Backing a Winner provides a critical analysis of technology-enhanced learning initiatives in higher education. It argues that many such initiatives [1] reinforce traditional pedagogy and outcomes rather than transforming education, and [2] convey false promises through cycles of hype. The shifting landscape of higher education is challenging traditional university models, as new providers emerge and learning occurs across formal and informal settings. The document calls for a new "form guide" to help technology serve educational outcomes focused on learning to be, know, do, and live together in a way that enhances teaching and learning quality, challenges conventions, and prepares digitally literate citizens.

1. Backing a Winner:
A Form Guide for Higher Education in Uncertain Times
Professor Mark Brown
Director, National Centre for Teaching and Learning
Director, Distance Education and Learning Futures Alliance

2. Put another way…
What does it take to win the race
that stops a nation?

3. Who backed a winner?

4. Milky bars are on you!

5. A dirty little secret…

6. A dirty little secret…

7. A dirty little secret…

9. My keynote…
The light comes through the cracks…
“Seeking deep wisdom”

10. Outline…
1. Another dirty little secret
2. The shifting turf of higher education
3. Developing a new form guide for uncertain times

11. Central message…
A real danger that new forms of open, online and
blended learning will repeat and entrench many of
today‟s wicked problems using yesterday‟s
solutions.

12. Technology matters…
“We use to talk more
before someone
invented fire”

13. 1. A dirty little secret

14. The truth is that…

15. The truth is that…
Many technology-enhanced learning initiatives
reinforce traditional pedagogy and conventional
educational outcomes…

16. The truth is that…
Many technology-enhanced learning initiatives
reinforce traditional pedagogy and conventional
educational outcomes…
… andopen, online and blended
learningarepart of the problem.

17. The truth is that…
Many technology-enhanced learning initiatives
reinforce traditional pedagogy and conventional
educational outcomes…
… andopen, online and blended
learningarepart of the problem.
Arguably they convey false promises
and ahidden curriculum which is
infused with the language of education
in change.

18. False promises…
Technology
Expectation Cycle
(Cuban, 1986)
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press.

19. False promises…
High expectations
Technology
Rebukes Growing
and blame Expectation Cycle support
(Cuban, 1986)
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press.

20. Technology-enhanced learning involves an
ongoing cycle of hype, hopeand
disappointment(Gouseti, 2010).

21. Technology-enhanced learning involves an
ongoing cycle of hype, hopeand
disappointment(Gouseti, 2010).
Gartner Hype Cycle

22. With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the world‟s literature will be
available from The Automatic Library at the
mere pressing of a button
(Uzanne, 1994).

23. With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the world‟s literature will be
available from The Automatic Library at the
mere pressing of a button
(Uzanne, 1894).

24. The next big thing…

25. “… fundamentalelements of contemporary
learning and teaching have remained largely
untouched by the waves of digital
technologies that have been introduced inside
and outside of the classroom over the last
three decades”
(Selywn, 2011, p. 714).

26. The reality is that…
… theadditiveor „pump,
pump,dumpmodel‟ of open, online and
blended learning remains the norm.

27. An inconvenient truth…
• New demands on staff
• Increased expectations placed on learners
• Lack of time to devote to pedagogy and professional
development

28. “Despite the tremendous advances in
technology over the last 50 years the wealth
gap between rich and poor countries has
doubled.”

29. 2. The shifting turf…

30. 2. The shifting turf…
• How technology is changing our lives
• The economics of abundance
• The open movement

31. How technology is changing our lives…

32. About WaggaWagga…

34. http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be

37. What does all this mean?
A growing gap between formal and
informallearning and new types of globally
connected learners are expecting new
types of education for new times.

39. The economics of abundance…

40. The economics of abundance…
New Models of New Models of
Production Delivery
New Models of KnowledgeTransfer

41. New production models…

43. New delivery models…

44. New models of knowledge transfer…

52. But wait
there‟s more…

53. Thenew open movement…
October 2012
http://www.ey.com/AU/en/Industries/Government---Public-Sector/UOF_University-of-the-future

55. http://theconversation.edu.au/

57. FOMO

61. What does all this mean?
The traditional universityis being chiseled
away by powerful global forces and new
business models as a multitude
ofalternativeproviders emerge.

62. 3. New form guide…

63. 3. New form guide…
“Given all that we know about the social
complexities of technology use in education, a
pessimistic stance is the most sensible,
and possibly the most productive, perspective to
take”
(Selwyn, 2011,
p.714).

64. As Grosz (1990) writes…
“To say something is not true, valuable, or
useful, without posing alternatives is,
paradoxically, to affirm that it is true”
(cited in Milojevic, 2005, p.5).

65. So what does it take to win the
race that stops a nation?

66. So what does it take to win the
race that stops a nation?
Is this actually the race you
want to win?

67. There is only one race that matters…
The human race!

68. My form guide…
• What type of future higher education system do we want
educational technology to serve?

69. My form guide…
• What type of future higher education system do we want
educational technology to serve?
• What are the educational outcomes we seek
from open, online and blended learning?

70. My form guide…
• What type of future higher education system do we want
educational technology to serve?
• What are the educational outcomes we seek
from open, online and blended learning?
• How will new and emerging models of higher
education help us to realize the educational outcomes we
seek?

71. Pillars of learning…
Learning Learning Learning Learning
to be to know to do to live together

72. Pillars of learning…
Learning to change and transform
Learning Learning Learning Learning
to be to know to do to live together

73. How does technology help…

74. How does technology help…
• to enhance the quality of teaching and learning?
• to challenge conventional wisdom and contribute new
knowledge that makes a difference?
• to prepare digitally literate citizens capable of reshaping the
Knowledge Society?

76. Final Thoughts…
The future lies in…
Understanding the transformativepotential of
university education for inspiring people tobetter
themselves, for buildingcapacityfor change within
communities and for promoting widersocietal
benefits.

77. What are the wider social, culturaland
economic benefits of university
education to the nation?

78. What are the wider social, culturaland
economic benefits of university
education to the nation?
How doesCharles Sturt University
contribute to these benefits?

79. There is another race…
Future Taker Future Maker
Education for change

80. “A prudent question is one-half of wisdom.”
Francis Bacon
http://www.slideshare.net/mbrownz/