Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities

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Invited keynote presentation at PLA#7 Supporting Educators for Innovative, Open and Digital Education, ET2020 Working Group, Digital Skills and Competencies, Zagreb, 7-8 December, 2017.

Education

@mbrownz
National Institute for Digital Learning

3 x premises
3 x paradoxes
3 x propositions
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities

Key question: How to support educators for innovative, open and digital education?
Professional Collaboration

MICRO
MACRO
MESO
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning
NANO

Institutional
Global
National
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
Individua
l
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning

“All generalizations are dangerous,
even this one”
(Alexandre Dumas)

Innovative, open and digital
education is booming but
major structural barriers limit
transformative impact
Paradox 1…
1. Global/National Level

“It will not be possible to satisfy the rising
demand for Higher Education, especially
in developing countries, by relying on
traditional approaches.”
(Sir John Daniel, 2013)
Past President,
Commonwealth of Learning;
Previous Vice-Chancellor,
UK Open University

OECD (2017) Education at a Glance
Ireland

“There is also almost no understanding of the
private and social [public] benefits of distance and
online education in comparison with those of face-to-
face education” (Rumble, 2014, p.208).
Rumble, G. (2014). The costs and economics of online distance education (pp. 197-216). In O. Zawacki-Richter & T. Anderson
(Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.

Proposition 1…
We need to frame debates
about new innovative models of
open and digital education in terms of the
wider benefits they offer for the
“good society”

Innovative, open and digital
education has the potential to
transform traditional business
models but most efforts merely
tame new technologies
Paradox 2…
2. Institutional Level

Off Campus
in Class
Off Campus
out of Class
On Campus
in Class
Acquisition
Participation
On Campus
out of Class
Physical VirtualLeakage

JRC (2016). Opening up education in Europe: A support framework for higher education institutions
Infused Through Whole Ecology

We need to develop
a culture of innovation where
open and digital education is core to
a transformative institutional mission
Proposition 2…

3. Teacher Level
Innovative, open and digital
education can transform learning
but workload, pedagogical beliefs
and assessment requirements
strongly influence practice
Paradox 3…

Learning by sharing
(Connectivist)
Learning by listening
(Instructionist)
Learning by doing
(Constructivist)
Learning by making
(Constructionist)
Pedagogical
Compass

…the old ‘pump, pump, dump’
model of teaching still dominates practice
The uncomfortable reality is…

"Using new digital technology to improve
education is not rocket science... it is
much, much harder than that”
(Diana Laurillard, 2009).

“Good educators are not just workers to be
digitally up-skilled! They should be valued as
important change agents and trusted
professionals willing to go “off the rails” to
challenge practices which reproduce
inequitable distribution of power, knowledge and
resources”
Brown, 2017

We need to develop teachers with critical
mindsets capable of using innovative,
open and digital education to
shape better futures
for all
Proposition 3…

“Innovative,
open and digital
education
should be in the service
of big ideas,
not as a big idea
in itself” (adapted from Barnett, 2011)

Critical
Consumers
Critical
Citizens
RECONCEPTUALIST
FRAMEWORK FOR THE FUTURE
(Delors Report, 1972)
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Critical
Thinkers

“A prudent question is one-half of wisdom”
Francis Bacon

@mbrownz
Go raibh maith
agaibh!
Thank you

The National Institute for Digital Learning had a productive year in 2017. It organized its activities around key units focused on open education, teaching enhancement, and digital learning designs. These units drove initiatives in areas like workspaces, digital tools, connected learning programs, and refugee education. The Institute also saw increased engagement on its online platform, secured external projects and funding, published research, and organized conferences. It aims to build on this progress in 2019 with new programs and strategic growth of its digital teaching offerings.

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