The document discusses the transition to digital education in Sri Lanka, highlighting its potential to enhance accessibility, flexibility, and affordability in learning. It emphasizes the need for new pedagogies to effectively integrate technology and outlines various initiatives aimed at improving teacher education and digital literacy. Additionally, it calls for a comprehensive framework for digital education leadership to foster a sustainable digital learning environment.

1. Transitioning to Digital:
Potentials and Practices in
Sri Lankan Higher Education
Shironica P. Karunanayaka
Professor in Educational Technology
Faculty of Education, The Open University of Sri Lanka
<spkar@ou.ac.lk>
'Digital Transformation - A New Strategic Imperative“
CMA National Management Accounting Conference- 17-19 July 2017

2. 19 July 2017 Shironica P. Karunanayaka, OUSL 2
Attribution: Gerd Leonhard https://www.flickr.com/photos/gleonhard/16474476590 CC BY-SA

3. 19 July 2017 Shironica P. Karunanayaka, OUSL
3Attribution: https://pixabay.com/en/technology-digital-digital-tablet-792175/ CC BY

4. 19 July 2017 Shironica P. Karunanayaka, OUSL 4Attribution: The NMC Horizon Report: 2017 Higher Education Edition CC BY

5. •The emerging global trends in education
indicate a significant ‘digital turn’ in our
teaching and learning practices.
•This transition to ‘digital’ provides
enormous possibilities for learners by
enhancing
•Accessibility
•Flexibility and
•Affordability
in learning opportunities.
19 July 2017 Shironica P. Karunanayaka, OUSL 5

6. Attribution: mathplourde at http://flickr.com/photos/23311795@N04/86201743 - CC BY

7. Opening up
Education
through
Dimensions of
Open Access
Open Learning
Open Teaching
Open Technologies
Open Source Software
Open Text Books
Open Data
Open Access Journals
Open Scholarship
Open Courses
Open Badges
Open Educational Resources
Shironica P. Karunanayaka, OUSL19 July 2017 7

8. 19 July 2017 Shironica P. Karunanayaka, OUSL
8
Empowers teachers and learners to become more
creative and innovative in their educational practices…
Open Licensing & OER

9. To exploit the potentials of digital technologies in
enhancing critical learning skills, increasing individuals’
capacities in digital literacy is essential.
19 July 2017 9
Photo credit:<Wordpress.com>

10. 19 July 2017 Shironica P. Karunanayaka, OUSL 10
Pedagogies too need to change to accommodate effective
engagement with the latest digital technologies.
Attribution: AJC1 https://www.flickr.com/photos/ajc1/8615353879 CC BY

11. Learning Communities
19 July 2017 Shironica P. Karunanayaka, OUSL 11

12. •Various interventions are being made to enhance
technology-integration at educational institutions.
•It is important to ensure that the expected
outcomes are being achieved effectively.
19 July 2017 Shironica P. Karunanayaka, OUSL 12

13. 19 July 2017 Shironica P. Karunanayaka, OUSL 13
Attribution: The NMC Horizon Report: 2017 Higher Education Edition CC BY

14. •What strategies would help overcome
these challenges?
•How to support teachers and learners in
the transition to digital education?
•How to assess the impacts of such
transformations?
19 July 2017 Shironica P. Karunanayaka, OUSL 14

15. (Source: Naidu, 2016)
Challenge
(Source: tpack.org, 2012; Koehler & Mishra, 2009)
15
Convergence of Technology, Pedagogy, Content
and Design
Solution

16. 19 July 2017 Shironica P. Karunanayaka, OUSL 16
OUSL Initiative - OERTE
Integration of ICT and OER into Teacher Education Programmes
and Capacity Building of Teacher Educators at OUSL
[Project supported by Commonwealth of Learning (COL) –2013/2014]
http://www.ou.ac.lk/home/images
/OUSL/publications/intergratingO
ERinEducationalPractice.pdf
CC BY-NC-SA

17. OUSL Initiative - OEReL
Adaptation and Implementation of a Fully Online Professional
Development Programme on “OER-based e-Learning”
(Project supported by the Commonwealth Educational Media Centre for Asia (CEMCA) -
2014/2015)
19 July 2017 Shironica P. Karunanayaka, OUSL 17
OER-based eLearning

18. OUSL Initiative - OERTL
Impact Study on Integration of OER in Teacher Education
[Project under Research on Open Educational Resources for Development
(ROER4D) supported by IDRC -2015/2016]
19 July 2017 Shironica P. Karunanayaka, OUSL 18
http://www.ou.ac.lk/home/images/OUS
L/publications/Dreamweaving%20Ope
n%20Educational%20Practices.pdf
CC BY-SA
https://oertlousl.wordpress.com/

19. Design Frameworks
Initiative OERTE
(2013-2014)
OEReL
(2014-2015)
OERTL
(2015-2016)
Design
Framework
The “Engine for
Education” (Naidu
& Karunanayaka,
2015) as a
framework for
designing learning
experiences.
The “Engine for
Education” and the
‘OPAL’ frameworks
(Ehlers, 2011)
integrated.
Design-based
Research (Reeves,
2006) to support
open educational
practices.
19
• Technology, Education and Design are at the heart of any
educational transaction.
• A concerted and proactive position is required to bring them
together to ensure a transformational change.
(Source: Karunanayaka, Naidu & Menon, 2016)

20. At the intersections of Technology/Pedagogy/Content
Challenges faced Strategies designed to address
challenges
Changes that took place
• Coping with new
technology and
pedagogy at the
same time
• Lack of
awareness
• Limited skills
• Resistance to
change from the
conventional
thinking and
practices
• “Teachers as Designers”
approach
• A sequence of carefully
structured hands-on activities to
design technology-enhanced,
constructivist learning
experiences
• Compelling motivation
• Use of DBR approach with a
carefully designed intervention
in stages
• Researchers working
collaboratively with the
practitioners
• Capacity building in
course design,
development and
delivery with ICT and
OER integration
• Shifts in mindsets and
changes in practices -
from conventional to
innovative/creative ways
• Becoming reflective
practitioners
• Application of new
knowledge/experiences
• Impact on institutional
policy development20(Source: Karunanayaka, Naidu & Menon, 2016)

21. •Capacity Development
•Creating Digital Learning Environments
•Effective Learning Designs
•Promoting a Digital Culture
•Digital Education Leadership
19 July 2017 Shironica P. Karunanayaka, OUSL 21

22. “Pyramid Model” of Digital Literacy Development
(Source: http://oasis.col.org/handle/11599/2442 CC BY-SA)
(Reproduced/adapted with permission from Sharpe & Beetham, 2010)
19 July 2017 Shironica P. Karunanayaka, OUSL 22

23. A Digital
Practitioner
Framework
(Source: http://oasis.col.org/handle/11599/2442 CC BY-SA)
(Reproduced/adapted with permission from Bennett, 2014)
19 July 2017 Shironica P. Karunanayaka, OUSL 23

24. A Digital
Education
Leadership
Framework
(Source:
http://oasis.col.org/handle/11
599/2442 CC BY-SA)
(Reproduced/adapted with
permission from Jameson,
2013)
19 July 2017 Shironica P. Karunanayaka, OUSL 24

25. The Commonwealth Digital Education
Leadership Training in Action (C-DELTA)
• A long-term programme of COL to promote a digital education
environment in the Commonwealth Member Nations;
• It will engage with governments, educational institutions, teachers
and civil society organisations to develop learning materials around
digital education, assess digital education competencies and provide
training opportunities for students, educators and policy makers.
• It will provide a framework for fostering digital learning, and develop
skilled citizens for lifelong learning;
• It will develop leaders who can demonstrate how to use ICTs
effectively and influence others around them to use digital
technology appropriately and effectively for learning and support
sustainable development.
19 July 2017 Shironica P. Karunanayaka, OUSL 25
(Source: https://www.col.org/programmes/technology-enabled-learning/commonwealth-digital-education-
leadership-training-action-c )

26. A Holistic View…
Attribution: Brown et al., 2016; CC BY-SA
(Source: http://oasis.col.org/handle/11599/2442 )
19 July 2017 Shironica P. Karunanayaka, OUSL 26
• Digital Literacy, as a social
practice, is the core. It is the
purpose of digital education.
• Digital Education is the pedagogic
intervention that goes into
fostering digital literacies. It is the
“how” of getting to digital
literacy.
• Digital Education Leadership is
concerned with providing
direction in terms of digital
education by enhancing access,
making informed decisions,
developing capacity, and
cultivating innovation, to achieve
the learning goal (digital literacy).

27. 19 July 2017 Shironica P. Karunanayaka, OUSL 27
Creator attribution: Nick Youngson