A presentation given at London City University, July 5th 2011.

1. A Story of Hype and Hope: Breaking Free of the Technology Bungy Mark Brown Director, Teaching, Learning and Distance Education July 5 th , 2011

4. LMS VLE Moodle at Massey University

5. • Director, Teaching, Learning & Distance Education • Major leadership role in introduction of Moodle • Previous Coordinator of the Doctor of Education (EdD) • Current Horizon Report Board Member • On several executive committees (ACiLiTE, DEANZ, DEHub,) • On several journal editorial boards ( Research in Learning Technology, Journal of Further and Higher Education, etc) • First New Zealand Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching [email_address] About Mark

6. http://tinyurl.com/solt-mbrown About Mark

7. A Story of Hype and Hope

8. Most elearning initiatives are based on great leaps of faith! They offer nothing more than a (dangerous) quick thrill A Story of Hype and Hope

9. Technology Expectation Cycle (Cuban, 1986) A Story of Hype and Hope Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press.

10. High expectations Growing support Subsided enthusiasm Rebukes and blame Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. A Story of Hype and Hope

11. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). A Story of Hype and Hope

12. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). Educational technology – an ongoing cycle of hype, hope and disappointment (Anastasia Gouseti, 2010). A Story of Hype and Hope

13. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). Educational technology – an ongoing cycle of hype, hope and disappointment (Anastasia Gouseti, 2010). Gartner Hype Cycle A Story of Hype and Hope

14. How do we design untethered learning… … that truly disrupts the ‘old’ normal? A Story of Hype and Hope

15. Old NZ Television Commercial A Story of Hype and Hope

16. A Story of Hype and Hope

18. "The web of our life is of a mingled yarn, good and ill together...” William Shakespeare . Central thesis… A Story of Hype and Hope

19. 1. Technology Driven Globalization of Higher Education

20. eLearning is a digital lubricant for globalization 1. Technology Driven Globalization of Higher Education

21. The traditional university is being chiseled away by neo-liberal forces and new business models as a multitude of new providers is emerging... eLearning is a digital lubricant for globalization 1. Technology Driven Globalization of Higher Education

22. 2. Where is eLearning heading? 1. Technology Driven Globalization of Higher Education

23. 2. Where is eLearning heading? 1. Technology Driven Globalization of Higher Education

24. 1. Technology Driven Globalization of Higher Education

25. 2. Where is eLearning heading? 1. Technology Driven Globalization of Higher Education

26. 2. Where is eLearning heading? 1. Technology Driven Globalization of Higher Education

27. 1. Technology Driven Globalization of Higher Education

28. 1. Technology Driven Globalization of Higher Education

29. 2. Where is eLearning heading? 1. Technology Driven Globalization of Higher Education

30. 1. Technology Driven Globalization of Higher Education

31. 1. Technology Driven Globalization of Higher Education

32. Different interest groups and stakeholders often borrow a socio-cognitive language of persuasion to legitimize their own hegemonic agenda (Brown, 2006) 1. Technology Driven Globalization of Higher Education

33. 2. Gap between Formal and Informal Learning

34. 2. Gap between Formal and Informal Learning

35. 2. Gap between Formal and Informal Learning

36. There are over 2.9 billion searches performed on Google each month. 2. Gap between Formal and Informal Learning

37. 2. Gap between Formal and Informal Learning To whom were these questions addressed B.G.?

38. To whom were these questions addressed B.G.? … before Google 2. Gap between Formal and Informal Learning

39. A completely new type of globally untethered learner is expecting a new type of Education for new times. What does all this mean? 2. Gap between Formal and Informal Learning

40. Not all digital natives… “ The digital native and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection… the profound changes taking place need to be situated in diversity rather than dichotomy” (Brown, 2005, p.3). Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial. 2. Gap between Formal and Informal Learning

41. 3. Abundance of Digital Content for Learning

42. • Economics of scarcity • Content is no longer an advantage • New models of production and distribution • The Open Educational Resource movement 3. Abundance of Digital Content for Learning

43. 3. Abundance of Digital Content for Learning

44. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction eLearning Interactions 1. What is eLearning? What we do… 3. Abundance of Digital Content for Learning

45. Synchronous Asynchronous Audience Author How we do it… Discussion Fora Online Quiz Connect Tutorial Connect Webinar Presenter Wiki ePortfolio Online Reading Live Mediasite Live Chat Wimba Voice Video Conferencing Lecture (Brown, 2011) 3. Abundance of Digital Content for Learning

46. Brown, M.E. (2008). Interactive Learning Environments (pp.231-248). In J. Voogt & G. Knezek (Eds.). International handbook of information technology in primary and secondary education. New York: Springer International. Learning by sharing (Connectivist) Learning by telling (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) 3. Abundance of Digital Content for Learning

47. 3. Abundance of Digital Content for Learning

48. Strong Teacher Presence 3. Abundance of Digital Content for Learning

49. Principle of substitution 3. Abundance of Digital Content for Learning

50. Renewed focus on learning design 2. Where is eLearning heading? 3. Abundance of Digital Content for Learning

51. Can reinforce the dominant ‘pump, pump, dump’ model of elearning. 3. Abundance of Digital Content for Learning

52. 4. Developing the Skill and the Will

53. • New demands on staff • Growing range of electronic tools • Lack of time to devote to pedagogy and professional development 2. Where is eLearning heading? 4. Developing the Skill and the Will

54. Potential increases in academic workload… More with less! 2. Where is eLearning heading? 4. Developing the Skill and the Will

55. 1 st Layer Core Tools (Moodle, Adobe Connect, Turnitin, etc) 2 nd Layer Custom Tools (SBL-I, Wimba Voice, Lightwork, etc) 3 rd Layer Edge Tools (Facebook, Delicious, Skype, YouTube, Twitter, etc) Full Support Limited Support No Support Integrated eLearning Framework Personal Learning Environment 4. Developing the Skill and the Will KISS Principle…

56. http://stream 4staff.massey.ac.nz 4. Developing the Skill and the Will

57. New ways of supporting staff 2. Where is eLearning heading? 4. Developing the Skill and the Will

58. 4. Developing the Skill and the Will

59. But deep pedagogical change is hard… Stream = VLE 2. Where is eLearning heading? Brown, M., Walker, R., & Moore, C. (2011). A story of two tales: What do College of Business staff say about the Stream experience? Unpublished research report, Massey University. 4. Developing the Skill and the Will

60. (Brown, 2006) 4. Developing the Skill and the Will And remains a site of struggle…

61. 5. What to do about Quality

62. 5. What to do about Quality Quality Assurance or Quality Enhancement?

63. Scholarly Peer Review Teaching Evaluation Data Course Planning & Development Tool Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Student Workload Calculator Design for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Learning Quality Enhancement Framework… 5. What to do about Quality

64. http://peerreview.massey.ac.nz 5. What to do about Quality

65. Peer Review Framework 5. What to do about Quality

66. 5. What to do about Quality “ Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein

67. Conclusion

68. Before we leap into the unknown we need… Conclusion

69. … the courage to confront some of the challenges facing higher education in uncertain times. Before we leap into the unknown we need… Conclusion

70. “ All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach” (Toffler, 1974). Conclusion

71. “ A prudent question is one-half of wisdom . ” Francis Bacon http://tinyurl.com/solt-mbrown Questions [email_address]

73. http://www.lightworkmarking.org

74. A.nnotate