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Learning in a digital, connected world

Professor Debra Humphris Vice Provost Education


Context Progress and myths The digital ecosystem Truth unto power

We view Digital Ecosystems to be the digital counterparts of biological ecosystems, exploiting the self-organising properties of biological ecosystems, which are considered to be robust, self-organising and scalable architectures that can automatically solve complex, dynamic problems
G. Briscoe & P. De Wilde (2009) Digital Ecosystems: Evolving Service-Oriented Architectures

Education innovation in context

Education innovation has always been driven by the possibilities of our imagination, the desire to learn and the enabling technologies of the time pedagogy and technology Massive Open University model, Trade Unions, The Learning Society (Cisco) Open access enabled by our current digital environment, but still significant barriers/inequality of access

Courses elements of learning, of value in their own right in a portfolio based approach to learning, life long and life wide learning

Education innovation in context

A recent study of a million users of massive open online courses, known as MOOCs, from the University of Pennsylvania Graduate School of Education found that, on average, only about 50% of those who registered for a course ever viewed a lecture, and only about 4% completed the courses. The same study identified that 80% of those taking the universitys MOOCs via Coursera had already earned a degree of some kind Most users from U.S. and disproportionately educated, male, wealthy

Progress and myths

Content is free Students can support each other MOOCs solve the problem of expensive undergraduate education MOOCs solve the problem of educational scarcity in emerging economies Education is not a mass customer industry I have had many opportunities to observe that very intelligent people leave their brains behind when it comes to technology. The Mooc phenomenon is just further confirmation of that simple truth.
Diana Laurillard (2014) Five myths about Moocs, Times Higher Education Supplement

Progress and myths

Progress and myths an new hegemony?

Digital age the early years

Digital ecosystem - Learning beyond content


Pedagogy Technology
Inquiry Impact

Shifting the paradigm from consumption to co creation Discovery and co creation Social Innovation Data generation

Deep learning tasks enabled by technology

Solving real problems Example MicroMappers

Digital ecosystem social innovation

EduKit is an online platform that will enable collaboration between schools and agencies and empower schools to identify external resources that can help their students

Pupil centred matching

Step 1 Step 2

TripAdvisor style database

Impact assessment

Students are assessed on their academic and non-academic needs and matched with suitable programmes run by charities and/or social enterprises Results are displayed online along with star rating (provided by schools) and feedback and comments generated by users i.e. students, teachers, parents When students have been enrolled on programmes, any change in performance is tracked and evaluated. Over time, data will be analysed and provided to schools to allow better decision-making and to providers to understand their impact

Step 3

Adaptive learning, personalised, mobilising social resources ed playlist

Digital ecosystem citizen science

Global collaboration engaging citizens

Crowd sourcing for social impact

Digital ecosystem :
Big and open data Citizen engagement in research and action Analytics for and about learning life long Adaptive learning and personalisation education playlist ....perturbations necessitate adaption and enhancement and as such diversity will remain

Digital ecosystem continues to evolve

Six emerging trends Growing ubiquity of social media Integration of online, hybrid, & collaborative Learning Rise of data-driven learning and assessment Shift from Students as Consumers to Students as Creators Agile approaches to change Evolution of online learning

Truth unto power

The Digital Age is transformative and as such it will not rest the orthodoxy is change

Open is precisely that few barriers, anyone could be a player, this challenges all providers of education
Quality do we care about standards? Data and analytics data mining a new primary industry Speak truth unto power power shifts in a digital age For MOOCs the business model will become a burning issue
(BIS 2013 The Maturing of the MOOC)

Summary : Digital ecosystem

The Digital Age is transformative and as such it will not rest, .......the orthodoxy is change ...every second the global community, that has access, generates 100,000 tweets and 48 hrs of video uploaded to YouTube

180,000,000 tweets 86,400 hrs of You Tube 10 person years to watch

The digital ecosystem will continue to adapt and evolve and not always in ways we can anticipate or control but hopefully in way that enhance lives and societies ...MOOCs are but one manifestation of this