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Reflecting on our Achievements:Whats Next for Technology-enhanced Learning and Teaching?

Inspire a Digital Generation:Thinking Differently About Our AchievementsProfessor Mark BrownInternational Blended Learning Conference

The light comes through the cracksThe unexamined life is not worth living (Socrates)Dirty little secret...

I am nothing if not critical

(William Shakespeare)What is the purpose of a keynote? 6 Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance Major leadership role in digitalisation at Massey University Previous Coordinator of the Doctor of Education (EdD) On several executive committees (ACiLiTE, DEANZ, DEHub) Convener of the 2012 ascilite conference in Wellington Recipient of National Award for Sustained Excellence in Tertiary Teaching First New Zealand Apple Distinguished Educatorm.e.brown@massey.ac.nz

Twitter @mbrownzAbout Mark

Not my real name7Please raise your left armThink differently

Sit down if you own an ipodSit down if you own an iphoneSit down if you own an ipadSit down if you own a Macintosh computer

8Think differently

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Outline1. False promises

2. Serious challenges

3. Re-visioning the blend

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Blended learning can help to create a vibrant digital learning culture. However, it can also be used to entrench many of todays wicked problems using tomorrows digital technology.A Story of Hype and HopeCentral thesisTo avoid any confusion and in case I run short on time, my central thesis is that

Blended can help to create a vibrant digital learning culture. However, it can also be used to entrench 1950s style teaching on 21st century networks.

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What are the big issues or wicked problems facing our age?Big questionFold and pass to someone else121. False promises13. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency

(Vaughan, 2012). 1. False promises

Blended learning is

Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes

1. False promises15

1. False promisesMost technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes and blended learning is part of the problem. 16Arguably the concept of blended learning does little to disrupt the old normal and the hidden curriculum infused in the current language of the future.

and blended learning is part of the problem. 1. False promisesMost technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes 17 What is the hidden curriculum of our technology-induced future?Big question

Fold and pass to someone else18TechnologyExpectation Cycle(Cuban, 1986)Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.1. False promisesHigh expectations GrowingsupportSubsided enthusiasm Rebukesand blame Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.TechnologyExpectation Cycle(Cuban, 1986)1. False promises

Education is primed for a revolution and blended learning might just be ithttp://www.knewton.com/blended-learning/1. False promisesTechnology-enhanced learning involves an ongoing cycle of hype, hope and disappointment (Gouseti, 2010).

1. False promises22

Gartner Hype CycleTechnology-enhanced learning involves an ongoing cycle of hype, hope and disappointment (Gouseti, 2010).

1. False promises23 fundamental elements 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).1. False promises

How do we design for learning in ways that exploit the potential of new digital technology

1. False promises on a scalable and sustainable basis with a critical twist that breaks free of the current paradigm?How do we design for learning in ways that exploit the potential of new digital technology

1. False promisesPut another way can be avoid the plague of the technology scrum. Complete after me Crouch, Touch, Pause, Engagement and Collapse. or are we going to continue to play the same old game (with new tools) resulting in the same outcomes? How do we design for learning in ways that exploit the potential of new digital technology

1. False promises on a scalable and sustainable basis with a critical twist that breaks free of the current paradigm?Big question

What are the educational outcomes we seek from blended learning?Fold and pass to someone else282. Serious challenges29 Gap between formal and informal learning Emergence of new business models Lack of skill and willWhy a new game plan2. Serious challenges302. Serious challengesAccording to legend, who founded the concept of the Olympic Games?When was the first Olympic Games?

Gap between formal and informal learning

776BC312. Serious challengesAccording to legend, who founded the concept of the Olympic Games?

When was the first Olympic Games?

776 BCHercules son of ZeusGap between formal and informal learning

776BC32There are over 2.9 billion searches performed on Google each month 2. Serious challenges

Gap between formal and informal learning

To whom were these questions addressed B.G.? 2. Serious challengesGap between formal and informal learning

To whom were these questions addressed B.G.?

before Google2. Serious challenges

Gap between formal and informal learning

2. Serious challengesGap between formal and informal learning

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http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be2. Serious challengesGap between formal and informal learning

2. Serious challengesGap between formal and informal learning

A completely new type of globally connected learner is expecting a new type of education for new timesWhat does all this mean?2. Serious challengesGap between formal and informal learning

The economics of abundance

New Models ofProductionNew Models ofDistributionNew Models of Trade & Exchange2. Serious challengesEmergence of new business models

Martin Waller40

2. Serious challengesEmergence of new business models

2. Serious challengesEmergence of new business models

Who owns?

2. Serious challengesEmergence of new business models

2. Serious challengesEmergence of new business models

2. Serious challengesEmergence of new business models

2. Serious challenges

Emergence of new business models

The traditional university is being chiseled away by powerful global forces and new business models as a multitude of new providers emerge.2. Serious challengesEmergence of new business models

What does all this mean?Big question

How will new and emerging models of higher education help us to realise the educational outcomes we seek?Fold and pass to someone else48 New demands on staff Increased expectations placed on learners Lack of time to devote to pedagogy and professional development

2. Where is eLearning heading?2. Serious challengesLack of skill and will

Even blended learning does not address49Potential increases in academic workload

More with less!2. Where is eLearning heading?2. Serious challengesLack of skill and will

50 the additive or dominant pump, pump, dump model of online (blended) learning

2. Serious challengesPath of least resistance isLack of skill and will

3. Re-visioning the blend2. Where is eLearning heading?3. Re-visioning the blendGiven 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).

53At an even deeper level, eLearning is at the centre of a struggle between realizing the concept of an inclusive Knowledge Society as opposed to the Knowledge Economy. I wont complicate matters by explaining the hour glass but suffice to say the language of elearning is used to support both ends but for very different purposes. 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).As Grosz (1990) writes3. Re-visioning the blend

Learningto beLearningto knowLearningto doLearningto live togetherLearning to change and transform3. Re-visioning the blendPillars of Learning3. Re-visioning the blendHaving the courage to stand against the norm by teaching differently.

Education for the future1. What is eLearning?

Out of all the 240+ countries in the Olympic family, fewer than half have ever won a medal of any kind

All African nations combined still accounted for less than 2% of the total medals haul at the previous Olympics

India with a population of approximately 1.1 billion people won only three medals in 2008 3. Re-visioning the blendMedal Count by PopulationHow is blended learning helping to address these problems?

1. What is eLearning?

Rich countries always perform best

The Olympics is an expensive business: to send an extra competitor, a country has to increase its GDP per head by $260 (US)

For every $1 in overseas aid from wealthy countries, $13 returns in debt repayments

3. Re-visioning the blendMedal Count by GDPHow is blended learning helping to address these problems?

3. Re-visioning the blend

What is the real carbon footprint associated with the event?

One person in the first world contributes more to the destruction of the environment than 70 people in the so-called developing world

Medal Count by CarbonWho made the uniforms?

3. Re-visioning the blendWhat about the sponsors?

3. Re-visioning the blendhttp://www.geographyinthenews.rgs.orgBeyond the pedagogy of the depressedThinkingdifferently aboutour achievements!Conclusion62ConclusionConclusionBlended education for change which disruptsthe dominant technology-induced images of the futureThrough all the hype and hope we need to remain steadfast in our focus on education for change rather than education in change. In this regard, the University of Melbourne is uniquely placed to become a future maker as opposed to a future taker.

All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.

(Toffler, 1974). ConclusionConclusionBlended education for change which disruptsthe dominant technology-induced images of the futureThe story of eLearning still has many unwritten chapters but for now the last word goes to Toffler.

All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.

How can blended education inspire a new digital generation to think differently about our achievements?Big questionFold and hand in65A prudent question is one-half of wisdom.

Francis Bacon

m.e.brown@massey.ac.nzhttp://www.slideshare.net/mbrownz/Questions66