1. Opportunities in a Digital
Age: Implications for
Identity, Inclusion and
Economy
Professor Mike Keppell
Executive Director
Australian Digital Futures Institute
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2. Overview
n Trends
n Digital identity
n Digital inclusion
n Digital economy
n Digital society
n Digital literacies
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3. Digital Age
n Role of technology
n to enable new types of learning
experiences
n enrich existing learning scenarios” (p.
289).
n new means of intellectual expression”
and creativity (p. 289).
n Laurillard, Oliver, Wasson & Hoppe (2009)
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4. What Trends do we Need
to Consider?
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5. CSIRO Megatrends
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On the move
Personalisation
IWorld
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6. Trends
‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and
‣ Need for digital literacies
‣ BYOD technology
‣ Mobility is here!
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7. Horizon Reports
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8. New Generation Learners
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9. Rapport with technology
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10. Student-
generated
content (learner-
as-designers)
Connected
students (knowledge
is in the network)
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11. Owning the Place of Learning
rapport
with
technology
mobile
generate
content
personalise
connected
adapt
space to
their needs
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12. What technologies do
you use?
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13. What is digital identity?
n Safe and engaged digital citizenship
n Appropriate and responsible technology
use
n Digital wellness
n http://digitalcitizenship.net/
Home_Page.html
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14. What is Digital Identity?
n How you portray, represent
yourself online
n Rich ways of
communication
n Knowledge is in the
network
n Digital etiquette
n Digital ethics
n
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15. Bar BBQ
Boardroom Slide Night
Scrapbooking Journal
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24. Digital Identity Spaces
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25. Digital Inclusion
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26. Digital Inclusion
nDigital access
nNot everyone has
the same access
nAccess to technology
nAccess to skills,
education, training
nNo one should be
denied digital access
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27. Digital Inclusion
nhttp://digitalcitizenship.net/
Nine_Elements.html
nFully functioning members of society
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28. Digital Economy
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29. Digital Economy
nDigital presence - business website
nDigital commerce
nCommon internet purchases
nEffective consumers in a digital age
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30. 30
Digital Literacies
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31. Digital Literacies
n Literacy is no longer “the ability
to read and write” but now “the
ability to understand
information however
presented.”
n Can't assume students have
skills to interact in a digital age
n Literacies will allow us to teach
more effectively in a digital
age (JISC, 2012)
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32. 32
Literacies for the Future
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33. Game Changers
n Mobility
n Seamless learning
n Personalised learning
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34. 34
Mobility
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35. Mobility
n Global mobility
n Mobility of people
n Technologies to support
mobility
n Adapting our teaching and
learning?
n Assessment?
n Banking?
n Video-conferencing
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36. Undergraduate Students
and IT
n Monitors students
relationship with digital
technologies
n Portable devices are the
‘academic champions’
n 3x as many students used
e-books or e-textbooks
than in 2010
n Survey of 100,000 students
across 195 institutions
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37. 37
Seamless Learning
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38. Seamless Learning
Seamless learning
occurs when a
person experiences a
continuity of
learning across a
combination of
locations, times,
technologies or
social settings
(Sharples, et al,
2012).
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39. Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Professional
Practice
Distributed
Learning Spaces
Academic
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40. Virtual Learning
Spaces
Access & Equity?
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42. 42
Personalised Learning
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43. Personal Learning Spaces
‣ Integrate formal and informal learning
spaces
‣ Customised by the individual to suit their
needs
‣ Allow individuals to create their own
identities.
‣ Recognises ongoing learning and the need
for tools to support life-long and life-wide
learning.
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44. Connectivism
‣ Knowledge has changed to networks and
ecologies (Siemens, 2006).
‣ Need improved lines of communication in
networks.
‣ “Connectivism is the assertion that learning is
primarily a network-forming process” (p.
15).
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46. Student Generated
Content
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48. New Mindsets
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49. 49
Questions?
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50. References
n Allen, E & Seaman, J. (2013). Changing course: Ten years of tracking online education in
the united states. Babson Survey Research Group, Quahog Research Group, LLC, Pearson,
SLOAN-C.
n Johnson, L., Adams, S., Cummins, M., and Estrada, V. (2012). Technology Outlook for STEM
+ Education 2012-2017: An NMC Horizon Report Sector Analysis. Austin, Texas: The New
Media Consortium.
n Keppell, M., Suddaby, G. & Hard, N. (2011). Technology-enhanced Learning and Teaching
Good Practice Report. Australian Learning and Teaching Council. http://www.olt.gov.au/
resource-good-practice-report-technology-enhanced-learning-and-teaching-2011 & http://
www.olt.gov.au/system/files/resources/GPR_Technology_Enhanced_Keppel.pdf
n Keppell, M. & Riddle, M. (2012). Distributed learning places: Physical, blended and virtual
learning spaces in higher education. (pp. 1-20). In Mike Keppell, Kay Souter & Matthew
Riddle (Eds.). (2011). Physical and virtual learning spaces in higher education: Concepts for
the modern learning environment. Information Science Publishing, Hershey.
n Payton, S. (2012). Developing digital literacies. JISC. http://www.jisc.ac.uk/media/
documents/publications/briefingpaper/2012/Developing_Digital_Literacies.pdf
n Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved,
M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation
Report 1. Milton Keynes: The Open University. http://www.open.ac.uk/personalpages/
mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf
n Souter , K. Riddle, M., Sellers, W. & Keppell, M. (2011) Spaces for knowledge generation
final report. http://documents.skgproject.com/skg-final-report.pdf
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