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Finding the Good Place: How does digital transformation really happen?

Keynote presentation at GMIT Galway Teaching and Learning Showcase, 12 December 2019

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Finding the Good Place: How does digital transformation really happen?

  1. 1. Finding the good place: what really makes digital transformation happen? Sheila MacNeill GMIT, Christmas Teaching and Learning Showcase, December 12 2019
  2. 2. What is digital transformation? www.menti.com code: 75 26 50
  3. 3. “we believe that digital should be seen less as a thing and more a way of doing things. To help make this definition more concrete, we’ve broken it down into three attributes: creating value at the new frontiers of the business world, creating value in the processes that execute a vision of customer experiences, and building foundational capabilities that support the entire structure.” • What ‘Digital’ Really Means. McKinsey & Company. https://www.mckinsey.com/industries/technology-media-and- telecommunications/our-insights/what-digital-really-means
  4. 4. https://thegoodplace.fandom.com/wiki/The_Good_Place_Wikia
  5. 5. Narratives elements of the Good Place Humanity Ethics Morality Wellbeing Time A bit of AI
  6. 6. Narrative elements of digital transformation strategies People/Customers Services/Platforms Training Security Timelines And a bit of AI
  7. 7. Time v Timelines
  8. 8. Context, criticality, politics, curriculum 1 2 3
  9. 9. Digital Wellbeing “the impact of technologies and digital services on people’s mental, physical, social and emotional health. It is a complex concept that can be viewed from a variety of perspectives and across different contexts and situations” Jisc , 2019 (https://digitalcapability.jisc.ac.uk/what-is-digital- capability/digital-wellbeing/)
  10. 10. Finding Balance • Policy v practice • Curriculum v services
  11. 11. Conceptualising the Digital University: the intersection of policy, pedagogy and practice, (Johnson, MacNeill, Smyth, 2019) Re-centering “the digital”
  12. 12. Academic development and open education at the heart of organisational development Revised conceptual matrix,, MacNeill, Johntson, Smyth, (2019 )
  13. 13. Critically engaged academic development as a key part of digital transformation Academic development as critical practice – central to digital transformation Utilise porosity between academic developers, educational developers, learning technologists Challenge structures current CPD/professional recognition/metrics are modelling
  14. 14. The curriculum as an open and negotiated space
  15. 15. Porosity (2) Open scholarship (2) Co-location(2) Co-production(2) Participation Public pedagogy Praxis (1) (3) Designed physical and digital learning spaces Self-selected digital learning spaces Formal and informal learning communities Public third spaces Digital third spaces (3) Negotiation and agency Difference and diversity Curation and creation Vertical and horizontal learning engagement Sustainable pedagogies Reflexive dialogue The Digitally Distributed Curriculum (1) Values (2) Enabling dimensions (3) Instantiation and enactment of DDC (3) Digital artefacts Collaborative public projects Student digital scholarship Digital knowledge domains (3) Open textbooks and resources Open online engagement Open campus engagement Open in the community Fluid curriculum
  16. 16. Curriculum as unbounded open equitable critically informed
  17. 17. Thank you @sheilmcn sheilamacneill@me.com https://howsheilaseesit.net