradigm of Social Production
Introduction
2. The Emerging Open Education Paradigm
3. The History of ‘Openness’ in Education: From the Open Classroom to OCW
4. Bergson, Popper, Soros and the Open Society
The New Paradigm of Social Production
Conclusions
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
This document summarizes the drive for 21st century learning reforms in education and questions whether these reforms are actually aimed at improving education or privatizing it. It argues that the push for 21st century learning is not new, but rather aims to cut costs, privatize schools, and restructure education around technology. While proponents promise benefits like better outcomes and engagement, the reality is the reforms aim to lower expenditures on traditional education to free up money for new technology spending and open public education to private business interests. A web of think tanks, corporations and organizations promote this agenda despite opposition from teachers and parents.
Technology and co-operative practice against the neoliberal universityRichard Hall
Slides for my presentation at the CAPPE, Neoliberalism and Everyday Life conference on 4 September 2014 http://arts.brighton.ac.uk/research/cappe/conferences/conferences/annual-conference-neoliberalism-and-everyday-life
Images of Openness: A Kaleidoscope of Competing DiscoursesMark Brown
This document summarizes a report on competing discourses around openness in education. It finds that while openness promises increased access, the reality is more complex with various political and economic forces shaping different visions of open education. Openness narratives from media and industry often focus on marketization and technology, while missing social goals of equity and empowerment. Truly open education requires recognizing these competing perspectives and ensuring openness supports democratic values rather than becoming an end in itself.
Higher education globalization: issues and opportunities - a foresighticdeslides
Celebrating the the 30th anniversary of the Inter-university Federation of Distance Learning, this panel discussed Higher education globalization: issues and opportunities. Open makes progress. Open access, open date, open science, open innovation , open education resources and open education have all made significant achievements the last years. However, this also leads to harder resistance and counter campaigns, in particular against OER from those defending their own market interests. This simple foresight discuss the role of mega policies as open, flexible innovation and cooperation to support achieving the sustainable developments goals.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
This document summarizes Michael A. Peters' presentation on MOOCs and the politics of the postindustrial university. The presentation covers: 1) A history of openness from programmed instruction to MOOCs. 2) Analyzing rhetoric around "the revolution to come". 3) Main players and business models in current initiatives. 4) Issues around pedagogy, academic labor, and monetization in the postindustrial university. 5) The need for an alternative vision and radical openness in education research.
Author - Andras Szucs, Since 1997, Executive Director and from 2000 Secretary General of EDEN, the European Distance and E-Learning Network. Director of the Centre for Learning Innovation and Adult Learning at the Budapest University of Technology and Economics since 2000.
Opening up Higher Education against the policy backdrop of the 'knowledge eco...witthaus
The document discusses the conflicting discourses around opening up higher education and the market-driven approach. It analyzes two texts - a UK white paper promoting competition and student choice, and an EU framework advocating open education. The white paper uses language portraying students as consumers and competition as essential, while the framework emphasizes collaboration and access. The author examines how higher education institutions must navigate these diverging discourses around marketization and openness. Research questions consider the overlap and differences between these approaches and how institutions comply with both.
Against educational technology in the neoliberal UniversityRichard Hall
Slides for my presentation at the CAMRI Research Seminar on 25 March 2015 [see: http://www.westminster.ac.uk/camri/research-seminars/richard-hall-against-educational-technology-in-the-neoliberal-university]
Similar to Jane Austen and the Belly of the Beast Part 2: Language and Power (2015) (20)
Learning Analytics for Self-Regulated Learning (2019)Wolfgang Greller
This document discusses using learning analytics to support self-regulated learning (SRL). It defines learning analytics as using data from educational activities to identify patterns and provide information to improve learning. Learning analytics can support SRL by providing timely feedback to help learners monitor progress, adjust strategies, and reflect on performance. However, effectively using learner data for SRL requires competencies like data literacy, critical thinking, and ensuring ethical and responsible use of student data.
This document discusses using learning analytics to support self-regulated learning (SRL). It begins with an overview of learning analytics and its benefits for students and teachers. Key features of learning analytics are its use of large datasets, ability to provide real-time feedback, and collection of unobtrusive behavioral data. Learning analytics can provide objective evidence to support SRL processes like self-observation, self-judgment, and self-reaction. However, effectively using learner data requires competencies like data literacy, critical thinking, understanding visualizations and biases, applying data to learning, and considering ethical and legal issues. Skills are also needed to transfer data into self-regulated learning and place learning in a social context.
Jane Austen & the Belly of the Beast: OER and Neoliberalism (2017)Wolfgang Greller
This document discusses the role of open educational resources (OERs) in the context of cuts to public education. It argues that current definitions of OERs focus too narrowly on digital materials and MOOCs, which can enable exploitation, and calls for a broader definition that includes real-world services, infrastructure, certification, and physical/civic spaces. It critiques calls to disrupt education through technology, arguing they stem from a neoliberal mantra that presents few alternatives and promotes techno-utopianism and pseudoscience over critical analysis. The document suggests OERs and open education could help develop alternatives by drawing on 19th century ideas of making education accessible, transparent, and democratized rather than privat
Wolfgang Greller gave a keynote address arguing that contrary to assumptions, reading has not decreased but has actually increased. He cites several studies and statistics showing higher levels of reading among more educated individuals and as part of careers. Additionally, there are now more publications and ways to access information like blogs, social media, and mobile devices. However, information now comes in ubiquitous streams from multiple modalities, ambient technologies, and varied displays. This raises issues around retrievability, evaluation, organization, and contextualization of knowledge. Schools must also compete with informal learning opportunities but there is no agreement on schools' fundamental purposes. Overall, knowledge exists more as fragmented pieces connected globally rather than within individuals, requiring competences to synt
Competence Enrichment of OERs in OpenScout (2012)Wolfgang Greller
This document discusses skill and competence based search capabilities in OpenScout. It provides definitions of skills and competences in the context of the European Qualifications Framework. OpenScout allows for competence metadata services to enrich open educational resources with tags related to competences, skills, and difficulty levels. It features a competence catalogue and taxonomy that maps competences to resources, experts, evidence, and proficiency scales. This enables searching and browsing of resources based on competences as well as independent learning based on defined competence profiles.
Dr Wolfgang Greller is an associate professor and researcher who focuses on e-learning, learning sciences, and technologies. His research center, CELSTEC, examines topics like learning and cognition using technology-enhanced learning. Greller discusses how e-learning has shifted from a centralized, instructor-led model to a more decentralized, learner-focused model utilizing personal learning environments and open networks. He also addresses challenges with the evolution of e-learning and emerging areas like adaptive learning, mobile learning, learning analytics, language technologies, and open practices.
Openness means different things, and poses substantial challenges to
the education system and to publicly funded institutions. The biggest
of these perhaps is the increasingly polarised internal struggle faced
by institutions as HEIs are expected to be open, transparent, and
accessible, and at the same time requires them to be protective of
their constituency and engage in competitive battles with peer
institutions, private education providers, and the wider economy at
large.
The question arises, whether the concepts of a highly competitive
global knowledge economy and those of global openness are mutually
exclusive or whether institutions can balance these in their favour
and for the benefit of wider society.
The presentation highlights some of the issues that lie beneath the
surface, leading to tensions in and around the education system. It
will also touch upon the search for OER business models that are
compatible with the demands put to institutions and that can secure
their longer term future.
Tools for Distributed Collaborative Product Innovation (2009)Wolfgang Greller
The document discusses tools and strategies for collaborative innovation, including:
1) The idSpace project which aims to develop tools and training for distributed, collaborative product innovation.
2) Determinants of innovative thinking like leveraging existing knowledge and anticipating future needs.
3) Collaborative strategies from computer-supported collaborative learning (CSCL) like brainstorming, mind mapping, and the jigsaw technique.
4) The need for environments like idSpace that contain integrated toolsets to describe ideas, collaborate, and share resources with extensible pedagogical approaches.
How to Create Regional e-Learning Networks (2008)Wolfgang Greller
This chapter discusses how to create regional e-learning networks. It describes how regional networks work across traditional sector boundaries and are owned by internal stakeholders rather than external target groups. The key factors for successful regional networks are having clear strategic goals that involve education, business, and authorities working together to address local needs through collaboration and knowledge sharing. Technologies enable these networks, and their purpose is more important than the specific technologies used.
The document discusses the use of videoconferencing for learning at the University of the Highlands and Islands (UHI) in Scotland. UHI uses videoconferencing extensively due to its large geographic area that is the size of Belgium. Videoconferencing is used to directly support teaching and learning through lectures, seminars, and student support, as well as indirectly through meetings. While not as good as live teaching, videoconferencing is often the only solution to reach remote students given UHI's large catchment area.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Jane Austen and the Belly of the Beast Part 2: Language and Power (2015)
1. Jane Austen and the
Belly of the Beast Part 2:
Language and Power
Commodification, Technology and the Open Agenda
in Higher Education
John Casey, City of Glasgow College
Wolfgang Greller, Vienna University of Education
Presentation for ISIS Summit Vienna 2015: THE INFORMATION SOCIETY AT THE CROSSROADS
2. • Ideology, technology, power, & economics:
Universities and the crisis in neoliberalism
• Tensions between the concepts and cultural forms
of the university and economics
• Culture and money in Jane Austen – Higher
Education as a comedy of manners?
• ‘Belly of the Beast’ – to be trapped in a bad place
• 2nd in a series of ‘working sketches’
Introduction
3. Contentions
• Knowledge as economic product
• Mass production/education – the factory
model
• Technological Solutionism and the illusion of
mass-produced personalisation
• (Economic) viability against search for wisdom
• Transferring cost to the people, corporate
business models, reduced labour costs
4. Pressure points
Political pressures on universities to abandon their
culture:
• Austerity cuts
• Competition (funding, ranking, privatisation, internet)
• Commodification of individual (teachers/learners)
• Widening access, participation goals
• More bureaucracy as control mechanism
• = More for less!
5. Language: A Monoculture?
• Technology, education, open education
• Narrow, controlled, self-censoring
• Social media: an amplifier and multiplier
• Education and Technology
• An endless TED talk?
• Language of Fear – of being left behind
• Technological Solutionism
• Youthful deliriums…
6. The Open Agenda
• Open education: rapid, diverse and massive
• Technology, venture capital, markets, competition
• Opportunities and contradictions
• Outsourcing learning to cut even more costs
• Shift from service provider to certification body
• ‘Open’ as a contested space…
• Brand equity projection*
• New markets… - data as new currency
7. The Open Agenda and the Developing World:
• Colonisation via knowledge economy:
transporting Western values, language and
branding – using ‘openwash’
• Cf. television expansion in the 1990s: cheapest tv
productions as fillers between ad spaces
• Cf. genetically modified seeds sold to developing
world to capture markets and ‘greenwash’
The Open Agenda
8. Language
Neo-liberal language now used by public sector:
• Business model, efficiency, market, customers,
brand, ranking, sustainability, economies of
scale, etc.
• Shift from teaching, student support services,
and delivery to focus on outcomes and
accreditation (code name “personalisation”)
9. Language: fear & greed
• “Digital Natives & Immigrants”
• “Higher education in 50 years will be provided by no
more than 10 institutions worldwide”
• “Education is broken”… a meme for selling tech
• "The next big killer application for the Internet is going
to be education.”
• “The [UK] government aims to ‘drive competition and
innovation’, through a more market-based approach to
higher education, allowing students to choose between
a range of providers.”
12. Summing Up: The Future
• To develop alternatives we should know from where
we are starting.
• There is a role for public institutions and
government…rolling back privatisation
• Democratising HE – lessons from the 19th century?
• The radicals of the early 19th century held that
education should be ‘accessible to the public and
transparent to the public gaze’
Editor's Notes
Preamble: This presentation is part of a series that examines how university education is reflecting the crisis in neoliberalism, and the ways in which this emerges in the context of the open education agenda. We argue that a critical analysis of the open education agenda provides a useful way of understanding how ideology, technology, power and economics manifest themselves and interact in what is a politically ‘contested space’.
The reference to Jane Austen is to stress the importance of cultural forms (like universities) in a period of change and challenge, and how they become areas of contestation. Jane Austen’s works express much of the battle between manners vs. socio-economic change in her times: this is referred to as comedy of manners (ref = http://en.wikipedia.org/wiki/Comedy_of_manners)
(In Jane Austen’s works) there appear detailed references to the economic status of the protagonists and this is used in the plot as a counterpoint to the character’s motives. Although often accused of being unconcerned with the wider social and economic changes of her time (Industrialisation and Colonialism), her work shows the impact of the new order on the traditional rural gentry by charting its economic effects, and the comedy arises from characters trying to pretend that traditional privilege and ‘culture’ still matter in the new world of the money economy. There are strong parallels here with the current state of the universities and neo-liberal technology-driven societies.
The “belly of the beast” is a phrase to express being trapped in a bad place.
These sketches are outlining a larger body of work, it’s the second part, the first was held at Goldsmiths Teaching and Learning Conference, London, 2014
Our contentions in this space are based on the concept of knowledge functioning as a commodity and economic product.
If knowledge is perceived as a product that can be “produced” in a way similar to manufacturing processes, the idea is to have more and more of it, thus leading to mass production and mass education in a factory model.
In this model, technology is being used to solve problems that do/don’t exist, and to produce “economies of scale”: e.g. technology as the catalyst for empowerment of “less-able” or disadvantaged learners (e.g. geographically remote or working students). This attitude has been named Technological Solutionism (Evgeny Morozov, 2013)
Mass education in a factory model doesn’t go down well in academia, so, with the help of technologies, the system tries to create the demand and the illusion of mass-produced personalisation, which, quite naturally, leads to new inequalities in information delivery and the fragmentation of knowledge – again leading to the need for more technological solutions in a never-ending cycle.
The viability of university education today is measured against economic values: employability, competences, sustainability, efficiency. These economic viability criteria lead to the demise of humanitarian goals: philosophy, philanthropy, wisdom.
It is noteworthy to say that “effectiveness” in reality means: transferring cost to the people (Chomsky, 2014) = economists call it efficiency, because system reduces labour costs (multiplied by the number of users), e.g. tuition fees, download/print costs, BYOD policies, etc. Universities are held to think in corporate business models, and labour costs are being reduced through the increased use of a “precariat” – people with insecure jobs.
Cultural change of universities is guided by substantial pressures being put on them from neo-liberal politics.
Austerity: Alan Greenspan (1997 before Congress): “economic success is based on greater worker insecurity” – transferred to universities with temp staff in endless loops (adjuncts, project workers, etc.)
This is paired with the introduction of competition in virtually all areas of higher education, including research. Especially in the open education sector, competition is coming from private enterprises, albeit that many of them are university spin offs, which shows that the transformation process to business is well under way.
Commodification = applying monetary value to something, e.g. tacit knowledge, volunteerism, etc. In the neo-liberal landscape this leads to the establishment of celebrity experts surrounded with stardom and brand value (example: Sebastian Thrun).
Pressures to widen access and high participation rates are ambivalent in their interpretation. The selling point, of course, is creating opportunities for disadvantaged people, but it also refers to the mass production ambitions of the knowledge economy, ignoring the inflationary value of the degree. Under the financial system’s curatorship it brings more people faster into the student loan scheme with long lasting debt and decreased income prospects.
Finally, it has been recognised that an increasing requirement for bureaucracy and transparency (Byung-Chul Han, Korean philosopher) is being used as control mechanisms with additional layers of management being installed.
In sum: Less public funding available but need to scale up and compete. Technology is offered as solution – values and quality of higher education are sacrificed.
The language used in discussions about technology is relentlessly upbeat (particularly in social media) and excludes dissenting views as ‘backwards’, or ‘out of date’. This also generates a fear of being left behind by giving a false sense of progress. Pressure groups and think tanks use this strange combination of optimism and fear to drive continual investment in technology and, of course, in academia research into technology for learning (look at the huge EU expenditure in this area – with little to show?). This fits closely with the neo-liberal conviction that there can be a tech fix to any problem and the creation of tech fixes to problems that do not exist outside the machine world (e.g. interoperability standards for content or learning design, tagging ontologies) – see David Harvey ‘A short history of Neoliberalism’.
The old stereotype of youthful expertise with technology is constantly recycled despite evidence to the contrary (cf. average facebook user is 40 years old! - http://royal.pingdom.com/2012/08/21/report-social-network-demographics-in-2012), and this adds to the fear index for decision makers. Thus the use of language in this area becomes dominated by neo-liberal memes (see http://en.wikipedia.org/wiki/Meme) propagated and amplified via the old and new media channels. In this atmosphere, there is a strong pressure to self-censor and fit in.
Social media play a central role in defining and controlling ideas amongst the ed tech community.
So here are some specifics:
Education and technology discourse often resembles the optimism of a religious cult – trend setters, experts, celebrity academics and other “cool” idols introduced as role models like in the entertainment and sport industries of the pop culture. The TED talks are a good example of this (see e.g. https://www.youtube.com/watch?v=pqmPUm54oew&feature=youtu.be)
Universities and academics are confronted with a language of fear – of being left behind, overtaken by their students, not trendy in their methods, not entertaining enough to motivate learners, and so forth…
If there is a problem (e.g. student motivation, lack of literacy, etc.) – tech will fix it! “To solve everything, just click here…” – Technological Solutionism
Youth are consistently portrayed as being tech experts and demanding more e-learning – when the research evidence and experience points the other way.
Open Education is a space where existing organisations and interests seek to dominate and control. It is not a neutral space. It is governed by technology, venture capital, markets and competition. Even the concept of “open” is highly contested and commercially interpreted.
Question is: will Open Education movement lead to the advertised “democratisation of HE” or will it be the start of a two-tier education vis-à-vis to full fee-paying on-campus students? A return to restricted access to university for the elite?
Coursera have come under fire in recent months for undermining academic jobs, not providing adequate accreditation, and, in this latest controversy, not adhering closely enough to the “open” part of the MOOC acronym. Search for a business model is undermining the philosophy of openness (John Daniel, former VC of the UK OU): open education much older concept.
*Brand Equity projections: is a typically American phrase , but nicely describes how the open educational space itself is seen as a way of projecting existing power relations and maintaining differentiation with other brands. For the classic way of making your University brand work in this space you only need to examine how well MIT have done this in 2001 (OCW) and more recently Stanford with “highjacking” the MOOC brand.
(– this is a phrase used by the Rice University Connexions open education project – see: What Makes an Open Education Program Sustainable? The Case of Connexions by Utpal M. Dholakia*, W. Joseph King, Richard Baraniuk: http://www.oecd.org/edu/ceri/36781781.pdf.)
New Markets – mostly users in the developing world (Edx, Open Learn etc.) providing new sources of valuable persona data for analysis (part of the socialisation of work under neoliberalism – where all aspects of an individualised life is monetised i.e. there is no private area) – long tail economy based on data-currency.
New Markets – part of the re-colonisation of the developing world by western education systems; see the world bank project with MOOCs in Africa: http://blogs.worldbank.org/edutech/moocs-in-africa
It shows how some folks see this as a business opportunity and open is not a nice 'fluffy' space where existing power relations do not extend to.
In the 90s, US tv companies started swamping foreign markets with cheapest tv series. It didn’t matter what the content was, what mattered was the ads in-between programmes. Led to Thai kids wearing baseball caps and South Koreans becoming fans of Chicago Bulls, etc. This was called “global citizens” but were in fact Coke and McDonald colonies. Now, facebook “free” Internet plans for India etc. are criticised for much the same strategies.
‘openwash’ – an open-data fig leaf to obscure the passing of personal and private data wholesale - See more at: http://planet.okfn.org/category/open-economics/
Effect of MOOCs etc.: today already Nigeria and other countries complain about brain drain of teachers, medical personnel, etc. Study content is often not relevant for the region. (cf. http://www.universityworldnews.com/article.php?story=20150220111002182)
This also has disturbing similarities to “greenwash”, like the dumping of genetically modified seeds into developing world agriculture – driving many farmer into poverty and suicide http://www.theguardian.com/global-development/gallery/2014/may/05/india-cotton-suicides-farmer-deaths-gm-seeds.
Outcomes and accreditation = not the learning of individuals in the foreground, but compliance with the labour market. Also: diy learning, aka personalisation = low cost (staff savings).
Tech driven: social networks, peer learning, flipped classrooms, OERs – works to some extent.
Some quotes:
Marc Prensky 2001
Sebastian Thrun 2012
… variously circulated
John Chambers, CEO of Cisco 1999 (NYT)
UK Government 2013 – (not so) secret formulation of privatising the HE sector by allowing commercial providers onto the stage.
This slide provides an early mapping of the relative influence (size) of the players and the connections between them.
You will see the learners / students are represented by a very small circle – if we could have made it smaller we would!
You can see that the post-1960s “grassroot democracy” of universities is rapidly eroded by lobbies, quangos, think tanks, celebrities, gov. committees and their reports, local authorities, corporate management and private companies. Amplified by (social) media by presenting an out-of-date image of university education and highlighting technology experiments as the (only) way forward: cf. 3D hype in Second Life.
Pressure groups, like publishers, work with think tanks to shape policy and opinion in relation to technology, open education and the role of the private sector – this video is an example from the Institute for Public Policy Research: “An Avalanche is Coming” by Sir Michael Barber (ex UK government minister for education and Chief Education advisor to the publishing giant Pearson). It is both a classic example of the fear genre surrounding education and technology and illustrates how power and influence works to determine public policy and public expenditure in education and technology. (ref: http://www.ippr.org/publications/an-avalanche-is-coming-higher-education-and-the-revolution-ahead)
There is still a role for institutions in both blocking and enabling change for those interested in developing a more democratic and humanist future for education and society.
It is one of the contradictions of neoliberalism that we have been persuaded that the power of the state has withered away – when in fact the reverse is true – it has never been stronger and is being used to further the interests of capital (privatisations, deregulation, anti union laws, subsidising the finance sector, and so forth…)
Radical 19th Century Quote about the people who opened up education = Quinn, M. (2012) Utilitarianism and the Art School in Nineteenth-Century Britain, Pickering Chatto. Not much has changed from the radicals behind the campaigns to expand education in the 19th century and this should still be our aspiration - the democratisation of HE and education generally. Along with healthcare education is a key battleground for the future.
Academics need to work that open education and open content is not hijacked by private capitalist interests!