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Reframing the digital lanadscape
1. Reframing the Digital Landscape:
A cutting-edge digital learning strategy
Painting a Different Version of the Future
Professor Mark Brown
Director, National Institute for Digital Learning
Future of Learning Conference
Park Royal Hotel, Sydney
Tuesday 25th Feb 2014
8. Reframing the digital landscape…
Outline
1. The contested terrain
2. The discourses of persuasion
3. Leading for change in uncertain
times
Professor Mark Brown
2013
9. Key message…
Who controls the past commands the future.
Who commands the future conquers the past.
(George Orwell)
13. Pop quiz...
The current number of Australian universities
offering Massive Open Online Courses through
Coursera…
14. Key assumption...
The rise of the MOOC is intertwined deeply with
globalisation, the dominance of neo-liberalism,
the expansion of digital capitalism, and decline of
influence of the nation-state.
22. 1. The contested terrain
http://learning-reimagined.com/noam-chomsky-on-technology-learning/
23. 1. The contested terrain
―Cyberspace is not politically neutral. It favors the
political ideals of libertarian,free-market
Republicans:
a
highly
decentralized,
deregulated society with little common discourse
and minimal public infrastructure‖
(Shenk; cited in Burbules&Callister, 2000, p.169).
24. 1. The contested terrain
Technocratic Dream
Technological Determinism
Techno-centric
Perspective
Liberalism
Perspective
Demon
Perspective
Human-centric
Perspective
Social Determinism
Technocratic Nightmare
Professor Mark Brown
2013
25. 1. The contested terrain
Technocratic Dream
Technological Determinism
Techno-centric
Perspective
Liberalism
Perspective
Critics
Demon
Perspective
Human-centric
Perspective
Social Determinism
Technocratic Nightmare
Professor Mark Brown
2013
26. 1. The contested terrain
―The web of our life is of a mingled yarn,
goodand ill together...‖
William Shakespeare,
All's Well That Ends Well, Act 4, Scene 3
29. 2. The discourses of persuasion
An avalanche is coming. It‘s hard of course, to say
exactly when. It may be sooner than we think.
Certainly there is no better time than now to seek
to understand what lies ahead for higher education
– and to prepare (p.8)
Barber, M., Donnelly, K., &Rizvi, S. (2013). An avalanche is coming: Higher education
and the revolution ahead. Institute for Public Policy Research. London.
30. 2. The discourses of persuasion
―It is the theory that decides what we
can observe…‖
Albert Einstein
Professor Mark Brown
2013
31. 2. The discourses of persuasion
Learning Society
E-learning
•
• Online learning
Disruptive learning
•
• Blended learning
Technology-enhanced learning
•
• Anytime, anywhere learning
Knowledge Economy
32. 2. The discourses of persuasion
―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).
33. 2. The discourses of persuasion
―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).
―Over the past decade Australian governments have
invested extensively in digital education, highlighting the
growing link between technology and economic
prosperity.‖
(Australian Digital Education Advisory Group, 2013, p.5).
34. 2. The discourses of persuasion
Learning Society
E-learning
•
• Online learning
Distance education
•
• Blended learning
Technology-enhanced learning
•
• Anytime, anywhere learning
Knowledge Economy
Different interest groups and stakeholders borrow the
same ‗language of persuasion‘ to legitimize their own hegemonic agenda
35. 2. The discourses of persuasion
The concept of hegemony—in which dominant groups in
society seek to establish the common sense, define what
counts as legitimate areas of agreement and disagreement,
and shape the political agendas made public and discussed as
possible—is central to peeling away the deeper layers of the
digital landscape.
36. 2. The discourses of persuasion
The concept of hegemony—in which dominant groups in
society seek to establish the common sense, define what
counts as legitimate areas of agreement and disagreement,
and shape the political agendas made public and discussed as
possible—is central to peeling away the deeper layers of the
digital landscape.
An educational ‗change is neither natural nor normal,
constant nor common‘ as it involves a deeper struggle
over who will win control of the curriculum (Evans,
1996, p.25).
37. 2. The discourses of persuasion
Learning Society
E-learning
•
• Online learning
Disruptive learning
•
• Blended learning
Technology-enhanced learning
•
• Anytime, anywhere learning
Knowledge Economy
•
•
•
•
Mass education
Universal standards
Education as a commodity
Increased market competition
Reproduction
47. 2. The discourses of persuasion
Arguably the reschooling discourse is infected by
laissez-faire principles and the language of a
kind of ―enterprise constructivism‖ — that is,
the celebration of innovation, entrepreneurship
and learning for the real (unjust) world in a new
global higher education market.
48. 2. The discourses of persuasion
Deschooling
Learning Society
•
•
•
•
Badges
Un-curriculum
Opening access
Unbundling learning
E-learning
• Online learning
Disruptive learning
•
• Blended learning
Technology-enhanced learning
•
•
•
•
•
•
• Anytime, anywhere learning
xMOOCs
Global curriculum
Real world learning
Education in change
Knowledge Economy
Reschooling
•
•
•
•
Mass education
Universal standards
Education as a commodity
Increased market competition
Reproduction
53. 2. The discourses of persuasion
Reconceptualist
•
•
•
•
Deschooling
Learning Society
•
•
•
•
Being glocal
Digital citizenship
Socially just society
Education for change
cMOOCs
Un-curriculum
Opening access
Unbundling learning
E-learning
• Online learning
Disruptive learning
•
• Blended learning
Technology-enhanced learning
•
•
•
•
•
•
• Anytime, anywhere learning
xMOOCs
Global curriculum
Real world learning
Education in change
Knowledge Economy
Reschooling
•
•
•
•
Mass education
Universal standards
Education as a commodity
Increased market competition
Reproduction
54. 2. The discourses of persuasion
Learning to change and
transform
Learning to live
together
Learning to do
Digital
Identity
Learning to
know
Learning
to be
Digital Citizenship
Digital
Inclusion
55. 2. The discourses of persuasion
―…technological developments are unavoidably
linked to broader social imaginaries: our ideas
about the role of technology in education are
shaped and reshaped by our ideas about what
constitutes the
p.5).
‗good society‘
(Morgan, 2013,
56. 2. The discourses of persuasion
Key questions…
• Who is telling the story?
• What is the story they are
telling?
• What story isn‘t being
told?
• What‘s missing from the
story?
Page 3
Professor Mark Brown
57. 3. Leading for change in uncertain times
Page 3
Professor Mark Brown
58. 3. Leading for change in uncertain times
Lesson 1…
―I start with the premise that the function of
leadership is to produce more leaders, not
more followers‖ — Ralph Nader.
59. 3. Leading for change in uncertain times
Lesson 2…
Make sure that they have the right people on
the ―bus‖ before deciding where you want to go.
Jim Collins… ―Good to Great: Why Some Companies
Make the Leap…and Others Don‘t‖.
Professor Mark Brown
2013
60. 3. Leading for change in uncertain times
Lesson 3…
―Developing
and
implementingdesiredchange is not an event
but is a complex and subjective
learning/unlearning process for all concerned‖
(p.73).
Scott, G. (2003). Effective change management in higher education.
Educause Review, November/December, 64-80.
Professor Mark Brown
2013
63. Conclusion
―All education springs from images of the future and all
education creates images of the future. Thus all
education, whether so intended or not, is a preparation
for the future. Unless we understand the future for which
we are preparing we may do tragic damage to those we
teach.‖
(Toffler, 1974).
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
To quote Shakespeare, “The web of our life is of a mingled yarn, good and ill together...”This observation brings me to the second point. There has been a basic failure to understand the character of pedagogical innovation and the complexities of the change process.
We are living through one of the most extraordinary periods of transformation in human history.
The inconvenient truth is that…
The key point is that developing, implementing and maintaining a cutting-edge digital learning strategy needs to be framed around the overarching vision, mission and values that are the distinctive essence of Dublin City University. As you can see from the handout a number of key cogs of change are identified in helping DCU realize the wider goal of “transforming lives and societies” through a 21st century digital campus.
To quote Professor Geoff Scott from this very useful decade old paper, “Change is not an event but is a complex and subjective learning/unlearning process for all concerned.”