First of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks back at the 'digital revolution' from a point in time when we are still 'in the wake' of the digital, but hardly over it.

1. Post = ‘in the wake of’ the Digital
Helen Beetham, November 2014
Malene Thyssen, http://commons.wikimedia.org/wiki/User:Malene

2. What just happened?
screen capture from iai.tv/iai.academy

3. A reminder: what didn’t happen
Peter Mandelson, cc. World Economic Forum via wikimedia 2008

4. A reminder: what didn’t happen
Technology will make learning more interactive
Technology will make learning more personal
Technology will make learning more collaborative
Technology will make you more productive
Technology will undo all the effects
of educational disadvantage
Peter Mandelson, cc. World Economic Forum via wikimedia 2008

5. A reminder: what didn’t happen
Technology will make learning more interactive
Technology will make learning more personal
Technology will make learning more collaborative
Technology will make you more productive
Technology will undo all the effects
of educational disadvantage
‘E-learning can contribute
to all the government's objectives for
education - to raising standards, improving
quality, removing barriers to learning, and,
ultimately, ensuring that every learner achieves
their full potential’ (DfES 2006).
Peter Mandelson, cc. World Economic Forum via wikimedia 2008

6. Specific features of digital technologies
‣ connectivity
‣ ubiquity (almost)
‣ intimacy
‣ simultaneity (almost)
‣ continuous record
‣ data-at-scale
‣ interfaces that are interactive, intuitive, immersive...
situations and events are less self-contained,
more ‘porous’ or leaky

7. Specific features of digital technologies
Nike FuelBand cc. Peter Parkes on Wikimedia Commons
‣ connectivity
‣ ubiquity (almost)
‣ intimacy
‣ simultaneity (almost)
‣ continuous record
‣ data-at-scale
‣ interfaces that are interactive, intuitive, immersive...
situations and events are less self-contained,
more ‘porous’ or leaky

8. Specific impacts in education
content
contexts
theories methods

9. Content: new things to know
‣ (Sub)disciplines: web science,
digital media, internet culture,
animation, gaming, GPS,
networks, digital humanities...
‣ Interdisciplinary problems:
digital bodies, globalisation,
ethics, privacy, data security,
digital divide, digital economy...
‣ What new areas of knowledge
are emerging in the scholarship
of teaching/learning?

10. Context: ‘digital’ institutions
‣ Students first experiences
of university/college are digital
‣ Institutions are dependent
on digital systems
‣ Our students are (largely)
digital learners
‣ Digital technologies, media
and practices (continue to) originate and thrive in HE
‣ Connected universities → global market in learners
‣ Borderless universities → new modes of participation
Image by Dodo for Jisc

11. Context: new challenges to the institution
‣ fewer traditional graduate jobs
‣ more non-traditional, informal
‘knowledge’ work
‣ 7-10 career changes, loose
ties, portfolio careers
‣ constant upgrade (the capable
self as lifelong project)
‣ alternatives to a degree: informal learning, online credits,
OERs, MOOCs, TED talks, Kahn academy, Google...
‣ ‘a professional reputation carefully managed, an online
portfolio’ becoming more valued.
Image by Dodo for Jisc

12. Method: new ways of coming to know
‣ Data collection, analysis, management, re/use:
what can be (done with) data?
‣ Secondary research: what and
where is legitimate knowledge?
‣ Design, inc. research design
‣ Collaboration, inc. remotely
‣ Modes of representation, e.g.
data visualisation, animation,
virtual worlds, hypermedia, digital presentation...
‣ How are these impacts shared with students?

13. Method: new professional practices
‣ Customers/clients/users as data to be managed
(diagnostics, analytics)
‣ Virtual as a space of
real social/economic
activity
‣ ‘All high value work is
knowledge work’?
‣ Blurring boundaries of
work/play/life
‣ Personal and organisational ‘brand (identity?) management’

14. Method: new ways of learning

15. Method: new ways of learning
finding out trying out
collating
writing
reflecting
sharing
presenting
evidencing
Borderless,
blended, flipped,
networked, online,
third space,
interactive (etc)
learning
planning

16. Theory
‣ Connectivism?
Networked learning?
‣ Actor network theory?
Activity theory?
‣ Systems thinking?
Educational cybernetics
What new theories do we have (or need?)
for learning in the digital age?
Image by Dodo for Jisc

17. Very little is unchanged
content
contexts
theories methods

18. ‘We are not
rethinking some
part or aspect of
learning, we are
rethinking all of
learning in these
new digital
contexts’ (2007)
Image by Dodo for Jisc

19. What is that like?
cc licensed to Christine Monteith http://pebblebeachcoast.com/archives/212