A key note presentation at the Digital Learning and the Future Student, 26th June, Auckland.

1. The Digital Learning Revolution:
What Lies Ahead?
Professor Mark Brown
Future Learning and the Digital Student
26th June, 2013

2. A
Digital
Revolution
or Evolution?

6. The light comes through the cracks…

7. The light comes through the cracks…
“The web of our life is of a mingled yarn,
good and ill together...”
William Shakespeare,
All's Well That Ends Well, Act 4, Scene 3

8. 1. A game changer?
2. How are our lives changing?
3. How is the „business‟ of education changing?
4. How can we shape a better digital future?
Outline…

9. Question…
Who‟s in
the audience today?

10. Who‟s in
the audience today?
Question…
Please Stand Up

11. You can't predict the future,
just like you can't reach the horizon...
Key message…

12. 1. A game changer?

13. 1. A game changer?
http://net.educause.edu/ir/library/pdf/pub7203i.pdf

14. “With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the world‟s literature will be
available from The Automatic Library at the
mere pressing of a button”
(Uzanne, 1994).
1. A game changer?

15. “With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the world‟s literature will be
available from The Automatic Library at the
mere pressing of a button”
(Uzanne, 1894).
1. A game changer?

16. 1. A game changer?
1935

17. Technology
Expectation Cycle
(1986)
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New York: Teachers‟ College Press.
1. A game changer?

18. High expectations
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New York: Teachers‟ College Press.
Technology
Expectation Cycle
(1986)
1. A game changer?

19. High expectations
Growing
support
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New York: Teachers‟ College Press.
Technology
Expectation Cycle
(1986)
1. A game changer?

20. High expectations
Growing
support
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New York: Teachers‟ College Press.
Technology
Expectation Cycle
(1986)
1. A game changer?

21. High expectations
Growing
support
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New York: Teachers‟ College Press.
Technology
Expectation Cycle
(1986)
1. A game changer?

22. “Technology-enhanced learning involves an ongoing cycle of hype,
hopeand disappointment” (Gouseti, 2010).
1. A game changer?

23. “Technology-enhanced learning involves an ongoing cycle of hype,
hopeand disappointment” (Gouseti, 2010).
“Given 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).
1. A game changer?

24. 1. A game changer?

25. “We tend to overestimatethe effect of a technology in
the short run and underestimate the effect in the
long run.”
Amara‟s Law
1. A game changer?

26. 2. How are our lives
changing?

28. 2. How are our lives
changing?
1983 2013
Long ago people danced at concerts, now they
video, share, click and tweet!
Source: KPCB Internet Trends 2013

29. 2. How are our lives
changing?
Source: KPCB Internet Trends 2013

30. Source: http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be2. How are our lives
changing?

31. 2. How are our lives
changing?

32. 2. How are our lives
changing?

33. 2. How are our lives
changing?
What does all this mean?

34. 2. How are our lives
changing?
A completely new type of globally
connected learneris expecting a new type
of education for new times.
What does all this mean?

35. 2. How are our lives
changing?
A completely new type of globally
connected learneris expecting a new type
of education for new times.
What does all this mean?
Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the
evidence? British Educational Research Journal, 36 (3), 503-520.

36. 3. How is the „business‟
of education changing?

37. 3. How is the „business‟
of education changing?

39. 3. How is the „business‟
of education changing?

40. 3. How is the „business‟
of education changing?

41. 3. How is the „business‟
of education changing?

42. 3. How is the „business‟
of education changing?

43. But wait
there‟s more…
3. How is the „business‟
of education changing?

44. 3. How is the „business‟
of education changing?
The economics of abundance
The OER movement…

45. 3. How is the „business‟
of education changing?

46. 3. How is the „business‟
of education changing?

47. 3. How is the „business‟
of education changing?

48. 3. How is the „business‟
of education changing?

49. 3. How is the „business‟
of education changing?

50. FOMO
3. How is the „business‟
of education changing?

51. What does all this mean?
3. How is the „business‟
of education changing?

52. The traditional educational institutionis being
chiseled away by powerful global forces
and new business models as a multitude
ofalternativeproviders emerge.
What does all this mean?
3. How is the „business‟
of education changing?

53. 4. How can we shape a
better digital future?

54. 4. How can we shape a
better digital future?
Source: http://futuremakers.wikispaces.com/

55. “It is the theory that decides what we
can observe…”
Albert Einstein
4. How can we shape a
better digital future?

56. Knowledge Society
Knowledge Economy
• Online learning
• Blended learning
• Anytime, anywhere learning
Major competing discourses…
E-learning •
Distance education •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same „language of persuasion‟to legitimize their own hegemonic agenda

57. Knowledge Society
Knowledge Economy
Reproduction
• Mass education
• Universal standards
• Education as a commodity
• Increased market competition
Major competing discourses…
Different interest groups and stakeholders borrow the
same „language of persuasion‟to legitimize their own hegemonic agenda
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Distance education •
Technology-enhanced learning •

58. Knowledge Society
Knowledge Economy
Reschooling Reproduction
•xMOOCs
• New pedagogies
• Real world learning
• Education in change
• Mass education
• Universal standards
• Education as a commodity
• Increased market competition
Major competing discourses…
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Distance education •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same „language of persuasion‟to legitimize their own hegemonic agenda

59. Knowledge Society
Knowledge Economy
Deschooling
Reschooling Reproduction
• PLE
• cMOOCs
• Un-curriculum
• Life-long learning
• Mass education
• Universal standards
• Education as a commodity
• Increased market competition
Major competing discourses…
•xMOOCs
• New pedagogies
• Real world learning
• Education in change
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Distance education •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same „language of persuasion‟to legitimize their own hegemonic agenda

60. Reconceptualist
Knowledge Society
Knowledge Economy
Deschooling
Reschooling Reproduction
• Being glocal
• Digital citizenship
• Socially just society
• Education for change
•xMOOCs
• New pedagogies
• Real world learning
• Education in change
• Mass education
• Universal standards
• Education as a commodity
• Increased market competition
Major competing discourses…
• PLE
• cMOOCs
• Un-curriculum
• Life-long learning
• Online learning
• Blended learning
• Anytime, anywhere learning
E-learning •
Distance education •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same „language of persuasion‟to legitimize their own hegemonic agenda

61. Learning to change and
transform
Learning to live
together
Learning to do
Learning to
know
Learning
to be
Digital
Literacy
Digital
Identity
Digital Citizenship
4. How can we shape a
better digital future?

62. Conclusion

63. Be wary of predictions…
Conclusion

64. “Thirty years from now the big university
campuses will be relics. Universities won‟t
survive. It‟s as large a change as when we
first got the printed book.”
(Peter Drucker, Forbes, 1997)
Conclusion
Be wary of predictions…

65. “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).
Conclusion

66. DEANZ…

67. Questions…
“He [she] who asks a question
is a fool for five minutes; he [she] who
does not ask a question remains a fool forever.”
Chinese Proverb

68. • Email
m.e.brown@massey.ac.nz
• Twitter
@mbrownz
• DELFA
http://delfa.massey.ac.nz
• Slideshare
http://www.slideshare.net/mbrownz
Contact…