Keynote to HE Learning Futures conference in Sydney, February 2014

1. Learning in the Digital University
Helen Beetham
@helenbeetham

2. #futurelearninghe
•The many faces of the digital university
•Developing successful digital graduates
•Learners as change agents and pioneers

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A bit of UK HE (and personal) history
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Past
Future

4. A bit of UK HE (and personal) history
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Past
Future
From computers to networks to
technology-enhanced environments
From teaching with computers to
learning with diverse digital devices
From computer-based activities to
the digital curriculum, the digital university

5. Digital technology is systemic in higher education
‘We are not
rethinking some
part or aspect of
learning, we are
rethinking all of
learning in these
new digital
contexts’ (2007)

6. Digital technology is systemic in higher education
•
Students first experiences
of university are digital
•
Students use their digital
devices, services, networks
for learning whether
invited to or not
•
Digital technologies, media
and practices of the ‘internet’ age originated in universities
•
•
Universities are dependent on ICT-based systems
The internet creates a global market in learning and
learners

7. What are you hopeful or excited about?
What are you fearful or worried about?
#futurelearninghe
cc. http://ninaturns40.blogs.com

8. There are different ways of being/knowing in a
digital age...
•
•
Some embrace virtual
experiences, others see them as
a poor substitute for f2f
•
Digital access introduces new
stresses and inequalities
•
•
Students fundamentally divided
on key issues in technology and
learning
Digital practices are an aspect of
personal and academic identity
Digital capability is contextual e.g. depends on subject of study
and social setting
bit.ly/learnerquiz

9. There are different ways of being a digital university
global lecture hall
walled
garden
international
franchise
virtual
pick’n’mix
wired
community
local learning hub

10. Not all universities are digital in the same way
walled
garden
virtual
pick’n’mix

11. Not all universities are digital in the same way
walled
garden
virtual
pick’n’mix

12. Not all universities are digital in the same way
walled
garden
Small scale
Closed systems
Enhanced physical campus
Digital resources produced/
consumed locally
Specialist subjects
Student experience is key
virtual
pick’n’mix
Large scale or interlinked
Open systems / standards
Study anywhere
Global digital resources
consumed locally
Wide range of subjects
Convenience/employment/
transferable credit are key

13. #futurelearninghe
What kind of digital university is yours (trying to be)?
It might not be
one of these!
global lecture hall
walled
garden
international
franchise
virtual
pick’n’mix
wired
community
local learning hub

14. How do learners navigate this landscape?
• Identify the right learning
opportunities?
• Knit up diverse experiences into a
coherent learning pathway?
• Bring their own devices, services
and skills to bear (PLE)?
• Stay engaged with learning?
• Feel safe to learn where public/
private boundaries are blurring?
• Manage diverse identities including
online identities?
‘If the technology is good
enough students don’t need
to be digitally literate’

15. (On the whole)
learners are not doing it for themselves
• Active knowledge building and sharing are minority activities to
which most learners are introduced by educators (Selwyn 2009-11)
• Learners experience many difficulties transposing practices from
social contexts into formal learning (Cranmer 2007)
• Learners struggle to critically evaluate online resources (BLibrary)
• NetGen (<25yo) use ICT more for social/leisure but older and better
qualified people use it more for study (Ramanau et al. 2010)
• Learners' engagement with digital media is complex and
differentiated (Bennet et al. 2008, Hargittai 2009)
• Learners are confused about how they can legitimately use digital
technologies to support academic work (Digital Student 2014)
Even digitally proficient learners need a solid
grounding in academic practice to succeed

16. Learning literacies in a digital age 2009-2010

17. Developing digital literacies (2011-13)

18. Developing digital literacies (2011-13)
‣ What capabilities, aptitudes and attitudes do
learners need to thrive in a digital economy
and society?
‣What kind of experiences do learners need in
formal education to develop these?
‣What does an integrated 'digital literacies'
agenda look like at the level of the curriculum,
institutional infrastructure, policies,
academic cultures, professional services?

19. 12 institutional projects

20. Developing digital graduates: a model
Identity
development
Situated
practices
Skills
development
Functional access
Beetham and Sharpe 2010

21. Developing digital graduates: a model
Identity
development
Situated
practices
Skills
development
Functional access
Beetham and Sharpe 2010
threshold
practices

22. Developing digital graduates: a model
attitudes
Identity
identity needs
development motivation
Situated
practices
experience
appropriation
specialisation
Skills
development
Functional access
Beetham and Sharpe 2010

23. The practices that underpin successful learning in a
digital age...
‣ are meaningful in the context of subjects and courses
‣ are an aspect of students’ emerging identities
‣ require a confident but also a critical attitude to ICT
‣ are creative/productive as well as assimilative
‣ are developed both formally and informally
‣ emerge in meaningful activities in which technologies
support the purpose authentically
‣ can be supported effectively through student/staff
partnerships

24. Students as partners and change agents: how?
•
•
•
•
•
student participants and
representatives
student interns and coresearchers
student mentors and
service providers
student developers
student project leaders and
innovators

25. Students as partners and change agents: why?
•
•
•
•
students’ digital know-how
needs to be used as a
resource for the institution
student learning is hybrid
and pushing boundaries
students’ practices with
technology are varied,
challenging and innovative
student developments are
user-led, agile, responsive
(‘student solutions are
better’)

26. #futurelearninghe
Further info and discussion...
bit.ly/jiscdigilit
bit.ly/jiscdigistudent
@helenbeetham