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Keynote: Box Hill TAFE - New Mindsets in a Digital Future
1. New Mindsets in a
Digital Future
Box Hill TAFE - March 13
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
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2. Overview
‣ Megatrends and challenges that will change the
way we live
‣ Game changers in tertiary education
‣ mobility, literacies, personalisation, seamless
learning, user-generated content
‣ Wicked problems
‣ New mindsets
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3. What trends do we need to
consider?
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4. CSIRO Megatrends
On the move
Personalisation
IWorld
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5. Australia in the Asian
Century
n “The transformation of the
Asian region into the
economic powerhouse of
the world is not only
unstoppable, it is
gathering pace” (Julia
Gillard).
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6. To Succeed in the Asian
Century
n “Australia’s commerical
success in the region
requires that highly
competitive Australian
firms and institutions
develop collaborative
relationships with others
in the region” (p.2).
n New business models
and mindsets (p.2)
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7. Beyond Current Horizons
n Networking and
connections - distributed
cognition
n Increasing
personalisation and
customisation of
experience
n New forms of literacy
n Openness of ownership of
knowledge (Jewitt, 2009).
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8. University of the Future
n Democratisation of
knowledge and access
n Contestability of markets
and funding
n Digital technologies
n Global mobility
n Integration with industry
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9. 10 Years of Tracking Online
Education in the United States
‣ 2800 colleges and universities
‣ Academic leaders were
unconvinced that MOOCs were
sustainable
‣ MOOCS - important means for
institutions to learn about
online pedagogy
‣ 70% institutions believe online
learning is critical to their
long-term strategy
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10. 10 Years of Tracking Online
Education in the United States
‣ 32% of students take at least
one online course
‣ 77% academic leaders rated
outcomes superior to face-to-
face
‣ 88.8% considered students
needed more discipline as a
barrier to widespread adoption
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12. Trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
relationships will challenge our educational
identity.
‣ Students want to use their own technology
for learning.
‣ Shift across all sectors to online learning,
hybrid learning and collaborative models.
‣
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13. Challenges
n Seamless learning – diverse places and
spaces for learning.
n Digital literacies – capabilities which fit an
individual for a digital society (JISC)
n Personalisation - learning, teaching, place
of learning and technologies
n Mobility is here!
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18. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
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19. Mobile Learning Spaces
n Mobile learning challenges educators to
understand learners’ needs.
n Encourages educators to understand how
learning takes place beyond the
classroom.
n Examines the intersection of
education, life, work and leisure
(Kukulska-Hulme, 2010).
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20. Undergraduate Students
and IT
n Monitors students
relationship with digital
technologies
n Portable devices are the
‘academic champions’
n 3x as many students used
e-books or e-textbooks
than in 2010
n Survey of 100,000 students
across 195 institutions
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23. Digital Literacies
n Literacy is no longer “the ability
to read and write” but now “the
ability to understand
information however
presented.”
n Can't assume students have
skills to interact in a digital age
n Literacies will allow us to teach
more effectively in a digital
age (JISC, 2012)
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24. Developing Literacies
n Employable graduates need to be digitally
literate
n Digital literacies are often related to discipline
area
n Learners need to be supported by staff to
develop academic digital literacies
n Professional development is vital in developing
digital literacies
n Professional associations are supporting their
members to improve digital literacies
n Engaging students supports digital literacy
development i.e. students as change agents
(JISC, 2012)
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25. Context
of
Digital
Literacies
(JISC)
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27. Seamless Learning
Seamless learning
occurs when a
person experiences a
continuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012).
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28. Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
n that motivate learners
n promote authentic learning interactions
n Spaces where both teachers and students
optimize the perceived and actual
affordances of the space (Keppell &
Riddle, 2012).
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29. Distributed
Learning Spaces
Physical Blended Virtual
Formal Informal Formal Informal
Mobile Personal Academic
Professional
Outdoor
Practice
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33. Personal Learning Spaces
‣ Integrate formal and informal learning
spaces
‣ Customised by the individual to suit their
needs
‣ Allow individuals to create their own
identities.
‣ Recognises ongoing learning and the need
for tools to support life-long and life-wide
learning.
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34. Connectivism
‣ Knowledge has changed to networks and
ecologies (Siemens, 2006).
‣ Need improved lines of communication in
networks.
‣ “Connectivism is the assertion that learning is
primarily a network-forming process” (p.
15).
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37. What is a framework for designing
student learning environments?
Distributed Seamless
Learning Learning
Spaces
Principles
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38. Seven Principles of
Learning Space Design
n Comfort: a space which creates a physical and
mental sense of ease and well-being
n Aesthetics: pleasure which includes the
recognition of symmetry, harmony, simplicity and
fitness for purpose
n Flow: the state of mind felt by the learner when
totally involved in the learning experience
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39. Seven Principles of
Learning Space Design
•Equity: consideration of the needs of cultural and
physical differences
•Blending: a mixture of technological and face-to-face
pedagogical resources
•Affordances: the “action possibilities” the learning
environment provides the users
•Repurposing: the potential for multiple usage of a
space (Souter, Riddle, Keppell, 2010) (http://
www.skgproject.com)
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44. Learning-oriented Assessment
Assessment tasks Forward-looking
as learning tasks feedback
Student
involvement in
assessment
processes
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45. Remixing
Hi Mike,
I just wrote a quick blog
using a slideshow you
posted on SlideShare.
Love your work!
http://
www.edtechmagazine.c
om/higher/article/
2013/01/blended-
learning-explained-33-
slides
Jimmy
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47. ‘Kodak Moment’
Preserving significant occasions
Narrow marketing - false assumptions about
who took photos and the importance of prints
Cameras became gadgets sold in electronic
stores not just camera stores
With digital more men were taking photos
but not necessarily printing
Focus was on prolonging the life of existing
modes of business (Kamil Manir).
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48. Ubiquitous 3000 shots Share with
cameras per trip friends
Place on
Print?
websites?
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50. ‘Wicked Problems’
“The problem is not understood until after the
formulation of a solution.
Wicked problems have no stopping rule.
Solutions to wicked problems are not right or
wrong.
Every wicked problem is essentially novel and
unique”.
(Conklin, 2009, Wikipedia).
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51. ‘Super Wicked Problems’
“Time is running out.
No central authority.
Those seeking to solve
the problem are also
causing it”
(Levin, 2009,
Wikipedia).
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52. New Mindsets
n Privileging mobile learning and
teaching access
n Embedding digital literacies into
all aspects of learning, teaching
and curriculum
n Privileging diverse places of
learning as opposed to a
singular place of learning
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53. New Mindsets
n Assisting teachers and students
to develop their own
personalised learning strategy
n Privileging user-generated
content and remixing teaching
and learning strategies
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