edutech 2013: trends and challenges in a digital age

Trends and Challenges in a Digital Age

EduTECH - National Congress & Exhibition Tertiary Education Technology Leaders Congress

3-5 June Brisbane Convention and Exhibition Centre

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

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OverviewnNew generation students

nTrends and challenges

nGame changers

nPersonalised learning as the ‘new norm’

n Implications for tertiary education

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New Generation Students

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Rapport with technologyhttp://www.youtube.com/watch?v=aXV-yaFmQNk

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Student-generated content (learner-as-designers)

Connected students (knowledge is in the network)

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Owning the Place of Learning

rapport with

technology

mobile

generate content

personalise

connected

adapt space to

their needs

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What Trends do we Need to Consider?

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Beyond Current HorizonsnNetworking and

connections - distributed cognition

n Increasing personalisation and customisation of experience

nNew forms of literacy

nOpenness of ownership of knowledge (Jewitt, 2009).

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Horizon Report

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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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ChallengesnSeamless learning – diverse places and

spaces for learning.

nDigital literacies – capabilities which fit an individual for a digital society (JISC)

nPersonalisation - learning, teaching, place of learning and technologies

nMobility is here!

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Game Changers

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Game Changers

nMobility

nDigital literacies

nSeamless learning

nPersonalised learning

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Mobility

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Mobility

nGlobal mobilitynMobility of peoplenTechnologies to support

mobilitynAdapting our teaching and

learning?nAssessment?

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Undergraduate Students and ITn 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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Digital Literacies

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Digital LiteraciesnLiteracy is no longer “the ability

to read and write” but now “the ability to understand information however presented.”

nCan't assume students have skills to interact in a digital age

nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)

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ADFI - Vision

‣Digital literacies that transform the knowledge & skills of society

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ADFI - Mission

‣ To innovate, research & collaborate to explore and influence digital literacies that impact societal change.

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Seamless Learning

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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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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

Blending - Affordances - Equity? 25Monday, 3 June 13

Personalised Learning

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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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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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Personalised LearningSeamless Learning

Learning Space Literacies Comfort

AestheticsFlow

EquityBlending

AffordancesRepurposing

Student-generated content

Desire Paths/Learning Pathways

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Implications for Tertiary Education

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New MindsetsnPrivileging mobile learning and

teaching access

nEmbedding digital literacies into all aspects of learning, teaching and curriculum

nPrivileging diverse places of learning as opposed to a singular place of learning

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New MindsetsnAssisting teachers and students

to develop their own personalised learning strategy

nPrivileging user-generated content

nPrivileging learning-oriented assessment

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Questions?

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Referencesn Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education in

the united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson, SLOAN-C.

n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New Media Consortium.

n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and Teaching Good Practice Report. Australian Learning and Teaching Council. http://www.olt.gov.au/resource-good-practice-report-technology-enhanced-learning-and-teaching-2011 & http://www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf

n Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for the modern learning environment. Information Science Publishing, Hershey.

n Payton, S. (2012). Developing digital literacies. JISC. http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2012/Developing_Digital_Literacies.pdf

n Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf

n Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generation final report. http://documents.skgproject.com/skg-final-report.pdf

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