2013 - keynote mcgraw-hill - digital futures

Digital Futures: Opportunities and Challenges in a Brave

New World

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

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Who coined the term ‘Brave New World’?

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Overview‣ Megatrends and challenges that will change the

way we live

‣ Game changers in higher education (mobility, literacies, personalisation, seamless learning, user-generated content)

‣ Kodak moment

‣ Wicked problems

‣ Opportunities and challenges

‣ Changing mindsets

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What trends do we need to consider?

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CSIRO Megatrends

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On the movePersonalisationIWorld

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Australia in the Asian Century

n “The transformation of the Asian region into the economic powerhouse of the world is not only unstoppable, it is gathering pace” (Julia Gillard).

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To Succeed in the Asian Century

n “Australia’s commerical success in the region requires that highly competitive Australian firms and institutions develop collaborative relationships with others in the region” (p.2).

nNew business models and mindsets (p.2)

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Beyond Current Horizonsn Importance of networking

and connections - distributed cognition

n Increasing personalisation - self representation and customization of experience

nNew forms of literacynOpenness of ownership of

knowledge (Jewitt, 2009).

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University of the Future

nDemocratisation of knowledge and access

nContestability of markets and funding

nDigital technologiesnGlobal mobilityn Integration with industry

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Horizon Reports

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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 – people expect to be

able to work, learn, and study whenever and wherever they want.

nDigital literacies – capabilities which fit an individual for living, learning and working in a digital society (JISC)

nPersonalisation - our learning, teaching, place of learning, technologies will be individualised

nMobility is here!

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Game Changers

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Game Changers

nMobility

nDigital literacies

nSeamless learning

nPersonalised learning

nUser-generated content

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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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Mobile Learning SpacesnWith its strong emphasis on learning

rather than teaching, mobile learning challenges educators to try to understand learners’ needs.

nUnderstanding how learning takes place beyond the classroom, and

nIntersection of education, life, work and leisure” (Kukulska-Hulme, 2010, p.181).

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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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Developing Literaciesn Employable graduates need to be digitally

literaten Digital literacies are often related to discipline

arean Learners need to be supported by staff to

develop academic digital literaciesn Professional development is vital in developing

digital literaciesn Professional associations are supporting their

members to improve digital literaciesn Engaging students supports digital literacy

development i.e. students as change agents (JISC, 2012)

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Context of

Digital Literacies

(JISC)

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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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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:

n enhance learningnthat motivate learnersnpromote authentic learning interactions

nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 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? 28Sunday, 3 February 13

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Personalised learning

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Personal Learning Spaces

‣ Personal Learning Environments (PLE) integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs and allow them to create their own identities.

‣ A PLE recognises ongoing learning and the need for tools to support life-long and life-wide learning.

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Connectivism

‣ PLE may also require new ways of learning as knowledge has changed to networks and ecologies (Siemens, 2006).

‣ The implications of this change is that improved lines of communication need to occur.

‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).

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What is a framework for designing student learning environments?

Principles

Distributed Learning Spaces

Seamless Learning

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Seven Principles of Learning Space Design

n Comfort: a space which creates a physical and mental sense of ease and well-being

n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose

n Flow: the state of mind felt by the learner when totally involved in the learning experience

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Seven Principles of Learning Space Design

•Equity: consideration of the needs of cultural and physical differences

•Blending: a mixture of technological and face-to-face pedagogical resources

•Affordances: the “action possibilities” the learning environment provides the users

•Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)

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User Generated Content

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Information access (degree and subject expectations)

Interactive learning (learner-to-content interactions)

Networked learning (learner-to-learner; learner-to-teacher interactions)

Student-generated content (learner-as-designers; assessment-as-learning interactions) (Herrington & Oliver 2001).

Interactions

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RemixingHi Mike,

I just wrote a quick blog using a slideshow you posted on SlideShare. Love your work!

http://www.edtechmagazine.com/higher/article/2013/01/blended-learning-explained-33-slides

Jimmy

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‘Kodak Moment’

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Preserving significant occasions

Narrow marketing - false assumptions about who took photos and the importance of prints

Cameras became gadgets sold in electronic stores not just camera stores

With digital more men were taking photos but not necessarily printing

Focus was on prolonging the life of existing modes of business (Kamil Manir).

‘Kodak Moment’

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‘Kodak Moment’

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Ubiquitous cameras

3000 shots per trip

Share with friends

Print? Place on websites?

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“The problem is not understood until after the formulation of a solution.

Wicked problems have no stopping rule.

Solutions to wicked problems are not right or wrong.

Every wicked problem is essentially novel and unique”.

(Conklin, 2009, Wikipedia).

‘Wicked Problems’

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“Time is running out.

No central authority.

Those seeking to solve the problem are also causing it”

(Levin, 2009, Wikipedia).

‘Super Wicked Problems’

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Who coined the term ‘Brave New World’?

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Brave New World

nO wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world, That has such people in't.

—William Shakespeare, The Tempest, Act V, Scene I, ll. 203–206[5]

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‘Goodly Creatures’

nNew mindsets nMobility nSeamless learningnDigital literaciesnPersonalised learningnUser-generated

content and remixing

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Questions?

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