Invited keynote presentation at PLA#7 Supporting Educators for Innovative, Open and Digital Education, ET2020 Working Group, Digital Skills and Competencies, Zagreb, 7-8 December, 2017.
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Supporting Educators for Innovative, Open and Digital Education: Challenges and Opportunities
1. Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
Professor Mark Brown
Director, National Institute for Digital Learning
Zagreb, Croatia
7th December 2017
11. 3 x premises
3 x paradoxes
3 x propositions
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
12. Key question: How to support educators for innovative, open and digital education?
Professional Collaboration
13. MICRO
MACRO
MESO
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning
NANO
14. Institutional
Global
National
Supporting Educators for Innovative, Open
and Digital Education: Challenges and Opportunities
Individua
l
https://www.slideshare.net/AirinaVolungeviciene/recognition-of-open-and-nonformal-learning
17. Innovative, open and digital
education is booming but
major structural barriers limit
transformative impact
Paradox 1…
1. Global/National Level
18.
19.
20.
21.
22. “It will not be possible to satisfy the rising
demand for Higher Education, especially
in developing countries, by relying on
traditional approaches.”
(Sir John Daniel, 2013)
Past President,
Commonwealth of Learning;
Previous Vice-Chancellor,
UK Open University
28. “There is also almost no understanding of the
private and social [public] benefits of distance and
online education in comparison with those of face-to-
face education” (Rumble, 2014, p.208).
Rumble, G. (2014). The costs and economics of online distance education (pp. 197-216). In O. Zawacki-Richter & T. Anderson
(Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.
29. Proposition 1…
We need to frame debates
about new innovative models of
open and digital education in terms of the
wider benefits they offer for the
“good society”
31. Innovative, open and digital
education has the potential to
transform traditional business
models but most efforts merely
tame new technologies
Paradox 2…
2. Institutional Level
45. 3. Teacher Level
Innovative, open and digital
education can transform learning
but workload, pedagogical beliefs
and assessment requirements
strongly influence practice
Paradox 3…
49. …the old ‘pump, pump, dump’
model of teaching still dominates practice
The uncomfortable reality is…
50. "Using new digital technology to improve
education is not rocket science... it is
much, much harder than that”
(Diana Laurillard, 2009).
51.
52. “Good educators are not just workers to be
digitally up-skilled! They should be valued as
important change agents and trusted
professionals willing to go “off the rails” to
challenge practices which reproduce
inequitable distribution of power, knowledge and
resources”
Brown, 2017
53. We need to develop teachers with critical
mindsets capable of using innovative,
open and digital education to
shape better futures
for all
Proposition 3…