edutech 2013: trends and challenges in a digital age
TRANSCRIPT
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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