Preparing For The Future: Rethinking The EducationDelivery Model

http://go.unimelb.edu.au/ro2i

Associate Professor Thomas CochraneTechnology Enhanced Learning in higher educationMelbourne Centre for the Study of Higher education

https://melbourne-cshe.unimelb.edu.au/about/our-staff/thomas-cochranehttps://orcid.org/0000-0002-0192-6118@thomcochrane

Learning designs should focus upon what the learner does (Building graduateCapabilities) and the Teacher as designer of real world learning environments (AuthenticLearning) that build students capacity to navigate the unknown.

Outline

The COVID-19 Impact on educationThe reality of Hybrid or Dual DeliveryTEL strengths and weaknessesDesigning TEL environmentsExamples

References

The COVID-19 Impact on education 4 Phases JISC 2020/2021 Survey

https://philonedtech.com/covid-19-planning-for-spring-2021-what-we-learned/

A 2020/2021 Jisc (UK) survey of 27,069 higher and further education students reveals thatmost are pleased with their digital learning experience, but areas needing more attentioninclude:

wellbeingmental healthand staff digital skills

Summary page: https://www.jisc.ac.uk/news/over-27000-students-share-how-colleges-and-universities-could-improve-digital-learning-08-mar-2021

The reality of Hybrid or Dual Delivery What have we learnt through main-streaming eLearning? Digital Capabilities JISC (2017), VandR (White & Le Cornu, 2011) Digital Divide Supporting Infrastructure (Cochrane & Munn, 2020)

Design for Online First and explicitly link to the F2F environment Beyond Zoom - social immersive reality?

https://blogs.unimelb.edu.au/sotel/2020/08/28/exploring-social-vr-with-the-datacreativities-team-melbcshe-kateycoleman-mazinbriz-fitzyjane/

TEL strengths and weaknesses Build on the strengths Mitigate the weaknesses (Selwyn, 2015) Build in Socio-Cultural interaction - facilitate authentic learning communities

Designing TEL environments TPACK (Voogt et al., 2012) SAMR (Hockly, 2012; Puentedura, 2006) DBR (McKenny & Reeves, 2019) Ontological Pedagogies PAH Continuum (Luckin et al., 2010; Hase & Kenyon, 2007) Social Constructivism (Vygotsky, 1978) Communities of Practice (Wenger et al., 2009) Connectivism (Siemens, 2005) Rhizomatic Learning (Cormier, 2008) Authentic Learning (PBL) - linking theory to real world practice (Herrington et al.,2009) Learner-Centric Ecologies of Resources (Luckin, 2008; Blaschke & Hase, 2019) e.g.ePortfolios

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

The four phases of Design-Based Research adapted from McKenney and Reeves (2019)

What might an EoR built upon the foundations of RhizomaticLearning, Connectivism, and Heutagogy look like?

A negotiated set of resources/tools that work togethertowards supporting the building of core graduate capabilities

EoR Diagram

Twitter moment examples

Examples The Authentic Mobile Learning Triangle The Bionic Limb transdisciplinary curriculum design project

The Authentic Mobile Learning Triangle (Cochrane, 2019; 2020)

Creativity, collaboration, and the capacity to navigate the unknown are key attributes forour student graduates, therefor we can use these three key attributes to derive three coreprinciples for designing mobile learning: utilise user-generated content (UGC), user-generated contexts (UGCX), and authentic experiences (AE). This can be represented by asimple authentic mobile learning (AmL) ‘triangle’ where AE are built upon UGC and UGCX.

UGC leverages the user-content creation capabilities of mobile devices.UGX leverages the contextual and geolocation capabilities of mobile devices.AE leverage the mobility of mobile devices to enable interaction in real worldsituations beyond the classroom, and to bring these experiences into theclassroom.

The Bionic Limb

Table 1: Collaborative curriculum design project team details

Bionic Limb Activities

Ecology of Resources

Project Team Collaboration* MS Teams* Canvas* Zoom

Student ePortfolios & Collaboration* Wordpress – individual eportfolios* Jupyter Notebook – project collaboration* GitHub – project collaboration* MS Teams – project collaboration* Canvas – course hub/s* Adobe Spark – collaborative project presentations

Lam, L., Cochrane, T., Rajagopal, V., Davey, K., & John, S. (2021). Enhancing studentlearning through trans-disciplinary project-based assessment in bioengineering. PacificJournal of Technology Enhanced Learning, 3(1), 4-5. https://doi.org/10.24135/pjtel.v3i1.80

Lam, Lionel; Cochrane, Thomas; RAJAGOPAL, VIJAYARAGHAVAN; DAVEY,

CATHERINE; JOHN, SAM; SHAKTIVESH, SHAKTIVESH; et al. (2021): Enhancingstudent learning through trans-disciplinary project-based assessment in bioengineering.figshare. Media. https://doi.org/10.6084/m9.figshare.13725631.v1

Conclusion:Learning designs should focus upon what the learner does (Building graduateCapabilities) and the Teacher as designer of real world learning environments (AuthenticLearning) that build students capacity to navigate the unknown.

References

Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the pathto lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14.https://doi.org/https://doi.org/10.24135/pjtel.v1i1.1

Cochrane, T., & Munn, J. (2020, 12 May). Integrating Educational Design Research and Design Thinkingto Enable Creative Pedagogies. Pacific Journal of Technology Enhanced Learning (PJTEL), 2(2), 1-14.https://doi.org/https://doi.org/10.24135/pjtel.v2i2.58

Cochrane, T. (2020). Designing authentic mobile learning. University of Melbourne. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0008/3398201/designing-authentic-mobile-learning_final.pdf

Cochrane, T. (2019). Vignette 8.2: How should we design for authentic mobile learning? In M. Pegrum(Ed.), Mobile Lenses on Learning: Languages and Literacies on the Move (pp. 298-299). Springer.https://www.springer.com/gp/book/9789811512391?utm_campaign=3_pier05_buy_print&utm_content=en_08082017&utm_medium=referral&utm_source=google_books#aboutBook

Hase, S., & Kenyon, C. (2007). Heutagogy: a child of complexity theory. Complicity: an InternationalJournal of Complexity and Education, 4(1), 111-118. https://doi.org/doi.org/10.29173/cmplct8766

Herrington, Jan, Reeves, Thomas, & Oliver, Ron. (2009). A guide to authentic e-learning. London and NewYork: Routledge

JISC. (2017). Building digital capabilities: The six elements defined.http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF

Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T.,& Robertson, J. (2010). Learner-Generated Contexts: A Framework to Support the Effective Use ofTechnology for Learning. In M. Lee & C. McLoughlin (Eds.), Web 2.0-Based E-Learning: Applying SocialInformatics for Tertiary Teaching (pp. 70-84). IGI Global. https://doi.org/10.4018/978-1-60566-294-7.ch004

Luckin, Rosemary. (2008). The learner centric ecology of resources: A framework for using technology toscaffold learning. Computers & Education, 50(2), 449-462. doi:https://doi.org/10.1016/j.compedu.2007.09.018

McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.). London:

Routledge.

Puentedura, R. (2006). Transformation, Technology, and Education. Retrieved fromhttp://hippasus.com/resources/tte/puentedura_tte.pdf

Selwyn, N. (2015). Technology and education - why it's crucial to be critical. In S. Bulfin, N. Johnson, & C.Bigum (Eds.), Critical perspectives on technology and education. New York: Palgrave Macmillan.

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogicalcontent knowledge – a review of the literature. Journal of Computer Assisted Learning, 29: 109-121. doi:10.1111/j.1365-2729.2012.00487.x

Vygotsky, L. (1978). Mind in Society. Harvard University Press. http://tip.psychology.org/vygotsky.html

Wenger, E., White, N., & Smith, J. (2009). Digital Habitats: stewarding technology for communities.CPsquare. http://technologyforcommunities.com/

White, David S, & Le Cornu, Alison. (2011). Visitors and residents: A new typology for online engagement.First Monday, 16(9). https://firstmonday.org/article/view/3171/3049/

Minerva Access is the Institutional Repository of The University of Melbourne

Author/s:

Cochrane, T

Title:

Preparing For The Future: Rethinking The Education Delivery Model

Date:

2021

Citation:

Cochrane, T. (2021). Preparing For The Future: Rethinking The Education Delivery Model.

4th annual Digital Campus Forum: Remote Teaching, Online Blended Learning and

Education Continuity Planning Forum, Clarinden Global.

Persistent Link:

http://hdl.handle.net/11343/268066

File Description:

Accepted version

License:

CC BY