Higher Education for the Future: Infusing Digital Learning in Institutional Culture
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Paper at 27th ICDE World Conference on Online Learning, Toronto, Canada, 17th October 2017.
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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
- 3. 1. Education in change 2. Education for change 3. Education for better futures Outline….
- 5. 1. Education in change
- 8. In 1976… 89% market share
- 12. Liverpool Hut, Mt Aspiring New Zealand
- 13. Different interest groups and stakeholders are borrowing the same ‘languages of persuasion’ to legitimize very different agenda In the fake news era…
- 14. Knowledge Economy Learning Society Mark Brown, 2016 TWO MAJOR PERSPECTIVES • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization •
- 15. Knowledge Economy Learning Society Mark Brown, 2016 TWO MAJOR PERSPECTIVES • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization • • Sifting agent • Human capital • Cultural heritage • Education as commodity • 21st Century skills • Entrepreneurship • Education in change • Increased market competition ReschoolingReproducing
- 16. Knowledge Economy Learning Society Mark Brown, 2016 TWO MAJOR PERSPECTIVES • Threat • Unbundling • Re-imagination Crisis • Disruption • Democratization • • Just society • Lifelong learning • Pillars of learning • Education for change • Democratic • Opening access • Micro credentials • New learning pathways • Sifting agent • Human capital • Cultural heritage • Education as commodity • 21st Century skills • Entrepreneurship • Education in change • Increased market competition ReschoolingReproducing ReconceptualizingDeschooling
- 19. “Digital transformation should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011)
- 20. 2. Education for change
- 30. Academic Staff 22% Alumni 8% External Guests 10% Postgrad Student 5% Undergrad Student 24% Professional Staff 31% Who took part… 21 Countries Average Time on Platform: 74 minutes
- 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
- 35. 3. Education for better futures
- 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).
- 39. Two Questions
- 40. 1. What type of good societies do we want to create for better futures - for all?
- 41. 2. What type of new business models will help us achieve our preferred good societies?
- 42. “A prudent question is one-half of wisdom” Francis Bacon
- 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.