seda keynote november 2011

Ten Years in Technology-Enhanced Learning:How far have we (really) come?

Helen Beetham @helenbeetham

Education Technology Timeline


3500 BCE writing


3500 BCE writing

1453 moveable type

Educational Technology timeline


2001 online field trips


2001 online field trips2005 interactive textbooks



2024 learning and workcompleted at home



2024 learning and workcompleted at home

2030 computers replace books

Technology stories are stories about the future...

...that tell us a lot about the present

Technology stories I have heard

Technology stories I have heardTechnology 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 is important because it 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 2003).

Technology stories I have heard






‘Soon there won’t be any technology, it will all be direct, you know. Mind to mind. Or just that one technology, the mind to mind one.’

Computer science student, 1999

Education is also a story about the future

Formal education (for a few) really got going in Western Europe with the Reformation

Extended to the majority during the industrial revolution-> beginning of a national, public education system

When things changed very little, people learned through imitation, observation and enculturation

Education is also a story about the future

Hypothesis: society invests in (public) education to the extent that young people have to be prepared for a future that is different from the previous generation

The curriculum = a map of that possible future

Mapping the story of Technology Enhanced Learning in UK HE

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Compu

ters in

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hing I

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ive

Teac

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Learn

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logy P

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Network

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arning

JISC e-

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ogram

me

Bench

marking

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arning

Tech

nolog

y-Enh

ance

d Lea

rning

TLRP/

TEL

Develo

ping D

igital

Litera

cy


1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

From computers to networks totechnology-enhanced environments

From teachers to learners

From computer-based activitiesto digital universities


1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

From computer-based activitiesto digital universities

‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007)

Digital technology is systemic in education

Digital technology is implicated in the crisisof confidence/legitimacy in public higher education

“a consumer revolutionfor students”


“higher level skills for a knowledge economy”

From collegiality to managerialism

From innovation to standardisation

From public service toconsumer benefit


In telling hopeful stories about the technological future...

... we must not ignore the crisis in front of us

politicspower

disadvantagefinite resources

Some hopeful signs from the world of technology


ingenious devices

connectivity -> emergence

power, speed & scale

multimedia capture / design

information = communication


‘I took the whole published works of Ted Hughes into that archive with me, on my laptop. And

that meant, when I saw... that image he’d changed, I could search through everything he’d every written and trace it, and find the echoes... That would have been my

whole PhD, 20 years ago.English studies student, 2011

Three hopeful stories about the future of education in a digital world

The new means of knowledge production:open content and open educational practices

The new critical being: digital literacy beyond ECDL

Education/al/development for an uncertain future

Open content and open educational practices

collaborating openly across borders

re-using content in teaching contexts

supporting public access to knowledge

teaching/learning in open networks

using and supporting others to use open content

open publication

open research data

open peer review and comment

using open source tools

Open content and open educational practicesCapetown Declaration (2009)We encourage educators and learners to actively participate in the emerging open education movement... creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved.

Digital literacy: from skills to practices

(digital literacy - maslow’s hierarchy, schon’s double-loop learning)interrogating the ends as well as the means)

Digital literacy: from confident use to critical action

Graduate Attribute Statementsa confident, agile adopter of a range of technologies for personal, academic and professional use (Oxford Brookes University)our graduates will be confident users of advanced technologies; they will lead others, challenging convention by exploiting the rich sources of connectivity digital working allows(Wolverhampton University)to be effective global citizens and interact in a networked society (Leeds Metropolitan University)

Technoliteracies must become reflective and critical, aware of the educational, social, and political assumptions involved in the restructuring of education, technology, and society currently under way (Kahn and Kellner 2005)

Digital literacy: from confident use to critical action

‘questioning the ends for which technologies offer themselves, as well as the means by which they are useful’ (2010)

Design for an uncertain future: the new curriculum

Design for an uncertain future: the new curriculum

'Engaged students – the leaders of tomorrow – are encouraged to see

how their own ideas can lead to collaborative change … If institutions

can embrace passionate student advocates, they will be in a good

position to drive forward innovation and to make a real and genuine

difference to the services they provide.'Dale Potter, Students’ Project

Coordinator, University of Exeter

Some resources

• JISC/HEA UK OER programme

• JISC Developing Digital Literacies programme

• JISC Curriculum Design and Curriculum Delivery programmes

• Design Studio

http://livepage.apple.com/

http://livepage.apple.com/

http://jiscdesignstudio.pbworks.com/w/page/40489793/Institutional-Approaches-to-Curriculum-Design

http://jiscdesignstudio.pbworks.com/w/page/40489793/Institutional-Approaches-to-Curriculum-Design

http://jiscdesignstudio.pbworks.com/w/page/40379712/Transforming-Curriculum-Delivery-through-Technology

http://jiscdesignstudio.pbworks.com/w/page/40379712/Transforming-Curriculum-Delivery-through-Technology

http://jiscdesignstudio.pbworks.com

http://jiscdesignstudio.pbworks.com

A thought from DeweyThe great advance of electrical science in the last generation was closely associated... with the application of electric agencies to means of communication, transportation, lighting of cities and houses, and more economical production of goods. These are social ends, moreover, and if they are too closely associated with notions of private profit, it is not because of anything in them, but because they have been deflected to private uses: a fact which puts upon the school the responsibility of restoring their connection in the mind of the coming generation, with public scientific and social interests.

John Dewey (1916)

Photo by S.Groppi, downloaded from http://www.flickr.com/photos/groppi/105326649/ under a creative commons licence

http://www.flickr.com/photos/groppi/105326649/

http://www.flickr.com/photos/groppi/105326649/