Keynote presentation for McGraw-Hill Australia

1. Digital Futures: Opportunities
and Challenges in a Brave
New World
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
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2. Who coined the term
‘Brave New World’?
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3. Overview
‣ Megatrends and challenges that will change the
way we live
‣ Game changers in higher education (mobility,
literacies, personalisation, seamless learning,
user-generated content)
‣ Kodak moment
‣ Wicked problems
‣ Opportunities and challenges
‣ Changing mindsets
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4. What trends do we need to
consider?
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5. CSIRO Megatrends
On the move
Personalisation
IWorld
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6. Australia in the Asian
Century
n “The transformation of the
Asian region into the
economic powerhouse of
the world is not only
unstoppable, it is
gathering pace” (Julia
Gillard).
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7. To Succeed in the Asian
Century
n “Australia’s commerical
success in the region
requires that highly
competitive Australian
firms and institutions
develop collaborative
relationships with others
in the region” (p.2).
n New business models
and mindsets (p.2)
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8. Beyond Current Horizons
n Importance of networking
and connections -
distributed cognition
n Increasing
personalisation - self
representation and
customization of
experience
n New forms of literacy
n Openness of ownership of
knowledge (Jewitt, 2009).
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9. University of the Future
n Democratisation of
knowledge and access
n Contestability of markets
and funding
n Digital technologies
n Global mobility
n Integration with industry
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10. Horizon Reports
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11. Trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
relationships will challenge our educational
identity.
‣ Students want to use their own technology
for learning.
‣ Shift across all sectors to online learning,
hybrid learning and collaborative models.
‣
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12. Challenges
n Seamless learning – people expect to be
able to work, learn, and study whenever
and wherever they want.
n Digital literacies – capabilities which fit an
individual for living, learning and working in a
digital society (JISC)
n Personalisation - our learning, teaching,
place of learning, technologies will be
individualised
n Mobility is here!
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13. Game Changers
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14. Game Changers
n Mobility
n Digital literacies
n Seamless learning
n Personalised learning
n User-generated content
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15. Mobility
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16. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
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17. Mobile Learning Spaces
n With its strong emphasis on learning
rather than teaching, mobile learning
challenges educators to try to understand
learners’ needs.
n Understanding how learning takes
place beyond the classroom, and
n Intersection of education, life, work
and leisure” (Kukulska-Hulme, 2010, p.
181).
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18. Undergraduate Students
and IT
n Monitors students
relationship with digital
technologies
n Portable devices are the
‘academic champions’
n 3x as many students used
e-books or e-textbooks
than in 2010
n Survey of 100,000 students
across 195 institutions
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19. Digital literacies
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20. Sunday, 3 February 13 20

21. Digital Literacies
n Literacy is no longer “the ability
to read and write” but now “the
ability to understand
information however
presented.”
n Can't assume students have
skills to interact in a digital age
n Literacies will allow us to teach
more effectively in a digital
age (JISC, 2012)
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22. Developing Literacies
n Employable graduates need to be digitally
literate
n Digital literacies are often related to discipline
area
n Learners need to be supported by staff to
develop academic digital literacies
n Professional development is vital in developing
digital literacies
n Professional associations are supporting their
members to improve digital literacies
n Engaging students supports digital literacy
development i.e. students as change agents
(JISC, 2012)
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23. Context
of
Digital
Literacies
(JISC)
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24. Seamless learning
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25. Seamless Learning
Seamless learning
occurs when a
person experiences a
continuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012).
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26. Spaces for Knowledge
Generation
n Physical, blended or virtual ‘areas’ that:
n enhance learning
n that motivate learners
n promote authentic learning interactions
n Spaces where both teachers and students
optimize the perceived and actual
affordances of the space (Keppell &
Riddle, 2012).
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27. Distributed
Learning Spaces
Physical Blended Virtual
Formal Informal Formal Informal
Mobile Personal Academic
Professional
Outdoor
Practice
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28. Virtual Learning
Spaces
Blending - Affordances - Equity?
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29. Sunday, 3 February 13 29

30. Personalised learning
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31. Personal Learning Spaces
‣ Personal Learning Environments (PLE)
integrate formal and informal learning
spaces
‣ Customised by the individual to suit their
needs and allow them to create their own
identities.
‣ A PLE recognises ongoing learning and the
need for tools to support life-long and life-
wide learning.
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32. Connectivism
‣ PLE may also require new ways of learning
as knowledge has changed to networks
and ecologies (Siemens, 2006).
‣ The implications of this change is that
improved lines of communication need to
occur.
‣ “Connectivism is the assertion that learning is
primarily a network-forming process” (p.
15).
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33. Sunday, 3 February 13 33

34. Sunday, 3 February 13 34

35. What is a framework for designing
student learning environments?
Distributed Seamless
Learning Learning
Spaces
Principles
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36. Seven Principles of
Learning Space Design
n Comfort: a space which creates a physical and
mental sense of ease and well-being
n Aesthetics: pleasure which includes the
recognition of symmetry, harmony, simplicity and
fitness for purpose
n Flow: the state of mind felt by the learner when
totally involved in the learning experience
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37. Seven Principles of
Learning Space Design
•Equity: consideration of the needs of cultural and
physical differences
•Blending: a mixture of technological and face-to-face
pedagogical resources
•Affordances: the “action possibilities” the learning
environment provides the users
•Repurposing: the potential for multiple usage of a
space (Souter, Riddle, Keppell, 2010) (http://
www.skgproject.com)
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38. User Generated Content
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39. Interactions
Information access (degree and subject
expectations)
Interactive learning (learner-to-content
interactions)
Networked learning (learner-to-learner;
learner-to-teacher interactions)
Student-generated content (learner-as-
designers; assessment-as-learning
interactions) (Herrington & Oliver 2001).
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40. Sunday, 3 February 13 40

41. Sunday, 3 February 13 41

42. Remixing
Hi Mike,
I just wrote a quick blog
using a slideshow you
posted on SlideShare.
Love your work!
http://
www.edtechmagazine.c
om/higher/article/
2013/01/blended-
learning-explained-33-
slides
Jimmy
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43. ‘Kodak Moment’
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44. ‘Kodak Moment’
Preserving significant occasions
Narrow marketing - false assumptions about
who took photos and the importance of prints
Cameras became gadgets sold in electronic
stores not just camera stores
With digital more men were taking photos
but not necessarily printing
Focus was on prolonging the life of existing
modes of business (Kamil Manir).
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45. ‘Kodak Moment’
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46. Ubiquitous 3000 shots Share with
cameras per trip friends
Place on
Print?
websites?
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47. Sunday, 3 February 13 47

48. ‘Wicked Problems’
“The problem is not understood until after the
formulation of a solution.
Wicked problems have no stopping rule.
Solutions to wicked problems are not right or
wrong.
Every wicked problem is essentially novel and
unique”.
(Conklin, 2009, Wikipedia).
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49. ‘Super Wicked Problems’
“Time is running out.
No central authority.
Those seeking to solve
the problem are also
causing it”
(Levin, 2009,
Wikipedia).
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50. Who coined the term
‘Brave New World’?
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51. Sunday, 3 February 13 51

52. Brave New World
n O wonder! How many goodly creatures
are there here! How beauteous mankind
is! O brave new world, That has such
people in't.
—William Shakespeare, The Tempest, Act
V, Scene I, ll. 203–206[5]
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53. ‘Goodly Creatures’
n New mindsets
n Mobility
n Seamless learning
n Digital literacies
n Personalised learning
n User-generated
content and
remixing
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54. Questions?
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