Tales of Open Education from Two Islands: Thrills, Tensions and Transformations

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This document outlines Professor Mark Brown's presentation on open education in Ireland and New Zealand. It discusses the quick thrills of early predictions about technology replacing textbooks, the ongoing tensions between rhetoric and reality in implementing open education at scale, and the need for digital transformations to focus on critical thinking and serving societal goals. The presentation addresses the iron triangle of increasing access, quality, and reducing costs in higher education through open approaches.

Tales of Open Education from Two Islands:
Thrills, Tensions and Transformations
Professor Mark Brown
Director, National Institute for Digital Learning
Dublin City University
Beijing, China
18th October 2018

1. Quick thrills
2. Unresolved tensions
3. Digital transformations
Outline….

If Open Education is the solution
for higher education, then what is
the problem?

“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; cited
in McFarlane, 1997, p.173).

(Uzanne, 1894; cited
in McFarlane, 1997, p.173).
“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”

“I believe that the motion picture is destined to
revolutionize our educational system and that
in a few years it will supplant largely, if not
entirely, the use of textbooks,”
(Thomas Edison, 1922)

“We will undoubtedly have lectures of every
conceivable kind presented to us right in our
homes, when practical television arrives,
possibly a year or two off.”
Short Wave Craft, 1935

“In 50 years… there will be
only 10 institutions in the world
delivering higher education
and Udacity has a shot at
being one of them”
(cited in Leckart, 2013, P.28)
In a March 2012 Wired cover story, Sebastian Thrun
predicted:

“Technology-enhanced learning involves an
ongoing cycle of hype, hope and
disappointment” (Gouseti, 2010).

“Resilience requires
adaptation and evolution to new
environmental conditions, but retains core identity”
(Weller & Anderson, 2013, p.55).

“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

Teachers’ mindsets play a key role in
shaping innovative practices

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

Learning by sharing
(Connectivist)
“Teaching by telling”
(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…

2018
https://www.icde.org/models-for-online-open-flexible-and-technology-enhanced-higher-education

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

Education
in
Change
Education
for
Change
Navigating Through Entangled Futures

What type of
learning futures
do we want new
Open Education
to serve?

Open Education
needs to challenge
our ideas of what constitutes the
good society
for better futures—for all

Critical
Consumers
Critical
Citizens
EDUCATION FOR THE 21st CENTURY
(Delors Report, 1972)
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Critical
Thinkers

If Open Education is the solution
for higher education, then what is
the problem?
Final remarks…

The document summarizes Mark Brown's presentation on open education from two islands - Ireland and New Zealand. It discusses the quick thrills of early predictions about technology replacing textbooks and lectures being available at home, but also the ongoing tensions like the rhetoric-reality gap of technology not dominating practice. It outlines how digital transformations could help address problems of access, quality and cost for higher education if open education challenges ideas to serve learning for social change and developing critical skills in students.

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The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.

National QA Guidelines for Digital Education A Multi-layered Box of Chocolates

Mark Brown

- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland. - It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries. - The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed. - The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.

International Standards, Practices and Supports for the Quality Assurance of ...

Mark Brown

1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes. 2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary. 3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.

Uncaging Digital Education: A Talk on the Wild Side

Mark Brown

This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.

A Digitally Enabled Ecosystem of Micro-credentials: A Complex Ecosystem With ...

Mark Brown

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