Scary Monsters and Super Creeps: Collaborating with the Enemy
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Invited COIl Fischer keynote at Penn State University, 9th August 2016
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Scary Monsters and Super Creeps: Collaborating with the Enemy
- 1. Scary Monsters and Super Creeps: Collaborating with the Enemy Professor Mark Brown - PhD Director, National Institute for Digital Learning COIL Fischer Lecturer Penn State University 9th August, 2016
- 2. @mbrownz
- 5. Love Him or Loathe Him?
- 6. Where were you in 1980?
- 7. • John Lennon assassinated • Ronald Reagan elected President • The Pac-Man video game was released In 1980…
- 10. Video
- 11. R.I.P. STARMAN
- 12. 1. The scary monsters 2. The competing forces 3. Re-envisaging preferred futures Scary Monsters and Super Creeps: Collaborating with the Enemy
- 14. 1. The scary monsters
- 15. 1. The scary monsters • Who are the monsters? • Where can they be found? • What nightmares are they telling us?
- 19. Social Determinism Technocratic Nightmare Technocratic Dream Technological Determinism Techno-centric Perspective Human-centric Perspective Demon Perspective Libertarian Perspective
- 21. Social Determinism Technocratic Nightmare Technocratic Dream Technological Determinism Critics Techno-centric Perspective Human-centric Perspective Demon Perspective Libertarian Perspective
- 22. The light comes through the cracks…
- 28. - Neil Selwyn
- 29. “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010).
- 30. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55).
- 31. John P. Kotter
- 32. “Developing and implementing desired change is not an event but is a complex and subjective learning/unlearning process for all concerned” (p.73). Scott, G. (2003). Effective change management in higher education. Educause Review, November/December, 64-80. Listen | Link | Lead
- 33. 2. The competing forces
- 34. 2. The competing forces
- 36. “It is theory that decides what we can observe…” Albert Einstein
- 37. Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own agenda
- 38. Knowledge Economy TWO MAJOR PERSPECTIVES Mark Brown, 2016 • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
- 39. “Frankly, all the computers and software and Internet connections in the world won’t do much good if young people don’t understand that access to new technology means… access to the new economy” (President Bill Clinton; cited in Cuban, 2001, p.18).
- 40. Knowledge Economy TWO MAJOR PERSPECTIVES Learning Society Mark Brown, 2016 • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
- 41. “Higher education has a crucial role to play in laying the foundations of a society that is more inclusive, participatory and equal...” The President said “…the role of the university in enabling citizens to develop the tools to address the great challenges of our time – global poverty, climate change and sustainability – was vital.
- 42. Reproducing TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • Sifting agent • Human capital • Social cohesion • Cultural heritage • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
- 43. ReschoolingReproducing • Sifting agent • Human capital • Social cohesion • Cultural heritage TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • 21st century skills • Technology as progress • Education as commodity • Increased market competition • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
- 44. “Our ability to compete as a nation—and for states, regions and communities to attract growth industries and create jobs— demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness—the engine, not simply an input, of the economy” (P21, 2008, p.1). http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
- 46. 3. Border Education as Commodity
- 48. Deschooling ReschoolingReproducing • Unbundling • Opening access • Micro credentials • New learning pathways TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • Sifting agent • Human capital • Social cohesion • Cultural heritage • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
- 50. Unbundling
- 51. 5. Content Opening Access
- 55. 4. Credential https://www.edsurge.com/news/2016-05-12-what-blockchain-means-for-higher-education New Learning Pathways
- 56. Is this the future of higher education? Video
- 58. ReconceptualizingDeschooling ReschoolingReproducing • Just society • Lifelong learning • Pillars of learning • Sustainable development TWO MAJOR PERSPECTIVES Learning Society Knowledge Economy Mark Brown, 2016 • Sifting agent • Human capital • Social cohesion • Cultural heritage • Entrepreneurship • Technology as progress • Education as commodity • Increased market competition • Unbundling • Opening access • Micro credentials • New learning pathways • Open Learning • Online Learning • Anytime Anywhere Learning eLearning • Digital Learning • Technology-enhanced Learning •
- 63. The current emphasis on education in change needs to shift to the language of education for change.
- 64. 3. Re-envisaging preferred futures
- 65. 3. Re-envisaging preferred futures
- 66. Moral Compass
- 67. “Despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled” (John Pilger, 2002).
- 68. World Bank Group. (2016). Digital dividends: World development report. Washington: A World Bank Group Flagship Report.
- 69. Global Attitudes Project, Pew Research, 2011 http://www.pewglobal.org/2011/11/17/the-american-western-european-values-gap/ The American-Western European Values Gap
- 71. “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
- 72. Allen, E., & Seaman, J., with Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group. 2%
- 73. • Massey Worldwide • DCU Connected • Open Learning Academy Three cases….
- 74. Palmerston NorthAuckland Wellington Distance Worldwide 34,000 students - Three campuses - 16,000 online http://www.massey.ac.nz/
- 81. Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project. Available from http:// eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
- 85. Conclusion In sum… • Agency and leadership • Collaborate with the enemy • Courage to be future makers
- 86. “Online learning should be in the service of big ideas, not as a big idea in itself.” (adapted from Barnett, 2011).
- 88. Video
- 90. • 775 million adults illiterate (2/3 women) • Some 250 million children not learning basic skills • 12 million teachers needed to get every child into school by 2020 “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
- 91. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidlmark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz