Reframing the Networked World: Transformative Life-long Learning - For All
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Keynote presentation at EU-TEL 2015, Toledo, Spain, 17th September, 2015.
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Reframing the Networked World: Transformative Life-long Learning - For All
- 1. Reframing the Networked World: Transformative Life-long Learning For All Professor Mark Brown Director, National Institute for Digital Learning
- 3. • 2012 data • Statistical significance • Computer not a single entity (OECD, 2015) The Technology Debate
- 4. 1. Degrees of disconnection 2. Dissecting Designs 3. Dilemmas Outline Reframing the Networked World: Transformative Life-long Learning For All
- 5. The light comes through the cracks… The Technology Debate
- 6. “All generalizations are dangerous, even this one” (Alexandre Dumas) The Technology Debate
- 7. Weak sense of blending… 1. Degrees of disconnection Dreams of disruption…
- 8. Stronger Sense of Blending… 1. Degrees of disconnection Dreams of disruption…
- 9. 1. Degrees of disconnection Dash of the pen…
- 10. 1. Degrees of disconnection Holding back time…
- 11. Pedagogy of the pipe… 1. Degrees of disconnection
- 12. 1. Degrees of disconnection
- 13. 1. Degrees of disconnection
- 14. 1. Degrees of disconnection Rise of the MOOC…
- 16. “UK MOOC snatches world record for sign-ups. UK quality beating US $$?” 1. Degrees of disconnection
- 17. 1. Degrees of disconnection Another Colonialist Tool?
- 18. 1. Degrees of disconnection • a type of marketing • an academic labor policy • a kind of entertainment media • an expression of Silicon Valley values • a financial policy for higher education MOOCs are… Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17
- 19. 1. Degrees of disconnection
- 20. 2. Dissecting designs Can you design for learning? What direction is East?
- 21. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009). 2. Dissecting designs
- 25. “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single- mindedness can be trusted to make even the best educational ideas fail”. (Sfard, 1998, p.11) 2. Dissecting designs
- 27. “Not everything that can be counted counts, not everything that counts can be counted.” Albert Einstein 2. Dissecting designs
- 28. ‘A key principle of designing learning for the future is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 2. Dissecting designs
- 30. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Place of Learning (Where Learning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) Modes of Interaction Framework 2. Dissecting designs
- 31. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Leakage The Learning Ecology 2. Dissecting designs Physical Virtual
- 32. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 2. Dissecting designs
- 33. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Design compass… 2. Dissecting designs
- 34. Conversation Framework 2. Dissecting designs
- 37. - Moodle ActivityPredictED 2. Dissecting designs
- 40. 2. Dissecting designs Performance takes place in the Network
- 41. 2. Dissecting designs Sum of the whole greater than individual parts
- 43. “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 Past President, Commonwealth of Learning 3. Dilemmas
- 44. 3. Dilemmas
- 45. 3. Dilemmas
- 46. Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. 3. Dilemmas
- 47. 3. Dilemmas
- 48. “There is also almost no understanding of the private and social benefits of distance and online education in comparison with those of face-to-face education” (Rumble, 2014, p.208). Key gap… 3. Dilemmas
- 49. 2.7% 3. Dilemmas
- 50. “TEL should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). Conclusion
- 51. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Literacy Digital Inclusion Digital Citizenship Principles for Redesigning Education RECONCEPTUALIST DESIGN FOR LEARNING Conclusion
- 52. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Literacy Digital Inclusion Digital Citizenship Principles for Redesigning Education Conclusion RECONCEPTUALIST DESIGN FOR LEARNING
- 53. Conclusion
- 54. Conclusion
- 55. Thank You!
- 56. Questions “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
- 57. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidl mark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz
Notas del editor
- Complex, boundaries are blurred and layers intertwined.