Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia

1. Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
Professor Mark Brown
Director, National Institute for Digital Learning
Zagreb, Croatia
7th December 2017

2. @mbrownz

3. @mbrownz
National Institute for Digital Learning

4. National Institute for Digital Learning

8. 2019 Conference
Dublin

11. Tele-mind poll…

13. What single word best
encapsulates the current
state of innovative, open
and digital education in your
Country?

23. 3 x premises
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities

24. 3 x premises
3 x paradoxes
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities

25. 3 x premises
3 x paradoxes
3 x propositions
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities

26. Key question: How to support educators for innovative, open and digital education?

27. Key question: How to support educators for innovative, open and digital education?
Professional Collaboration

28. MICRO
MACRO
MESO
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning

29. MICRO
MACRO
MESO
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning
NANO

30. Institutional
Global
National
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
Individua
l
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning

31. “All generalizations are dangerous,
even this one”
(Alexandre Dumas)

32. 1. Global/National Level

33. Innovative, open and digital
education is booming but
major structural barriers limit
transformative impact
Paradox 1…
1. Global/National Level

38. “It will not be possible to satisfy the rising
demand for Higher Education, especially
in developing countries, by relying on
traditional approaches.”
(Sir John Daniel, 2013)
Past President,
Commonwealth of Learning;
Previous Vice-Chancellor,
UK Open University

39. UK Open University

42. 2.7%

43. OECD (2017) Education at a Glance
Ireland

44. “There is also almost no understanding of the
private and social [public] benefits of distance and
online education in comparison with those of face-to-
face education” (Rumble, 2014, p.208).
Rumble, G. (2014). The costs and economics of online distance education (pp. 197-216). In O. Zawacki-Richter & T. Anderson
(Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.

45. Proposition 1…
We need to frame debates
about new innovative models of
open and digital education in terms of the
wider benefits they offer for the
“good society”

46. 2. Institutional Level

47. Innovative, open and digital
education has the potential to
transform traditional business
models but most efforts merely
tame new technologies
Paradox 2…
2. Institutional Level

49. The Language
of Disruptive
Innovation

52. Off Campus
in Class
Off Campus
out of Class
On Campus
in Class
Acquisition
Participation
On Campus
out of Class
Physical VirtualLeakage

54. 22%

56. Tame vs. Transform

57. JRC (2016). Opening up education in Europe: A support framework for higher education institutions
Infused Through Whole Ecology

59. We need to develop
a culture of innovation where
open and digital education is core to
a transformative institutional mission
Proposition 2…

60. 3. Teacher Level

61. 3. Teacher Level
Innovative, open and digital
education can transform learning
but workload, pedagogical beliefs
and assessment requirements
strongly influence practice
Paradox 3…

63. Learning by sharing
(Connectivist)
Learning by listening
(Instructionist)
Learning by doing
(Constructivist)
Learning by making
(Constructionist)
Pedagogical
Compass

65. …the old ‘pump, pump, dump’
model of teaching still dominates practice
The uncomfortable reality is…

66. "Using new digital technology to improve
education is not rocket science... it is
much, much harder than that”
(Diana Laurillard, 2009).

68. “Good educators are not just workers to be
digitally up-skilled! They should be valued as
important change agents and trusted
professionals willing to go “off the rails” to
challenge practices which reproduce
inequitable distribution of power, knowledge and
resources”
Brown, 2017

69. We need to develop teachers with critical
mindsets capable of using innovative,
open and digital education to
shape better futures
for all
Proposition 3…

70. Conclusion…

71. Conclusion…
9 s

72. “Innovative,
open and digital
education
should be in the service
of big ideas,
not as a big idea
in itself” (adapted from Barnett, 2011)

73. Critical
Consumers
Critical
Citizens
RECONCEPTUALIST
FRAMEWORK FOR THE FUTURE
(Delors Report, 1972)
LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Critical
Thinkers

74. “A prudent question is one-half of wisdom”
Francis Bacon

75. @mbrownz
Go raibh maith
agaibh!
Thank you