In the wake

Post = ‘in the wake of’ the DigitalHelen Beetham, November 2014

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What just happened?

screen capture from iai.tv/iai.academy

A reminder: what didn’t happen

Peter Mandelson, cc. World Economic Forum via wikimedia 2008

A reminder: what didn’t happenTechnology will make learning more interactive

Technology will make learning more personal

Technology will make learning more collaborative

Technology will make you more productive

Technology will undo all the effects of educational disadvantage

Peter Mandelson, cc. World Economic Forum via wikimedia 2008

A reminder: what didn’t happenTechnology will make learning more interactive

Technology will make learning more personal

Technology will make learning more collaborative

Technology will make you more productive

Technology will undo all the effects of educational disadvantage

‘E-learning can contribute to all the government's objectives for

education - to raising standards, improving quality, removing barriers to learning, and,

ultimately, ensuring that every learner achieves their full potential’ (DfES 2006).

Peter Mandelson, cc. World Economic Forum via wikimedia 2008

Specific features of digital technologies‣ connectivity

‣ ubiquity (almost)

‣ intimacy

‣ simultaneity (almost)

‣ continuous record

‣ data-at-scale

‣ interfaces that are interactive, intuitive, immersive...

situations and events are less self-contained, more ‘porous’ or leaky

Specific features of digital technologies

Nike FuelBand cc. Peter Parkes on Wikimedia Commons

‣ connectivity

‣ ubiquity (almost)

‣ intimacy

‣ simultaneity (almost)

‣ continuous record

‣ data-at-scale

‣ interfaces that are interactive, intuitive, immersive...

situations and events are less self-contained, more ‘porous’ or leaky

Specific impacts in education

content

theories methods

contexts

‣ (Sub)disciplines: web science,digital media, internet culture,animation, gaming, GPS, networks, digital humanities...

‣ Interdisciplinary problems:digital bodies, globalisation,ethics, privacy, data security,digital divide, digital economy...

‣ What new areas of knowledgeare emerging in the scholarshipof teaching/learning?

Content: new things to know

‣ Students first experiencesof university/college are digital

‣ Institutions are dependenton digital systems

‣ Our students are (largely)digital learners

‣ Digital technologies, mediaand practices (continue to) originate and thrive in HE

‣ Connected universities → global market in learners

‣ Borderless universities → new modes of participation

Context: ‘digital’ institutions

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‣ fewer traditional graduate jobs

‣ more non-traditional, informal ‘knowledge’ work

‣ 7-10 career changes, loose ties, portfolio careers

‣ constant upgrade (the capable self as lifelong project)

‣ alternatives to a degree: informal learning, online credits, OERs, MOOCs, TED talks, Kahn academy, Google...

‣ ‘a professional reputation carefully managed, an online portfolio’ becoming more valued.

Context: new challenges to the institution

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Method: new ways of coming to know‣ Data collection, analysis, management, re/use:

what can be (done with) data?

‣ Secondary research: what andwhere is legitimate knowledge?

‣ Design, inc. research design

‣ Collaboration, inc. remotely

‣ Modes of representation, e.g.data visualisation, animation,virtual worlds, hypermedia, digital presentation...

‣ How are these impacts shared with students?

Method: new professional practices‣ Customers/clients/users as data to be managed

(diagnostics, analytics)

‣ Virtual as a space ofreal social/economicactivity

‣ ‘All high value work isknowledge work’?

‣ Blurring boundaries ofwork/play/life

‣ Personal and organisational ‘brand (identity?) management’

Method: new ways of learning

Method: new ways of learning

finding out trying outcollating

writing

reflecting

sharingpresenting

evidencing

Borderless, blended, flipped,

networked, online, third space,

interactive (etc) learning

planning

Theory‣ Connectivism?

Networked learning?

‣ Actor network theory? Activity theory?

‣ Systems thinking? Educational cybernetics

What new theories do we have (or need?)for learning in the digital age?

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Very little is unchanged

content

theories methods

contexts

‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007)

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What is that like?

cc licensed to Christine Monteith http://pebblebeachcoast.com/archives/212