5. Mark Brown, 2016
• Open Learning
• Online Learning
• Anytime Anywhere Learning
eLearning •
Digital Learning •
Technology-enhanced Learning •
Knowledge Economy
TWO MAJOR WOLRDVIEWS
6. “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).
7. Knowledge Economy
Learning Society
Mark Brown, 2016
• Open Learning
• Online Learning
• Anytime Anywhere Learning
eLearning •
Digital Learning •
Technology-enhanced Learning •
TWO MAJOR WOLRDVIEWS
8. “Higher education has a crucial role to play
in laying the foundations of a society that is
more inclusive, participatory and
equal...” The President said “…the role of
the university in enabling citizens to develop
the tools to address the great challenges of
our time – global poverty, climate
change and sustainability – was vital.
9. Global Attitudes Project, Pew Research, 2011
http://www.pewglobal.org/2011/11/17/the-american-western-european-values-gap/
The American-Western European Values Gap
10. Different interest groups and stakeholders borrow
the same ‘language of persuasion’
to legitimize their own agenda
11. ReschoolingReproducing
Mark Brown, 2016
• Entrepreneurship
• Technology as progress
• Education as commodity
• Increased market competition
• Sifting agent
• Human capital
• Social cohension
• Cultural heritage
• Open Learning
• Online Learning
• Anytime Anywhere Learning
eLearning •
Digital Learning •
Technology-enhanced Learning •
Knowledge Economy
Learning Society
TWO MAJOR WOLRDVIEWS
12. “Our ability to compete as a nation—and for
states, regions and communities to attract
growth industries and create jobs—
demands a fresh approach to public
education. We need to recognize that a 21st
century education is the bedrock of
competitiveness—the engine, not simply
an input, of the economy” (P21, 2008, p.1).
http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
27. ReconceptualizingDeschooling
ReschoolingReproducing
Mark Brown, 2016
• Open Learning
• Online Learning
• Anytime Anywhere Learning
eLearning •
Digital Learning •
Technology-enhanced Learning •
• Just society
• Lifelong learning
• Pillars of learning
• Sustainable development
• Entrepreneurship
• Technology as progress
• Education as commodity
• Increased market competition
• Sifting agent
• Human capital
• Social cohension
• Cultural heritage
• Unbundling
• Opening access
• Micro credentials
• New learning pathways
Knowledge Economy
Learning Society
TWO MAJOR WOLRDVIEWS
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
(Delors Report, 1972)
29.
30.
31. “Despite huge advancements in
technology over the last 50 years, the
wealth gap between developed and
developing countries has more than
doubled” (John Pilger, 2002).
32. World Bank Group. (2016). Digital dividends: World development report. Washington: A World
Bank Group Flagship Report.
48. Professor Mark Brown
Director, National Institute for Digital Learning
www.dcu.ie/nidlmark.brown@dcu.ie
@mbrownz www.slideshare.net/mbrownz
Editor's Notes
Imagine two people are standing on opposing mountaintops looking into the valley below. One sees sunshine; the other, shadow. Both are right. Accordingly at the macro-level this talk invites you to think about the light and DARK sides of the MOOC movement.
Extending the metaphor by looking more deeply through the lens of a telescope we can better understand the grand narratives and some of the competing and co-existing discourses of persuasion surrounding the MOOC movement and online learning more generally.
Extending the metaphor by looking more deeply through the lens of a telescope we can better understand the grand narratives and some of the competing and co-existing discourses of persuasion surrounding the MOOC movement and online learning more generally.
This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
Borrowing the words of President Michael Higgins, from this perspective higher education has a role in promoting more inclusive, participatory, equitable and sustainable futures for all.
Extending the metaphor by looking more deeply through the lens of a telescope we can better understand the grand narratives and some of the competing and co-existing discourses of persuasion surrounding the MOOC movement and online learning more generally.
The Reschooling Discourse reflects efforts to reform the traditional higher education system through the language of disruption, modernisation and technology as progress. An inherent contradiction in this discourse is that major changes forces champion greater creativity, innovation and entrepreneurship—yet many unbundling initiatives perpetuate relatively instrumentalist views of education.
In contrast, the Deschooling Discourse reflects a constellation of perspectives sharing the view that traditional institutions are losing their monopoly on higher education. While on the surface the language of ‘unbundling’ promotes democracy, opening access and new learning pathways, the Deschooling discourse also supports the goals of deregulation and the free market.
The Reconceptualising Discourse builds on the original UNESCO pillars of learning—learning to be, learning to do, learning to know and learning to live together. It promotes life-long learning and skills and knowledge beyond mere preparation for work. The focus is on active participation in all aspects of society.