Reframing the digital lanadscape
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Professor Mark Brown discusses reframing the digital landscape through a cutting-edge digital learning strategy. He outlines three perspectives on the contested digital terrain: technocentric, demonic, and human-centric. Brown also examines different discourses that shape perspectives on technology in education, including learning society, e-learning, and knowledge economy narratives. Key questions are raised about who is telling the story of technology and what story is not being told. Finally, Brown discusses lessons for leading change in uncertain times, including producing leaders rather than followers and ensuring the right people are involved in change efforts.
Reframing the digital lanadscape
- 1. Reframing the Digital Landscape: A cutting-edge digital learning strategy Painting a Different Version of the Future Professor Mark Brown Director, National Institute for Digital Learning Future of Learning Conference Park Royal Hotel, Sydney Tuesday 25th Feb 2014
- 2. Live from the Browns…
- 3. About DCU…
- 4. About NIDL…
- 8. Reframing the digital landscape… Outline 1. The contested terrain 2. The discourses of persuasion 3. Leading for change in uncertain times Professor Mark Brown 2013
- 9. Key message… Who controls the past commands the future. Who commands the future conquers the past. (George Orwell)
- 10. Pop quiz... What do you see?
- 11. Pop quiz... What do you see?
- 12. Pop quiz... If the answer is 3, then what is the question?
- 13. Pop quiz... The current number of Australian universities offering Massive Open Online Courses through Coursera…
- 14. Key assumption... The rise of the MOOC is intertwined deeply with globalisation, the dominance of neo-liberalism, the expansion of digital capitalism, and decline of influence of the nation-state.
- 15. 1. The contested terrain
- 16. 1. The contested terrain Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
- 17. 1. The contested terrain Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
- 18. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
- 19. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
- 20. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
- 21. 1. The contested terrain
- 22. 1. The contested terrain http://learning-reimagined.com/noam-chomsky-on-technology-learning/
- 23. 1. The contested terrain ―Cyberspace is not politically neutral. It favors the political ideals of libertarian,free-market Republicans: a highly decentralized, deregulated society with little common discourse and minimal public infrastructure‖ (Shenk; cited in Burbules&Callister, 2000, p.169).
- 24. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Liberalism Perspective Demon Perspective Human-centric Perspective Social Determinism Technocratic Nightmare Professor Mark Brown 2013
- 25. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Liberalism Perspective Critics Demon Perspective Human-centric Perspective Social Determinism Technocratic Nightmare Professor Mark Brown 2013
- 26. 1. The contested terrain ―The web of our life is of a mingled yarn, goodand ill together...‖ William Shakespeare, All's Well That Ends Well, Act 4, Scene 3
- 27. 1. The contested terrain Three must read books…
- 28. 2. The discourses of persuasion
- 29. 2. The discourses of persuasion An avalanche is coming. It‘s hard of course, to say exactly when. It may be sooner than we think. Certainly there is no better time than now to seek to understand what lies ahead for higher education – and to prepare (p.8) Barber, M., Donnelly, K., &Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research. London.
- 30. 2. The discourses of persuasion ―It is the theory that decides what we can observe…‖ Albert Einstein Professor Mark Brown 2013
- 31. 2. The discourses of persuasion Learning Society E-learning • • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy
- 32. 2. The discourses of persuasion ―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).
- 33. 2. The discourses of persuasion ―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). ―Over the past decade Australian governments have invested extensively in digital education, highlighting the growing link between technology and economic prosperity.‖ (Australian Digital Education Advisory Group, 2013, p.5).
- 34. 2. The discourses of persuasion Learning Society E-learning • • Online learning Distance education • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy Different interest groups and stakeholders borrow the same ‗language of persuasion‘ to legitimize their own hegemonic agenda
- 35. 2. The discourses of persuasion The concept of hegemony—in which dominant groups in society seek to establish the common sense, define what counts as legitimate areas of agreement and disagreement, and shape the political agendas made public and discussed as possible—is central to peeling away the deeper layers of the digital landscape.
- 36. 2. The discourses of persuasion The concept of hegemony—in which dominant groups in society seek to establish the common sense, define what counts as legitimate areas of agreement and disagreement, and shape the political agendas made public and discussed as possible—is central to peeling away the deeper layers of the digital landscape. An educational ‗change is neither natural nor normal, constant nor common‘ as it involves a deeper struggle over who will win control of the curriculum (Evans, 1996, p.25).
- 37. 2. The discourses of persuasion Learning Society E-learning • • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
- 38. 2. The discourses of persuasion
- 39. 2. The discourses of persuasion Learning Society E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
- 40. 2. The discourses of persuasion
- 41. 2. The discourses of persuasion
- 42. 2. The discourses of persuasion
- 43. 2. The discourses of persuasion
- 44. 2. The discourses of persuasion
- 45. 2. The discourses of persuasion
- 46. 2. The discourses of persuasion Professor Mark Brown 2013
- 47. 2. The discourses of persuasion Arguably the reschooling discourse is infected by laissez-faire principles and the language of a kind of ―enterprise constructivism‖ — that is, the celebration of innovation, entrepreneurship and learning for the real (unjust) world in a new global higher education market.
- 48. 2. The discourses of persuasion Deschooling Learning Society • • • • Badges Un-curriculum Opening access Unbundling learning E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
- 49. 2. The discourses of persuasion Page 3 Professor Mark Brown
- 50. 2. The discourses of persuasion
- 51. 2. The discourses of persuasion
- 52. 2. The discourses of persuasion Page 3 Professor Mark Brown
- 53. 2. The discourses of persuasion Reconceptualist • • • • Deschooling Learning Society • • • • Being glocal Digital citizenship Socially just society Education for change cMOOCs Un-curriculum Opening access Unbundling learning E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
- 54. 2. The discourses of persuasion Learning to change and transform Learning to live together Learning to do Digital Identity Learning to know Learning to be Digital Citizenship Digital Inclusion
- 55. 2. The discourses of persuasion ―…technological developments are unavoidably linked to broader social imaginaries: our ideas about the role of technology in education are shaped and reshaped by our ideas about what constitutes the p.5). ‗good society‘ (Morgan, 2013,
- 56. 2. The discourses of persuasion Key questions… • Who is telling the story? • What is the story they are telling? • What story isn‘t being told? • What‘s missing from the story? Page 3 Professor Mark Brown
- 57. 3. Leading for change in uncertain times Page 3 Professor Mark Brown
- 58. 3. Leading for change in uncertain times Lesson 1… ―I start with the premise that the function of leadership is to produce more leaders, not more followers‖ — Ralph Nader.
- 59. 3. Leading for change in uncertain times Lesson 2… Make sure that they have the right people on the ―bus‖ before deciding where you want to go. Jim Collins… ―Good to Great: Why Some Companies Make the Leap…and Others Don‘t‖. Professor Mark Brown 2013
- 60. 3. Leading for change in uncertain times Lesson 3… ―Developing and implementingdesiredchange 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. Professor Mark Brown 2013
- 62. Conclusion A conclusion is the place where you got tired of thinking (or ran out of time)
- 63. Conclusion ―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).
- 64. Contact details Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz
Editor's Notes
- #3: Thank you!
- #12: Number 2
- #17: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #18: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #19: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #20: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #21: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #25: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #26: Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
- #27: To quote Shakespeare, “The web of our life is of a mingled yarn, good and ill together...”This observation brings me to the second point. There has been a basic failure to understand the character of pedagogical innovation and the complexities of the change process.
- #31: We are living through one of the most extraordinary periods of transformation in human history.
- #47: The inconvenient truth is that…
- #60: The key point is that developing, implementing and maintaining a cutting-edge digital learning strategy needs to be framed around the overarching vision, mission and values that are the distinctive essence of Dublin City University. As you can see from the handout a number of key cogs of change are identified in helping DCU realize the wider goal of “transforming lives and societies” through a 21st century digital campus.
- #61: To quote Professor Geoff Scott from this very useful decade old paper, “Change is not an event but is a complex and subjective learning/unlearning process for all concerned.”