Here Comes the iPad Generation - BETT 2016 presentation

Here Comes the iPad Generation
Martin Hamilton [BETT 2016]
Photo CC BY-NC-ND Flickr user henrybloomfield
1Here Comes the iPad Generation - BETT 201620/01/2016

About Jisc
About Jisc:
› Registered charity championing the use of digital technologies in
research, education and skills
› Range of shared services, advice and support for UK institutions, e.g.
– Janet: World leading network, eduroam global wireless roaming
– Digital capabilities programme, supporting next generation of digital leaders
– Embracing student ideas and using them to build new digital solutions
– Helping institutions to achieve efficiency gains through digital technology, e.g.
asset sharing and brokerage
› My role:
– Helping us to anticipate and embrace (or ameliorate) social and technical trends
and new technologies

Next gen
20/01/2016 Here Comes the iPad Generation - BETT 2016 3

Next gen
4
So much has changed:
› Anyone with children or grandchildren
under ten will know that smartphones
and tablets have had a massive
influence over the next generation
Here Comes the iPad Generation - BETT 201620/01/2016

Next gen
5
› With the introduction of the new
Computing curriculum in schools,
today’s children are learning to be what
Nesta calls “young digital makers”

Next gen
6
› With the introduction of the new
Computing curriculum in schools,
today’s children are learning to be what
Nesta calls “young digital makers”
› We all have memories of our own school
days, and being put off subjects by
being forced to study them
– Hopefully our children will be so captivated by
the possibilities that technology now offers that
they won’t mind being forced to learn about it!

Transition

Transition
8
Transition:
› How will our children make the
transition from primary to secondary
school, college & university?

Transition
9
Transition:
› When we think about HE, FE and skills -
what will the institutions of tomorrow
have to do in order to remain relevant &
continue to attract students?

Transition
10
Transition:
› When we think about HE, FE and skills -
what will the institutions of tomorrow
have to do in order to remain relevant &
continue to attract students?
› The issue here is that we grew up in an
environment where knowledge and
information was scarce & often rationed

Wikipedia is Arthur Mee
for the modern era?

Wikipedia is Arthur Mee?
12
Thirst for knowledge:
› If you were lucky you might have been
able to satiate your thirst for knowledge
with books from your school or public
library, or even have an encyclopaedia
set at home

13
set at home
› Some of you may even be old enough to
remember getting the hard sell from
door to door encyclopaedia sellers

14
set at home
› Some of you may even be old enough to
remember getting the hard sell from
door to door encyclopaedia sellers
› And that information rapidly dated – the
Arthur Mee children’s encyclopaedia I
grew up with predates the discovery of
antibiotics & human exploration of
space

Screen time

Screen time
16
From toy to tutor:
› For our kids, phones & tablets
unquestionably begin as entertainment
devices
Photo CC BY Flickr user aaronpk

Screen time
17
From toy to tutor:
devices
› But there will come a point in most
children’s time at or before school
where they will realise that…

Screen time
18
From toy to tutor:
devices
› But there will come a point in most
children’s time at or before school
where they will realise that…
› There is useful information out there on
the Internet, or apps for their device
that might help them
– with a homework project
– understand something that they have been
struggling with in class
– pursue a particular interest that they have
developed

To know nothing,
and yet know everything

To “know” everything
20
At our fingertips:
› The iPad generation has always had the
sum total of human knowledge at its
fingertips – although at first our children
will not have been aware of this
Photo credit: Gawker

21
At our fingertips:
› There is now so much less friction
involved in following your interests,
particularly if they involve digital
technologies

22
At our fingertips:
› There is now so much less friction
involved in following your interests,
particularly if they involve digital
technologies
› A motivated pupil can potentially follow
their interest to degree level and beyond
at their own pace
– and using material from world leading
institutions like MIT & the UK’s FutureLearn
consortium partners

The value
in validation

Validation
24
Reach:
› The validation that comes with a
certificate, diploma or degree will
always carry some cachet

Validation
25
Reach:
› And we know that there is huge
perceived value to the learner in terms
of forming social networks & peer
groups

Validation
26
Reach:
› And we know that there is huge
perceived value to the learner in terms
of forming social networks & peer
groups
› Accredited practical experience gained
during work placements can also be
very beneficial
– And yet employers are in some senses
competing with institutions

Learning to work,
working to learn

Learning to work
28
Applied theory:
› Let’s say that I am a school leaver that
has a deep interest in the computer
networking technology, protocols &
standards that power the Internet
– Not only is the underlying documentation open
and freely available, but there are also network
simulators that I can use to explore how all of
this works when put together
Image courtesy University of Salford

Learning to work
29
Applied theory:
› But my tablet probably isn’t the ideal
platform for running network
simulations. I need hardware

Learning to work
30
Applied theory:
› But my tablet probably isn’t the ideal
platform for running network
simulations. I need hardware
› Cisco’s Network Academy programme,
provides vocational training based in
institutions and leading to CCNA &
other certifications

The monopoly on information
has been broken

The monopoly is broken
32
What’s my motivation?
› The monopoly on information has (by
and large) been broken
Photo credit: CC-BY Flickr user comedynose

33
› Learners can pursue their interests
independently & achieve recognised
vocational qualifications without
entering an institution

34
› Learners can pursue their interests
independently & achieve recognised
vocational qualifications without
entering an institution
› Colleges and universities will
increasingly need to consider how they
can provide concrete incentives such as
work placements, higher
apprenticeships & facilities

The “iPad generation”

The “iPad generation”?
Photo credit: CC-BY Flickr user quinnanya
Photo credit: CC-BY Flickr user tanya_dawn

Photo credit: CC-BY Flickr user quinnanya
Photo credit: CC-BY Flickr user tanya_dawn

Visions of the future

41
The visions include:
› An overview of where digital
technology may bring about
changes by 2020/2030
› Sketches of how these
changes may benefit specific
roles in 2020/2030
› Prompts for discussion on
potential ideas to help
generate such changes
Find out more: bit.ly/jisc2030

45
Get involved
We’re interested in finding out:
› What we might have missed
› Where there’s work that’s
already happening
› Which bits are exciting and
which are less relevant
› What would make the biggest
difference to you
› Anything else you think is
relevant
Find out more: bit.ly/jisc2030

Continue the conversation…
46
Except where otherwise noted, this
work is licensed under CC-BY
Martin Hamilton
Futurist, Jisc, London
@martin_hamilton
martin.hamilton@jisc.ac.uk
bit.ly/jisc2030

Here Comes the iPad Generation - BETT 2016 presentation

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