New Mindsets in a Digital Future

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

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Box Hill TAFE - March 13

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Overview‣ Megatrends and challenges that will change the

way we live

‣ Game changers in tertiary education

‣ mobility, literacies, personalisation, seamless learning, user-generated content

‣ Wicked problems

‣ New mindsets

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What trends do we need to consider?

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CSIRO Megatrends

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On the movePersonalisationIWorld

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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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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).

nNew business models and mindsets (p.2)

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Beyond Current HorizonsnNetworking and

connections - distributed cognition

n Increasing personalisation and customisation of experience

nNew forms of literacy

nOpenness of ownership of knowledge (Jewitt, 2009).

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University of the Future

nDemocratisation of knowledge and access

nContestability of markets and funding

nDigital technologies

nGlobal mobility

n Integration with industry

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10 Years of Tracking Online Education in the United States‣ 2800 colleges and universities

‣ Academic leaders were unconvinced that MOOCs were sustainable

‣ MOOCS - important means for institutions to learn about online pedagogy

‣ 70% institutions believe online learning is critical to their long-term strategy

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10 Years of Tracking Online Education in the United States‣ 32% of students take at least

one online course

‣ 77% academic leaders rated outcomes superior to face-to-face

‣ 88.8% considered students needed more discipline as a barrier to widespread adoption

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Horizon Reports

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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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ChallengesnSeamless learning – diverse places and

spaces for learning.

nDigital literacies – capabilities which fit an individual for a digital society (JISC)

nPersonalisation - learning, teaching, place of learning and technologies

nMobility is here!

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Game Changers

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Game Changers

nMobility

nDigital literacies

nSeamless learning

nPersonalised learning

nUser-generated content

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Mobility

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Mobility

nGlobal mobilitynMobility of peoplenTechnologies to support

mobilitynAdapting our teaching and

learning?nAssessment?

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Mobile Learning SpacesnMobile learning challenges educators to

understand learners’ needs.

nEncourages educators to understand how learning takes place beyond the classroom.

nExamines the intersection of education, life, work and leisure (Kukulska-Hulme, 2010).

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Undergraduate Students and ITn 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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Digital literacies

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Digital LiteraciesnLiteracy is no longer “the ability

to read and write” but now “the ability to understand information however presented.”

nCan't assume students have skills to interact in a digital age

nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)

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Developing Literaciesn Employable graduates need to be digitally

literaten Digital literacies are often related to discipline

arean Learners need to be supported by staff to

develop academic digital literaciesn Professional development is vital in developing

digital literaciesn Professional associations are supporting their

members to improve digital literaciesn Engaging students supports digital literacy

development i.e. students as change agents (JISC, 2012)

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Context of

Digital Literacies

(JISC)

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Seamless learning

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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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Spaces for Knowledge GenerationnPhysical, blended or virtual ‘areas’ that:

n enhance learningnthat motivate learnersnpromote authentic learning interactions

nSpaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012).

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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Virtual Learning Spaces

Blending - Affordances - Equity? 30Thursday, 14 March 13

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Personalised learning

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Personal Learning Spaces

‣ Integrate formal and informal learning spaces

‣ Customised by the individual to suit their needs

‣ Allow individuals to create their own identities.

‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.

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Connectivism

‣ Knowledge has changed to networks and ecologies (Siemens, 2006).

‣ Need improved lines of communication in networks.

‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).

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What is a framework for designing student learning environments?

Principles

Distributed Learning Spaces

Seamless Learning

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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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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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Student Generated Content

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Interactive learning (learner-to-content)

Networked learning (learner-to-learner; learner-to-teacher)

Student-generated content (learner-as-designers).

Connected students (knowledge is in the network)

Learning-oriented assessment (assessment-as-learning)

Interactions

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Learning-oriented Assessment

Assessment tasks as learning tasks

Student involvement in assessment processes

Forward-looking feedback

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RemixingHi Mike,

I just wrote a quick blog using a slideshow you posted on SlideShare. Love your work!

http://www.edtechmagazine.com/higher/article/2013/01/blended-learning-explained-33-slides

Jimmy

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‘New Mindsets’

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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).

‘Kodak Moment’

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Ubiquitous cameras

3000 shots per trip

Share with friends

Print? Place on websites?

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‘Kodak Moment’

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“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).

‘Wicked Problems’

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“Time is running out.

No central authority.

Those seeking to solve the problem are also causing it”

(Levin, 2009, Wikipedia).

‘Super Wicked Problems’

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New MindsetsnPrivileging mobile learning and

teaching access

nEmbedding digital literacies into all aspects of learning, teaching and curriculum

nPrivileging diverse places of learning as opposed to a singular place of learning

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New MindsetsnAssisting teachers and students

to develop their own personalised learning strategy

nPrivileging user-generated content and remixing teaching and learning strategies

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Questions?

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