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Making the Digital Future:
Debates, Designs and Dilemmas
Dr. Mark Brown
Beirut
7th February 2015
Professor (Dr.) Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
Making the Digital Future
1. Debates
2. Designs
3. Dilemmas
Outline…
“If digital learning is the
future solution for higher
education, then what is the
problem?”
Key question…
Key problem…
Key point…
“If we teach today as we taught yesterday,
then we rob our students of tomorrow”
(John Dewey).
Key point…
“If we teach today as we taught yesterday,
then we rob our students of tomorrow”
(John Dewey).
“All generalizat...
1. Debates…
#1 University teaching has failed to keep up with
major societal changes…
1. Debates…
#1 University teaching has failed to keep up with
major societal changes…
1. Debates…
#1 University teaching has failed to keep up with
major societal changes…
1. Debates…
1. Myths…
#2 The lecture is dead in the classroom of the 21st
Century…
1. Myths…
#2 The lecture is dead in the classroom of the 21st
Century…
Laurentius de Voltolina
#2 The lecture is dead in the classroom of the 21st
Century…
1. Debates…
#2 The lecture is dead in the classroom of the 21st
Century…
1. Debates…
Proceeding of the National Academy of Sciences
ht...
1. Debates…
“Because no two students have the same needs and no two
teachers arrive at their best performance in the same way,
theoret...
#2 The lecture is dead in the classroom of the 21st
Century…
Learning by sharing
(Connectivist)
Learning by listening
(Ins...
#3 MOOCs are having a revolutionary impact on
higher education…
1. Debates…
#3 MOOCs are having a revolutionary impact on
higher education…
Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche...
1. Debates…
European MOOC Scoreboard
#3 MOOCs are having a revolutionary impact on
higher education…
1. Debates…
(Babson Survey Research Group, 2014)
#4 Blended learning is having a transformative
impact on pedagogy…
1. Debates…
#4 Blended learning is having a transformative
impact on pedagogy…
1. Debates…
#4 Blended learning is having a transformative
impact on pedagogy…
1. Debates…
#4 Blended learning is having a transformative
impact on pedagogy…
1. Debates…
#5 Educational technology is a neutral tool that has
no effect on learning…
1. Debates…
#5 Educational technology is a neutral tool that has
no effect on learning…
1. Debates…
#5 Educational technology is a neutral tool that has
no effect on learning…
1. Debates…
#5 Educational technology is a neutral tool that has
no effect on learning…
“Infused with the language of capitalism,
neo-...
#6 Face-to-face teaching is better than online and
blended learning…
1. Debates…
1. Debates…
#6 Face-to-face teaching is better than online and
blended learning…
#6 Face-to-face teaching is better than online and
blended learning…
1. Debates…
“These studies answer the ‘‘big’’ questions (e.g., is
DE/OL more effective than classroom instruction?), but
they generall...
#7 Today’s students are digital natives who expect
teachers to make extensive use of technology…
1. Debates…
1985 2015
Long ago our students danced at concerts, now they
click, video, share and tweet!
#7 Today’s students are digita...
Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is
the evidence? British Educational Research Journal, 36 (3),
...
#7 Today’s students are digital natives who expect
teachers to make extensive use of technology…
1. Debates…
Questions…
“A prudent question is one-half of wisdom”
Francis Bacon
What surprises you?
What do you disagree with?
2. Designs…
Learner-Content
Interaction
Learner-learner
Interaction
Teacher-Learner
Interaction
Interactivity
Framework
2. Designs…
Learner-Content
Interaction
Learner-learner
Interaction
Teacher-Learner
Interaction
Interactivity
Framework
Places
Tools
S...
Learner-Content
Interaction
Learner-learner
Interaction
Teacher-Learner
Interaction
Interactivity
Framework
Place of Learn...
Acquisition
Participation
The digital learning ecology…
2. Designs…
Acquisition
Participation
Physical Virtual
The digital learning ecology…
2. Designs…
Acquisition
Participation
Synchronous Asynchronous
The digital learning ecology…
2. Designs…
Acquisition
Participation
Synchronous Asynchronous
The digital learning ecology…
Discussion Fora
Lecture Capture
Online Cl...
Off Campus
in Class
Off Campus
out of Class
On Campus
in Class
Acquisition
Participation
On Campus
out of Class
Synchronou...
2. Designs…
Video
2. Designs…
Video
2. Designs…
?
2. Designs…
2. Designs…
Video
2. Designs…
‘A key principle of designing learning
for the future is to help make the
design process more explicit and
shareable’
(Con...
Conceptualise
What do we want to design, who for and why?
Consolidate
Evaluate and embed your design
The
7Cs Design
Framew...
Questions…
“A prudent question is one-half of wisdom”
Francis Bacon
What surprises you?
What do you disagree with?
3. Dilemmas…
Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United
States. Babson Survey Research Group...
3. Dilemmas…
3. Dilemmas…
More with less!
#2 The challenge of academic workload
3. Dilemmas…
https://peerwise.cs.auckland.ac.nz
#3 The challenge of professional development
#3 The challenge of professional development
3. Dilemmas…
Conclusion…
Conclusion…
A conclusion is the place
where you got tired of thinking
(or ran out of time)
“If digital learning is the
future solution for higher
education, then what is the
problem?”
Conclusion…
Conclusion…
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
MAKING A BETTER FUTURE
Digital
Litera...
Conclusion…
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Literacy
Digital
Inclusion
Di...
Conclusion…
The FUN of reflection…
F = What was the fundamental point?
Conclusion…
The FUN of reflection…
F = What was the fundamental point?
U = What new understanding are you
taking away?
Conclusion…
The FUN of reflection…
F = What was the fundamental point?
U = What new understanding are you
taking away?
N =...
Thank
You!
Questions…
“A prudent question is one-half of wisdom”
Francis Bacon
http://www.slideshare.net/mbrownz
Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.ne...
Making the Digital Future: Debates, Design and Dilemmas
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Making the Digital Future: Debates, Design and Dilemmas

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Keynote presentation at International Conference on Effective Teaching in Higher Education, American University of Beirut, Beirut, 7th February, 2015.

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Making the Digital Future: Debates, Design and Dilemmas

  1. 1. Making the Digital Future: Debates, Designs and Dilemmas Dr. Mark Brown Beirut 7th February 2015
  2. 2. Professor (Dr.) Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz
  3. 3. Making the Digital Future 1. Debates 2. Designs 3. Dilemmas Outline…
  4. 4. “If digital learning is the future solution for higher education, then what is the problem?” Key question…
  5. 5. Key problem…
  6. 6. Key point… “If we teach today as we taught yesterday, then we rob our students of tomorrow” (John Dewey).
  7. 7. Key point… “If we teach today as we taught yesterday, then we rob our students of tomorrow” (John Dewey). “All generalizations are dangerous, even this one” (Alexandre Dumas)
  8. 8. 1. Debates…
  9. 9. #1 University teaching has failed to keep up with major societal changes… 1. Debates…
  10. 10. #1 University teaching has failed to keep up with major societal changes… 1. Debates…
  11. 11. #1 University teaching has failed to keep up with major societal changes… 1. Debates…
  12. 12. 1. Myths… #2 The lecture is dead in the classroom of the 21st Century…
  13. 13. 1. Myths… #2 The lecture is dead in the classroom of the 21st Century… Laurentius de Voltolina
  14. 14. #2 The lecture is dead in the classroom of the 21st Century… 1. Debates…
  15. 15. #2 The lecture is dead in the classroom of the 21st Century… 1. Debates… Proceeding of the National Academy of Sciences http://www.pnas.org/content/111/23/8410
  16. 16. 1. Debates…
  17. 17. “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single- mindedness can be trusted to make even the best educational ideas fail”. (Sfard, 1998, p.11) #2 The lecture is dead in the classroom of the 21st Century… 1. Debates…
  18. 18. #2 The lecture is dead in the classroom of the 21st Century… Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) 1. Debates…
  19. 19. #3 MOOCs are having a revolutionary impact on higher education… 1. Debates…
  20. 20. #3 MOOCs are having a revolutionary impact on higher education… Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research. London. 1. Debates…
  21. 21. 1. Debates… European MOOC Scoreboard
  22. 22. #3 MOOCs are having a revolutionary impact on higher education… 1. Debates… (Babson Survey Research Group, 2014)
  23. 23. #4 Blended learning is having a transformative impact on pedagogy… 1. Debates…
  24. 24. #4 Blended learning is having a transformative impact on pedagogy… 1. Debates…
  25. 25. #4 Blended learning is having a transformative impact on pedagogy… 1. Debates…
  26. 26. #4 Blended learning is having a transformative impact on pedagogy… 1. Debates…
  27. 27. #5 Educational technology is a neutral tool that has no effect on learning… 1. Debates…
  28. 28. #5 Educational technology is a neutral tool that has no effect on learning… 1. Debates…
  29. 29. #5 Educational technology is a neutral tool that has no effect on learning… 1. Debates…
  30. 30. #5 Educational technology is a neutral tool that has no effect on learning… “Infused with the language of capitalism, neo-liberalism, globalization and enterprise pedagogy.” 1. Debates…
  31. 31. #6 Face-to-face teaching is better than online and blended learning… 1. Debates…
  32. 32. 1. Debates… #6 Face-to-face teaching is better than online and blended learning…
  33. 33. #6 Face-to-face teaching is better than online and blended learning… 1. Debates…
  34. 34. “These studies answer the ‘‘big’’ questions (e.g., is DE/OL more effective than classroom instruction?), but they generally fail to establish an alignment of evidence that addresses the ‘‘do’s’’ and ‘‘don’ts’’ of instruction via rigorous research.” (p.89). Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P. (2014). A meta- analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26:87–122. #6 Face-to-face teaching is better than online and blended learning… 1. Debates…
  35. 35. #7 Today’s students are digital natives who expect teachers to make extensive use of technology… 1. Debates…
  36. 36. 1985 2015 Long ago our students danced at concerts, now they click, video, share and tweet! #7 Today’s students are digital natives who expect teachers to make extensive use of technology… 1. Debates…
  37. 37. Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503-520. #7 Today’s students are digital natives who expect teachers to make extensive use of technology… 1. Debates…
  38. 38. #7 Today’s students are digital natives who expect teachers to make extensive use of technology… 1. Debates…
  39. 39. Questions… “A prudent question is one-half of wisdom” Francis Bacon What surprises you? What do you disagree with?
  40. 40. 2. Designs…
  41. 41. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework 2. Designs…
  42. 42. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Places Tools Spaces 2. Designs…
  43. 43. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Place of Learning (Where Learning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) 2. Designs…
  44. 44. Acquisition Participation The digital learning ecology… 2. Designs…
  45. 45. Acquisition Participation Physical Virtual The digital learning ecology… 2. Designs…
  46. 46. Acquisition Participation Synchronous Asynchronous The digital learning ecology… 2. Designs…
  47. 47. Acquisition Participation Synchronous Asynchronous The digital learning ecology… Discussion Fora Lecture Capture Online Clinic Webinars Online Presentations Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing Real-time Tests 2. Learning to become Entrepreneurial
  48. 48. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous The digital learning ecology… 2. Designs…
  49. 49. 2. Designs… Video
  50. 50. 2. Designs…
  51. 51. Video 2. Designs…
  52. 52. ? 2. Designs…
  53. 53. 2. Designs… Video
  54. 54. 2. Designs…
  55. 55. ‘A key principle of designing learning for the future is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 2. Designs…
  56. 56. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 2. Designs…
  57. 57. Questions… “A prudent question is one-half of wisdom” Francis Bacon What surprises you? What do you disagree with?
  58. 58. 3. Dilemmas…
  59. 59. Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. #1 The challenge of student success 3. Dilemmas…
  60. 60. 3. Dilemmas…
  61. 61. 3. Dilemmas… More with less! #2 The challenge of academic workload
  62. 62. 3. Dilemmas… https://peerwise.cs.auckland.ac.nz
  63. 63. #3 The challenge of professional development
  64. 64. #3 The challenge of professional development 3. Dilemmas…
  65. 65. Conclusion…
  66. 66. Conclusion… A conclusion is the place where you got tired of thinking (or ran out of time)
  67. 67. “If digital learning is the future solution for higher education, then what is the problem?” Conclusion…
  68. 68. Conclusion… LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER MAKING A BETTER FUTURE Digital Literacy Digital Inclusion Digital Citizenship
  69. 69. Conclusion… LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Literacy Digital Inclusion Digital Citizenship The future is what we make it MAKING A BETTER FUTURE
  70. 70. Conclusion… The FUN of reflection… F = What was the fundamental point?
  71. 71. Conclusion… The FUN of reflection… F = What was the fundamental point? U = What new understanding are you taking away?
  72. 72. Conclusion… The FUN of reflection… F = What was the fundamental point? U = What new understanding are you taking away? N = What new thing will you do in your teaching to make for a better learning experience?
  73. 73. Thank You!
  74. 74. Questions… “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
  75. 75. Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz Contact Details…

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