Taking forward change in technology-enhanced education

Taking forward change in technology-enhanced education:

Richard Hall ([email protected], @hallymk1)Richard Hall ([email protected], @hallymk1)e-Learning Co-ordinator, National Teaching Fellowe-Learning Co-ordinator, National Teaching Fellow

Some emerging issues for TEL

• Resilience: thriving in spite of disruption

• Postdigital: technology as a means

• Personalisation and social learning: some tensions

• Co-governance: towards social justice

*Some* elephants for TEL• The economy: as money follows policy, what are the implications for HEIs?

• The environment: how will peak oil, climate change, energy security impact strategy and planning?

• Power and control: is technology opening-up spaces for progressive pedagogy?

• Google vs Microsoft: what’s the place of institutional technology?

• Techno-determinism: do we know what works?

Contestation: some strategy, policy, reports

• DEMOS Edgeless University Report

• Digital Britain

• JISC Report: Thriving in the 21st century: Learning Literacies for the Digital Age

• Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies

• Revised HEFCE Strategy

Contestation: some policy• Higher Ambitions: “Scarcity” closely tied to a

prioritisation of STEM research, scientific research, a need for private investment, and the demand to demonstrate “effectiveness”

• HEFCE: “New technology offers ways to deliver courses more imaginatively and flexibly”

• David Lammy: the “challenge… is to develop pedagogy”

Contestation: a student view“A real focus on trying to get a sense of academic community back into our institutions”

“active participants or effective co-producers of their education [rather than seen in terms of ] heavy, utilitarian language”

Aaron Porter, VP HE (NUS), on Higher Ambitions [23/11/09]

Contestation: taking forward change• Institutional: a vision of the University: private or social

enterprise?

Tags: affiliation; complexity; openness

• Individual: a focus on *the learner*. What about staff?

Tags: inclusive networks; mentoring; personalisation

• Curricula: what about progressive pedagogy?

Tag: co-creation; co-governance

The institution and TEL• How open are you?

• How does this impact your affiliations?

• How does this impact the management, admin and delivery of your curriculum?

• Are the technologies/data that support your curriculum sufficiently diverse and modular?

• How do you work beyond silos and manage complexity?

• Do you reward and recognise innovation?

Mark Stubbs (2010): http://lrt.mmu.ac.uk/ltreview/

A few institutional lessons

• Openness: how open are you? [Humbox vs OpenLearn]

• Silos: can you support innovation across the piece? [DMU HEA Pathfinder]

• Diversity and modularity: what can sector-wide TEL Reviews tell you? [e.g. LER SIG, HEFCE On-line Learning Task Force]

• Reward and recognition: how are you developing champions?

Individual: do we separate staff and learners?

Beyond current horizons: complexity; flexibility• Principles: challenge assumptions; people not

technologies; values and politics; responsibilities• Worlds: Trust Yourself - informed Choice and independent

consumer; loyalty points – discovery and diagnosis; only connect - integrated experience and service and citizenship

• Recommendations: a ‘curriculum for networked learning’; open, flexible and networked relationships; a mentoring and networking workforce; public forums for debate

Ravensbourne, 2008Inclusive networks. Hall, 2009; after Ravensbourne, 2008

• On edtech: MoLeNet and mobile exploration

• On spaces: PLEs a growth model

• On identity: This Is Me; Visitors and Residents

• On outcomes: mixing affective and cognitive via digital story-telling and portfolios

Personalisation

PersonalisationLLiDA report (2009)

there is a tension between recognising an ‘entitlement’ to basic digital literacy, and recognising technology practice as diverse and constitutive of personal identity, including identity in different peer, subject and workplace communities, and individual styles of participation

Literacies emerge through authentic, well-designed tasks in meaningful contexts

it’s the curriculum dummy: DMU examples1. Mentoring/students as guides• Game Art Design: mentoring and co-creation• Peer-mentoring: story-telling between students

2. Curriculum learning environments• Integrated learning in History• Leading and Managing at a Distance• The Virtual Lab in HLS

3. Life-wide reward for students• UCPD [WBL] for Placement students in PCS• Social Media Development @ DMU

Curriculum: towards co-governance?• Reclaiming innovation within traditional, safe paradigms• Is it possible to develop a curriculum modelled upon

personal integration and social enquiry?• What do we know about the specific strategies that are

deployed by learners using social software?• Do we risk promoting ‘digital dissonance’?• Are there sources of frustration, lack of skills and lack of

opportunity for some?

[See: JCAL; Futurelab]

Matters arising: towards a programme of work

• Strategic: how does edtech enable your educational and social values?

• Institutional: how do you address differential experience, expertise, demand and workloads?

• Professional: how does edtech underpin professional identity?

• Learner: how do you make and act upon good-enough decisions?

Think people, tech, data, policy, process, outcomes, benefits, projects

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