This document discusses the evolution of technology-enhanced learning over the past 10 years in UK higher education. It traces how technology has moved from a focus on computers to being systemic and implicated in broader changes to education. While technology was initially seen as a way to make learning more interactive and personalized, it is now tied up in issues like the crisis of confidence in public education and the shift to more managerial and standardized approaches. The document ends by outlining three hopeful stories for the future role of technology: open educational practices and content; developing digital literacy beyond just skills; and designing education to prepare students for an uncertain future.
13. Technology stories I have heard
Technology will make learning more interactive
Technology will make learning more personal
Technology will make learning more collaborative
Technology will make you more productive
Technology will undo all the effects
of educational disadvantage
14. Technology stories I have heard
Technology will make learning more interactive
Technology will make learning more personal
Technology will make learning more collaborative
Technology will make you more productive
Technology will undo all the effects
of educational disadvantage
āE-learning is important because it
can contribute to all the government's objectives
for education - to raising standards, improving quality,
removing barriers to learning, and, ultimately, ensuring
that every learner achieves their full
potentialā (DfES 2003).
16. Technology stories I have heard
Technology will make learning more interactive
Technology will make learning more personal
Technology will make learning more collaborative
Technology will make you more productive
Technology will undo all the effects
of educational disadvantage
17. Technology stories I have heard
Technology will make learning more interactive
Technology will make learning more personal
Technology will make learning more collaborative
Technology will make you more productive
Technology will undo all the effects
of educational disadvantage
āSoon there wonāt be any technology, it will all be
direct, you know. Mind to mind. Or just that one
technology, the mind to mind one.ā
Computer science student, 1999
18. Education is also a story about the future
When things changed
very little, people
learned through
imitation, observation
and enculturation
Formal education (for a few) really got going in Western
Europe with the Reformation
Extended to the majority during the industrial revolution
-> beginning of a national, public education system
19. Education is also a story about the future
Hypothesis: society invests in (public) education to the
extent that young people have to be prepared for a
future that is different from the previous generation
The curriculum
= a map of that
possible future
20. Co
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Mapping the story of
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Technology Enhanced Learning in UK HE
ve
lop /T ced
ing EL L
ea
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Di rn
git ing
al
Lit
er
ac
y
21. Mapping the story of
Technology Enhanced Learning in UK HE
From computers to networks to
technology-enhanced environments
From teachers to learners
From computer-based activities
to digital universities
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
22. Mapping the story of
Technology Enhanced Learning in UK HE
From computer-based activities
to digital universities
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
23. Digital technology is systemic in education
āWe are not
rethinking some
part or aspect of
learning, we are
rethinking all of
learning in these
new digital
contextsā (2007)
24. Digital technology is implicated in the crisis
of conļ¬dence/legitimacy in public higher education
25. Digital technology is implicated in the crisis
of conļ¬dence/legitimacy in public higher education
āhigher level skills for a
knowledge economyā
āa consumer revolution
for studentsā
26. Digital technology is implicated in the crisis
of conļ¬dence/legitimacy in public higher education
From collegiality to managerialism
From innovation to standardisation
From public service to
consumer beneļ¬t
30. Some hopeful signs from the world of technology
ingenious devices
connectivity -> emergence
power, speed & scale
multimedia capture / design
information = communication
32. Some hopeful signs from the world of technology
āI took the whole published works of Ted
Hughes into that archive with me, on my laptop. And
that meant, when I saw... that image heād changed, I
could search through everything heād every written and
trace it, and ļ¬nd the echoes... That would have been my
whole PhD, 20 years ago.
English studies student, 2011
33. Three hopeful stories about
the future of education in a digital world
The new means of knowledge production:
open content and open educational practices
The new critical being: digital literacy beyond ECDL
Education/al/development for an uncertain future
34. Open content and open educational practices
using and supporting others to use
re-using content in
open content
teaching contexts
open research data
open peer review
open publication
and comment
collaborating openly
across borders
supporting public access to
knowledge using open source tools
teaching/learning in open networks
35. Open content and open educational practices
Capetown Declaration (2009)
We encourage educators and learners to actively participate in the emerging open
education movement... creating, using, adapting and improving open educational
resources; embracing educational practices built around collaboration, discovery and the
creation of knowledge; and inviting peers and colleagues to get involved.
36. Digital literacy: from skills to practices
(digital literacy - maslowās hierarchy, schonās
double-loop learning)
interrogating the ends as well as the means)
37. Digital literacy: from conļ¬dent use to critical action
Graduate Attribute Statements
a conļ¬dent, agile adopter of a range
of technologies for personal,
academic and professional use Technoliteracies must
(Oxford Brookes University) become reļ¬ective and critical,
our graduates will be conļ¬dent users aware of the educational,
of advanced technologies; they will social, and political
lead others, challenging convention assumptions involved in the
by exploiting the rich sources of restructuring of education,
connectivity digital working allows
technology, and society
(Wolverhampton University)
currently under way
to be effective global citizens and
interact in a networked society (Kahn and Kellner 2005)
(Leeds Metropolitan University)
38. Digital literacy: from conļ¬dent use to critical action
āquestioning the ends for which technologies offer themselves,
as well as the means by which they are usefulā (2010)
41. Design for an uncertain future: the new curriculum
'Engaged students ā the leaders of
tomorrow ā are encouraged to see
how their own ideas can lead to
collaborative change ā¦ If institutions
can embrace passionate student
advocates, they will be in a good
position to drive forward innovation
and to make a real and genuine
difference to the services they provide.'
Dale Potter, Studentsā Project
Coordinator, University of Exeter
42. Some resources
ā¢ JISC/HEA UK OER programme
ā¢ JISC Developing Digital Literacies programme
ā¢ JISC Curriculum Design and Curriculum Delivery programmes
ā¢ Design Studio
43. A thought from Dewey
The great advance of electrical science in the last generation was
closely associated... with the application of electric agencies to
means of communication, transportation, lighting of cities and
houses, and more economical production of goods. These are
social ends, moreover, and if they are too closely associated with
notions of private proļ¬t, it is not because of anything in them, but
because they have been deļ¬ected to private uses: a fact which
puts upon the school the responsibility of restoring their connection
in the mind of the coming generation, with public scientiļ¬c and
social interests.
John Dewey (1916)
Photo by S.Groppi, downloaded from http://www.ļ¬ickr.com/photos/groppi/105326649/ under a creative commons licence
Editor's Notes
I have just added in times for us ā Iāll remove them when we are readyā¦.
Alan and Catherine
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I think should only give out 1 set of cards initially and extra sets at next task.
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Quote made from one participant (and made into a tagcloud in Wordle) Quote reads āVisual, interactive, fun, productive, collaborativeā (Participant at the SEDA Conference, May 2011)