Indexing Structures in Database Management system.pdf
Higher Education for the Future: Infusing Digital Learning in Institutional Culture
1. Higher Education for the Future:
Infusing Digital Learning in Institutional Culture
Professor Mark Brown
Director, National Institute for Digital Learning
Toronto, Canada
17th October 2017
13. Different interest groups and stakeholders are borrowing
the same ‘languages of persuasion’
to legitimize very different agenda
In the
fake news era…
31. 56%
67%
70%
72%
78%
78%
84%
I felt comfortable expressing my opinion and
providing input to an online discussion forum
Participating in DCU Fuse was a good use of my
time
I understood how the conversations related to
aspects of the strategic planning process at DCU
The platform is a good way to solicit views and allow
large groups of people to contribute to debates
The topics covered a wide range of areas within the
university in a transparent manner
I found using DCU Fuse to be an interesting
experience
The conversation topics were relevant to my work/
study/ activity at DCU
36. “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).
43. Professor Mark Brown
Director, National Institute for Digital Learning
www.dcu.ie/nidlmark.brown@dcu.ie
@mbrownz www.slideshare.net/mbrownz
Editor's Notes
Put simply, the traditional degree is higher education's version of the bundle. As Ryan Craig (2015) points out bundling has been central to the higher education business model for centuries. Institutions combine content and a wide range of products and services into a single package, which generates revenue.
However, this is a simplistic view as unbundling has many different faces. In this brief presentation, I will touch on six of these that have particular relevance to Irish higher education.
Imagine two people are standing on opposing hilltops looking into the valley below. One sees sunshine; the other, shadow. Both are right. Accordingly this talk invites you to think about the light and DARK sides of the unbundling debate.
Extending the metaphor by looking more deeply through the lens of a telescope we can better understand the grand narratives and some of the competing and co-existing discourses of persuasion surrounding the MOOC movement and online learning more generally.
This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.
This framework illustrates that there are two overarching perspectives influencing the debate: the tradition of the Learning Society and the influence of the Knowledge Economy. It is fair to say that a strong Knowledge Economy discourse is imbued in the languages of persuasion surrounding the unbundling movement.