Learning Futures: Telling Tales Out of School
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Keynote presentation at JMB Education Conference, Digital Technology for Teaching: Innovation, Integration, Invisibility. Croke Park, Dublin, 16th September.
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Learning Futures: Telling Tales Out of School
- 1. Learning Futures: “Telling Tales Out of School” Professor Mark Brown Director, National Institute for Digital Learning
- 2. Outline 1. History Repeats 2. Battle for Learning 3. Creating Future Makers Learning Futures: “Telling Tales Out of School”
- 3. Key message
- 4. 1. History repeats… “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1994).
- 5. 1. History repeats… “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1894).
- 6. “Books will soon be obsolete in public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture”. (Thomas Edison, 1913) 1. History repeats…
- 7. 1. History repeats… Project Plato – 1960s
- 8. 1. History repeats… Project Plato – 1960s
- 9. Growing Support Subsided Enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) 1. History repeats… High Expectations
- 10. 1. History repeats… Gartner Hype Cycle “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010).
- 12. 1. History repeats… • 2012 data • Statistical significance • Computer not a single entity (OECD, 2015)
- 14. “Not everything that can be counted counts, not everything that counts can be counted.” Albert Einstein 1. History repeats…
- 15. 1. History repeats… “We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Amara’s Law
- 16. “We use to talk more before someone invented fire” 1. History repeats…
- 17. “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. Battle for learning…
- 18. 2. Battle for learning… Techno-centric Perspective Libertarian Perspective Technocratic Dream Technological Determinism
- 19. 2. Battle for learning… Techno-centric Perspective Human-centric Perspective Demon Perspectiv e Libertarian Perspective Technocratic Dream Technological Determinism Social Determinism Technocratic Nightmare
- 20. 2. Battle for learning…
- 21. 2. Battle for learning… Techno-centric Perspective Human-centric Perspective Demon Perspectiv e Libertarian Perspective Social Determinism Technocratic Nightmare Technocratic Dream Technological Determinism Critics
- 22. 2. Battle for learning… “It is theory that decides what we can observe…” Albert Einstein
- 23. Languages of Persuasion Knowledge Economy Learning Society 2. Battle for learning… Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning •
- 24. “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. Battle for learning…
- 25. Television Advertisement by Telecom Corporation, NZ 2. Battle for learning…
- 26. “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). 2. Battle for learning…
- 27. ReconceptualisingDeschooling ReschoolingReproduction • Learning for all • Global curriculum • 21st Century learners • Education in change • Thinking Glocal • Critical citizenship • Socially just society • Education for change • Mass education • Quality standards • Education as commodity • Increased market competition • Disruption • Democratic • Open access • Unbundling learning Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda Knowledge Economy Learning Society 2. Battle for learning… Languages of Persuasion • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning •
- 28. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK Fundamental Principles for Reshaping Education 2. Battle for learning…
- 29. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship RECONCEPTUALIST FRAMEWORK Fundamental Principles for Reshaping Education 2. Battle for learning…
- 30. 2. Battle for learning…
- 31. 3. Creating future makers…
- 32. John Pilger reminds us that despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled. 3. Creating future makers… Wicked Problems
- 33. “Digital learning should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). 3. Creating future makers…
- 34. 3. Creating future makers… • Leadership • Infrastructure • Educational Change • Curriculum Redesign • Assessment for Learning • Professional Development • Whole of System Commitment
- 35. Out of School in Class Out of School out of Class At School in Class Acquisition Participation At School out of Class Physical Virtual 3. Creating future makers… The Learning Ecology
- 36. “What’s wrong with education cannot be fixed with technology” (Steve Jobs; cited in Oppenheimer, 1997, p.61). Conclusion
- 37. It depends on… - Learning from history - Understanding the drivers - Having the courage to be future makers Conclusion
- 38. Thank You!
- 39. Questions… “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
- 40. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidl mark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz