Digital Learning Environments: A multidisciplinary focus on 21st century learning

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As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators capacity to be responsive to the demands of a digitally connected world. Charles Sturt Universitys Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness, information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.

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<ul><li> 1. The Web at 25Overall verdict:The internet has been a plus for society and anespecially good thing for individual usershttp://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/</li></ul> <p> 2. Digital Life in 2025 - the 2014 surveyhttp://www.elon.edu/e-web/imagining/surveys/2014_survey/default.xhtml 3. It is no longer far-fetched to envision a worldwhere all objects and devices are connected toact in concert. NMC Horizon Report: 2014 K-12 Editioncreative commons licensed (BY-NC-SA) flickr photo by the waving cat: http://flickr.com/photos/thewavingcat/9510533164 4. We have a digital knowledgeecosystem which demands a newknowledge flow between content and connections.creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653 5. REMIXTechnology, devices, data repositories,information access &amp; retrieval,information sharing, networks andcommunication. 6. The current learning landscape is constantly changing in terms of what islearned, the context in which learning takes place, and who is learning.(Paas,2011, p. 2)The following aspects impact on the learner or his/her learning:oEvolving needs of learnersoDeveloping knowledge building environmentsoFocusing on personalisationoEvolving spaces for learningoEvolving learning devices or hardwareoEvolving pedagogyPaas, F Van Merrienboer, J and Van Gog, T 2011, Designing instruction for the contemporary learning landscape, in K R Harris, S Graham&amp; T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning andTeaching, Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/ 7. Information absorption is acultural and social process ofengaging with the constantlychanging world around us. p47Thomas, D., &amp; Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world ofconstant change (Vol. 219). Lexington, KY: CreateSpace. 8. Thinking in networks! connect and collaborate with others beyond aconstrained physical environment. knowledge created created through media, networks,connections and collaborations. think critically and evaluate processes and emergingideas, and the ability to evaluate the validity and valueof information accessed is essential.Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, Pedagogy andEducation, 20(1), 19-39. 9. The digital age student who canthink critically, learn throughconnections, create knowledgeand understand concepts shouldbe able to actively participate ina digitally enhanced society. 10. Digital informationecologycreative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445 11. More content, streams of data,topic structures, (theoretically)better quality - all of these inonline environmentsrequire an equivalent shift inour online capabilities. 12. Davies, A., Fidler, D., &amp; Gorbis, M. (2011). Future work skills 2020.http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/ 13. Evolving Learning LandscapeCurrent thinking about 21st century skills, and the learningexperiences that support their development, are essentialstarting points for capacity building. A list of the workforceskills presented by Davies, et al (2011, pp. 8-12) include: Sense-making Social intelligence Novel and adaptive thinking Cross-cultural competency Computational thinking New-media literacy Transdisciplinarity Design mindset Cognitive load management Virtual collaborationhttp://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/ 14. Mackey, T P and Jacobson, T E 2011, Reframing information literacy as a metaliteracy, College &amp; ResearchLibraries, vol. 72, no. 1, pp. 6278.Sustainable learning involvesa pedagogic fusion betweenenvironments, tools, formatsand meta-literacy capabilities.(Mackey &amp; Jacobson 2011) 15. Redecker C, Leis M, Leendertse M, Punie Y, Gijsbers G, Kirschner P, Stoyanov S &amp; Hoogerveld B 2011, The future oflearning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission.Establish lifelong andlife-wide learning as thecentral paradigm for thefuture. (Redecker et al, 2011, p.10). 16. 2014 K-12 Horizon ReportWicked challenge -keep credentialed education relevant!Significant challenges in technology adoption:Creating authentic learning opportunitiesIntegrating personalised learningComplex thinking and communicationSafety of student dataCompetition from new models of educationKeeping formal education relevanthttp://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf 17. 2014 Higher Ed Horizon ReportWicked challenge -keep credentialed education relevant!Significant challenges in technology adoption:Low digital fluency of facultyRelative lack of rewards for teachingCompetition of new models of educationScaling teaching innovationsExpanding accessKeeping education relevanthttp://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf 18. Incorporating two disciplines:information science and educationeducation informaticsAquire, share, discuss, create, critique informationCollins, John W., and Sharon A. Weiner. 2010. Proposal for the creation of a subdiscipline: Education informatics. TeachersCollege Record 112, no. 10: 25232536.School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 19. Drawing from the information science discipline, Bawden (2008) provides thekey facets of digital literacy upon which the program is built: Knowledge assembly, building a reliable information hoardfrom diverse sources; Retrieval skills, plus critical thinking for making informedjudgements about retrieved information, with wariness about thevalidity and completeness of internet sources; Reading and understanding non-sequential and dynamicmaterial; Awareness of the value of traditional tools in conjunction withnetworked media; Awareness of people networks as sources of advice and help; Using filters and agents to manage incoming information; and Being comfortable with publishing and communicating informationas well as accessing it.Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies &amp; practices(pp. 1732). Peter Lang Publishing, Inc.School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 20. Respond to the the underlyingepistemological gap Knowledge-based models are implicitly more topdown Praxis based - more bottom upSCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 21. Agile approaches to connectedlearningembrace changewelcome innovationmeet the challenges of our global connected futurecreative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/2250395225 22. 21c Curriculum alignment = digital information ecologycreative commons licensed (BY-NC) flickr photo by Telstar Logistics: http://flickr.com/photos/telstar/4857942142 23. KNOWLEDGE NETWORKScreative commons licensed (BY-NC-SA) flickr photo by murdocke23: http://flickr.com/photos/murdocke/4299568381 24. Master of Education(Knowledge NetworksAnd Digital Innovation)Commenced with 42 studentshttp://www.csu.edu.au/digitalSCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 25. Master of Education(Knowledge Networks and Digital Innovation) Focussing on innovative and emerging educational trends to developexpertise in global and community networked knowledge environments. Become an agile leader in digital formal and informal learning, withexpertise in navigating diverse information pathways, creative learningenvironments, and socially connected global networks.This degree program offers professional development for those working or seeking employment as:leaders in curriculuminnovation in digital environmentsdigital project managerssocial media leadersinformation services managers and technology integratorsleaders in e-learningstrategic leaders in digital policy and education developments.SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 26. Master of Education(Knowledge Networks and Digital Innovation)Core Subjects:INF530 Concepts and Practices for a Digital AgeINF537 Digital Futures ColloquiumRestricted Elective Subjects:Students are required to successfully complete six (6) electives:INF532 Knowledge Networking for EducatorsETL523 Digital Citizenship in SchoolsETL402 Literature in EducationINF533 Literature in Digital EnvironmentsINF535 Information Flow and Advanced SearchINF536 Designing Spaces for LearningINF541 Game Based LearningINF506 Social Networking for Information ProfessionalsINF443 Digital PreservationEER500 Introduction to Educational ResearchESC515 Classroom TechnologiesOther Limited Entry subjects include:ETL401 Introduction to Teacher LibrarianshipETL504 Teacher Librarian as LeaderSchool of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 27. The evidence is that technologies andsocial media platforms are driving anunprecedented re-organisation of thelearning environment.cc licensed ( BY NC ) flickr photo by Ward.: http://flickr.com/photos/wards/521247814/School of Information Studies Faculty of Education 28. Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12. 29. Blueprint for participatory learningKnowing the trends in knowledgeconstruction and participatory culture.Knowing how to leverage social mediaand new media channels ofcommunication.Using a diversity of content materials.creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645 30. Blueprint for participatory learningAn immediacy in interactions within thecohort to improve learning andunderstanding in the formation ofknowledgeEmbedded in a multi-disciplinary ecologycreative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645 31. Connected learning is a real-worldactivity. We are together - and alone!creative commons licensed (BY) flickr photo by miss karen: http://flickr.com/photos/misbehave/2352753067 32. Seek Followcc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/GatherExploreCultivating scholarly inquisitive mindsets 33. Peer critiquing User-generated content Collective aggregation Community formation Digital personas Digital Citizenshipadding interactivity and connectivity to assessments! 34. Microlearning: hungry for knowledge nuggetsMicro-learning ticks all the teaching boxes: bite-sizednuggets of content are easy to digest, understand andremember. Often mobile-friendly, visual and sharable,the short bursts of information leave you sufficientlysatisfied and likely to come back for more.At the BI Norwegian School of Business, through a number of pilot programmes, they havebeen adapting fragmented content to mobile devices, finding that the right mix of mobilelearning makes courses more engaging and also helps part-time students stay up-to-date.http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/ 35. Measuresof change 36. http://digital.csu.edu.auSchool of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 37. The reflective journal is especially useful for assessing ILOs (intendedlearning outcomes) in relation to the application of content knowledge,professional judgment and reflection on past decisions and problem solvingwith a view to improving them.Biggs, J., &amp; Tang, C. (2011). Teaching for quality learning at university. Open university press.School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 38. FlipboardDiigoYoutubeSoundcloudGoogle+FacebookTwitterFlickrEvernoteRSSGoogle DocsSchool of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 39. Digitalflexibilitycreative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304391School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 40. Scholarly book review .....A quite wide opportunity for following your own interests (in the assessments)Collection: INF530 Concept &amp; Prac tices in a Digital Agehttp://amzn.com/w/37FSRQBVI5C5W 41. Multimodal essay .....The collaborative nature of the subject was highlighted by the public sharingvia Twitter hashtag #INF530, and the bottom-up praxis was emphasised by awillingness of students to post a link to their assessments, via their reflectiveblog or relevant platform - even before the assessment was marked! 42. I have experienced the participatoryculture that is at the foundation of 21stcentury learning.#INF530 has been invigorating, exciting, lots of hard work, overwhelmingat times, but above all fun. I have loved connecting with the cohort, itsbeen amazing. People have said to me isnt online study very impersonaland isolating but I couldnt disagree more. I feel infinitely more connectedwith my classmates than I ever did while studying in the traditional way. 43. http://flip.it/vHvLRSchool of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 44. What they did!Presenting at conferencesPromoting the programPublishing professional papersWriting proposals and reports for the workplaceGaining promotions! 45. The creation of a multi-disciplinary program, built ona digital information ecology and student-focussedpraxis, has created both a curriculum and learningapproach that has facilitated understanding andknowledge construction in more dynamic ways,connecting experiences, reflective practices andonline participatory experiences that epitomise anew culture of learning.School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH EMPOWERING SOCIETY 46. heyjudeonlineJudy OConnellhttp://judyoconnell.comJudy OConnell </p>