d isaggregation in teaching and learning ‘being parties in the work’ a view of the changing...
TRANSCRIPT
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DISAGGREGATION IN TEACHING AND LEARNING
‘Being parties in the work’ A view of the changing digitally-mediated
teaching and learning landscape
Laura Czerniewicz28 November 2013
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A University is, according to the usual designation, an Alma Mater, knowing her children one by one, not a
foundry, or a mint, or a treadmill.
The best telescope does not dispense with eyes; the
printing press or the lecture room will assist us greatly,
but we must be true to ourselves,
we must be parties in the work.
John Henry Newman, The Idea of the University, 1824
Photo- http://www.victorianweb.org/authors/newman/jhnbio2.html
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THIS TALK
o About technology• The characteristics of new technologies• How technology is changing the possible shape of
teaching and learning, and of course provision
o The global role players in the teaching and learning landscape• Values and interests
o What this means for access, participation & learning• with a particular view from South Africa
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HIGHER EDUCATION UNDER PRESSURE
o Financial crisis• Government cuts in many countries• Under funded and resource constrained
o Massification globally• SA: Gross enrolment rate (no of students at particular level)
• 16%. Low internationally, Low considering 700 000 matriculants officially qualifying for HE
o SA: Low participation high attrition system• In SA, 40% students leave HE in 1st year • Only 5% of African youth succeed in HE
See Fisher, Scott, Altbach, Jegede
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TECHNOLOGY
o Pervasive • A cause of change in the higher education
environment• Seen as solution for higher education
problems• Mediating all higher education practices
• Assumed to be increasingly ubiquitious
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TECHNOLOGY
Principles of new mediaAffordances of the digital
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GENERAL PRINCIPLES OF NEW MEDIA
o Numerical representation• new media objects exist as data
o Modularity• the different elements of new media exist
independentlyo Automation
• new media objects can be created & modified automatically
o Variability• new media objects exist in multiple versions
o Transcoding• the logic of the computer influences how we
understand and represent ourselves
Manovich , L 2002, The Language of New Media
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SOME KEY DIGITAL AFFORDANCES
o Granularo Dynamico Communication visible
• a form of content
o Sharing - free & easy• Sharing means multiplying not dividing
o Affords more closed/ lock down as well as more open & accessible
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MODULARITY: DISAGGREGATION IN
TEACHING & LEARNING
Disaggregation of
Content
Teaching & learning interaction
Certification
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TRADITIONAL FORM OF TEACHING & LEARNING
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Teaching & learning interactionAssessment & certification
Content
SINGLE PACKAGE
Time Space
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DISAGGREGATION
Content
Teaching & learning interaction
Assessment & certification
TimePlatfor
m
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DISAGGREGATION
Content
Teaching & learning interaction
Assessment & certification
TimePlatfor
m
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Legal
Digital
Analogue
Illegal
Textbooks
Some photocopying
E-TextbooksOpen
Education Resources
Photocopying
Pirate sitesFile sharing
ACCESS TO LEARNING CONTENT
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DIGITAL CONTENT
o From products to services• From tangible to intangible• Control no longer with customer when
purchased
o From ownership to access/licenseo Intermediary - platforms
• Services via an intermediary• May need to buy the platform, or access
to the platform, not the content
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OPEN CONTENT
o Free to user• To download (gratis)• To re-use & remix (libre)
o Available under an open license or public domain
o Grants permissions not copyright
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http://www2.macleans.ca/wp-content/uploads/2011/12/music_piracy_small.jpg
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DISCOURSES OF PIRACY
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CHANGES IN TEACHING & LEARNING
Content
Teaching & learning interaction
Assessment & certification
Time Place
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On campus Remote
Internet supported
Fully online
F2F only
MOOCsF
orm
s o
f pro
visi
on
Location of students
Internet dependent
Online-intensive
Blended(mixed
mode): combines
F2F and online
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http
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…has legitimised online education & distance education at elite residential universities
..introduced new possibilities for business models
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DISAGGREGATION
Content
Teaching & learning interaction
Certification
Time Place
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DISAGGREGATION
Content
Teaching & learning interaction
Certification
TimePlatfor
m
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Free content
Pay to access platform
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DISAGGREGATION
Content
Teaching & learning interaction
Certification
TimePlatfor
m
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CERTIFICATION
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BADGES
o Micro, granular certificationo Some sort of formal(ised) recognition
• for informal learning processes• for chunks of content• for competencies
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PRIVATE ASSESSMENT
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IN SUMMARYNumerical
representationNew media objects exist as data
Modularitythe different elements of new media exist
independently
Automationnew media objects can be created & modified
automatically
Variabilitynew media objects exist in multiple versions
Transcodingthe logic of the computer influences how we
understand and represent ourselves
Learning analytics
Automated assessment
Disaggregation of teaching & learning
Culture of technology shapes social /pedagogical culture
Versions of content
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IN SUMMARYA modularised, variable, transcoded
teaching and learning landscape
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TECHNOLOGICAL DETERMINISM?
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TECHNOLOGY AND THE GLOBAL
HIGHER EDUCATION LANDSCAPEIncreased private sector investment
New opportunities for the private sector New players
Globalisation: extended reach
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THE INTERNET
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The network society
Promises and perils
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Dominant functions and processes in the information age are increasingly organized around networks. Networks constitute the new social morphology of our societiesand the diffusion of networking logic substantially modifies ….processes of production, experiences of power and culture
Castells, M. (1996) The Rise of the Network Society.
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In the past, social networks were more limited in different spheres. Networks were more exclusive. The Internet changed the nature of networks by making them more inclusive and easy to participate in.
Castells, M. (1996) The Rise of the Network Society.
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Conventional core– periphery relationships
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…can be replaced with networked relationships
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AT THE SAME TIME
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GLOBAL MARKETISATION DISCOURSE
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INCREASED PRIVATE SECTOR INVOLVEMENT
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THE GLOBAL MARKET PLACE
Daniels, J 2012
o Online education is in the hand of the private sector• “In the US the for-profit sector has a much
higher proportion of the total online market (32%) than its share of the overall higher education market (7%).
• Seven of the 10 US institutions with the highest online enrolments are for-profits.
• For-profits seem better placed to expand online because they do not have to worry about resistance from academic staff, nor about exploiting their earlier investment in campus facilities.”
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Source: Kris Olds (University of Wisconsin-Madison) and Susan L. Robertson (University of Bristol)http://www.aca-secretariat.be/fileadmin/aca_docs/images/members/Kris_Olds.pdf
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VARIETY OF
INTERESTS
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PLAYERS IN HE LANDSCAPE
o New players• For profit educational / service providers
• Eg Coursera
• Non-profit educational providers• eg Ed-X
o New roles for old players• E.g. Educational publishers as providers of
services
o Old players with new value• Eg distance education providers
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If you are not paying for the product you are the product
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If you are not paying for the product you are the product
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Access via the platform
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THE GLOBAL MARKET PLACEo The developing
world as the new market to solve crises at northern universities
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GLOBAL REACH
http://www.insidehighered.com/blogs/globalhighered/mapping-courseras-global-footprint
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https://www.edx.org/press/queen-rania-foundation-partners-edx
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Traditional New model (MOOC)
Fees to enter
Pay No
Entrance requirement
Yes No
Content May be free/included in fees May be paid
Support Free/included in fees May be paid
Certification Free/included in fees Paid
User generated
content
Private, owned by student Owned by provider
Ownership of course
Not traditionally shared Proprietary, paid for re-use adaptation
Platform May be licensed or open May be licensed or open
MODELS- MONETISATION
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Traditional New model (MOOC)
Fees to enter
Pay No
Entrance requirement
Yes No
Content May be free/included in fees May be paid
Support Free/included in fees May be paid
Certification Free/included in fees Paid
User generated
content
Private, owned by student Owned by provider
Ownership of course
Not traditionally shared Proprietary, paid for re-use adaptation
Platform May be licensed or open May be licensed or open
MODELS- MONETISATION
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Traditional New model (MOOC)
Fees to enter
Pay No
Entrance requirement
Yes No
Content May be free/included in fees May be paid
Support Free/included in fees May be paid
Certification Free/included in fees Paid
User generated
content
Private, owned by student Owned by provider
Ownership of course
Not traditionally shared Proprietary, paid for re-use adaptation
Platform May be licensed or open May be licensed or open
MODELS- MONETISATION
What does this mean for the coherence of
teaching and learning processes?
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EXAMPLE OF “FREEMIUM MODEL”
(A South African example)
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EXAMPLE OF “FREEMIUM MODEL”
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EXAMPLE OF “FREEMIUM MODEL”
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EXAMPLE OF “FREEMIUM MODEL”
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EXAMPLE OF “FREEMIUM MODEL”
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TRADITIONAL MODEL: COSTS OF SUPPORT
o Student supportRelative costs over 8 year lifecycle of a Distance Education course
From: Weller, M some MOOC thoughts, presentation to UCT, November xx. 2013
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From: Tim Gore Making Sense of MOOCs Brussels 10th October 2013
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EXAMPLE: ANALYTICS
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TENSIONS IN THE ECO SYSTEM
o Values• Private sector imperatives• Higher education role - as a public good, for
sake of knowledge, workplace etc• Learning & pedagogy needs
o Control & participation• Who has control, of what, at which point?• Role and control of technology?
o Geopolitics• How do these tensions play out locally?• Whose global interests are served?
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BEING PARTIES TO THE WORKAccess
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YES, BUT: A PAUSE FOR
BOURDIEUo In a network society, forms of capital are
forms of power • Economic capital • Social capital- (networks across/within)• Embodied cultural capital (expertise, competence)• Objectified cultural capital (the object, technology)• Institutional cultural capital (qualifications)• Symbolic cultural capital (recognition, status, legitimacy)
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WHERE DOES THE POWER LIE?
o In a network society, forms of capital are forms of power • Economic capital • Social capital- (networks across/within)• Embodied cultural capital (expertise, competence)• Objectified cultural capital (the object/technology)• Institutional cultural capital (qualifications)• Symbolic cultural capital (recognition, status,
legitimacy)
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http://www.masterresource.org/wp-content/uploads/2009/12/earth_night.jpg
ELECTRICITY
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http://submarine-cable-map-2013.telegeography.com/
UNDERSEA CABLES
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CONNECTIVITY IS INCREASINGbut unevenly
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CONNECTIVITY DIVIDES
o Households with/ without Internet• Developed countries 78%, • Developing countries 28%
o Speed• Dramatic differences, Asian countries
fastest, African countries slowest
o Education levelso Rural/urbano Income
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MORE LEVEL PLAYING FIELD
o Mobiles: eg South Africa
LSMLiving StandardsMeasure
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MOBILE BROADBAND
o % cost
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BEING PARTIES TO THE WORKAccess
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o In a network society, forms of capital are forms of power • Economic capital • Social capital- (networks across/within)• Embodied cultural capital (expertise, competence)• Objectified cultural capital (the object, technology)• Institutional cultural capital (qualifications)• Symbolic cultural capital (recognition, status, legitimacy)
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ACCESS
To promote equity of access and fair chances of successto all who are seeking to realise their potential through higher education
Department of Education ( 1997) Education White Paper 3: A Programme for the Transformation of Higher Education,
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GLOBAL SCARCITY
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http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html
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EQUITY: STUDENTS ONLINE
o Surveyed 40 000 students in nearly 500 000 courses
o Findings• …While all types of students in the study
suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages
Xu & Jaggar 2013 Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas
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Access without support is not opportunity.
Effective student support does not arise by chance. It requires intentional, structured, and proactive action that is systematic in nature and coordinated in application.
Prof. Vincent Tinto, Distinguished University Professor Regional Symposia on Student Success
19 - 23 August 2013, South Africa
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We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product. It was a painful moment.
These were students from difficult neighbourhoods, without good access to computers, and with all kinds of challenges in their lives ….
It's a group for which this medium is not a good fit.
Sebastian Thrunfounder of Udacity,
November 2013
http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb
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Online education: MOOCs taken by educated few, Ezekiel J. Emanuel, Nature 503, 342 (21 Nov 2013)
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http://theory.cribchronicles.com/2013/01/04/the-mooc-is-dead-long-live-the-mooc/http://clarissasblog.com/2013/11/24/moocs-are-dead-lets-move-on/https://chronicle.com/article/MOOCs-May-Not-Be-So-Disruptive/140965/
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25 NOVEMBER 2013
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BEING PARTIES TO THE WORK
Participation
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Castells, M. (1996) The Rise of the Network Society.
…Power, money, and information are primarily organized around flows which link up distant locales, and unite them in a shared logic.
The variable geometry of networked integration and switched off exclusion of the network society translates into the juxtaposition between two spatial forms/processes: the space of flows, on the one hand, the space of places, on the other hand.
. People still live in places, and construct their experience, their meaning, and their political representation around these places.
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MEANING MAKING
& the geo politics of content
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African universities are essentially consumers of knowledge produced in developed countries.
Minister of Higher Education, Blade Nzimande UNESCO Conference on Higher Education, 2009
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FLICKR CONTENT
Flick
201
1
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USER-GENERATED CONTENT GOOGLE
oFl
ick 2
011
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oFl
ick 2
011
WIKIPEDIA CONTENT
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WIKIPEDIA ARTICLE/POPULATION
oFl
ick 2
011
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BARRIERS TO PARTICIPATION
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A MORE DEMOCRATIC CASE?
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o Insert the example
SEE: http://www.newscientist.com/article/mg21829122.200-free-for-all-lifting-the-lid-on-a-wikipedia-crisis.html#.UphtIcQW0rU
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BUT: MOOC PROVIDERS
http://openuct.uct.ac.za/blog/mooc-less-africa
Mediation?Recontextualisation
?
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…….situated educational activity ….of education The programme content must be the present, existential, concrete situations reflecting the aspirations of the people.
In order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences.
Pau
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MOOC LICENSES
o Review of 8 providerso Almost entirely full copyright
• Udacity- some content CC-NC-ND (not whole course)
o All keep user-generated content rights• Some specify including for commercial use
o Users as consumers not adaptors or creators
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POLITICS OF PARTICIPATION
o The Read-Write web• Who reads and who writes• Replicating global power relations
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CONCLUSION
The ecosystem includes a great deal of existing knowledge about good learning
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GOOD LEARNING
o Good learning requires mediationo We are more likely to get the learning outcomes we
want when the curriculum is aligned o Learning is more likely to happen when students are
actively engaged o Learning is more likely to be successful where the
teaching is cognizant of what students bring with them: prior knowledge, language, experience
o Learning involves some degree of transformation of self
Shay, S 2013
Shay, S Good Learning: What we Know. Presentation at Heads of Department Workshop, University of Cape Town, April 2013
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IN SHORT
Asserting the interests of good learning is essential
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The realignment of interests in the networked society
enabled by new technologies isnot necessarily serving the requirements of learning
the needs of disadvantaged learnersconcepts of education that serve democracy
and social goodthe needs of the “global south”
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Let’s ensure that those networked relationships don’t only serve the interests of the educated &
advantaged
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We must be parties
in the work!
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Imag
e: S
tace
y St
ent
THANK YOU
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REFERENCESo ACA Seminar ‘Making Sense of MOOCs’ Brussels 10th October 2013, talks by Tim Gore and
Kris Olds, at http://www.aca-secretariat.be/fileadmin/aca_docs/images/members/Tim_Gore.pdf and http://www.aca- secretariat.be/fileadmin/aca_docs/images/members/Kris_Olds.pdf
o Altbach, P (2011) The past, present, and future of the research university in Altbach, P and Salmi, J (Eds) 2011 The Making of World-Class Research Universities- The Road to Academic Excellence, The World Bank
o British Council 2012 The shape of things to come: higher education global trends and emerging opportunities to 2020, British Council
o Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (New York, ...
o Castells, M. (1996) The Rise of the Network Society, Blackwello Daniel J (20120 Higher Education in a Decade of Disruption , speech to Council of College
and Military Educators (CCME) Annual Conference, 14-16 February 2012, Orlando, Florida, Commonwealth of Learning
o Department of Education, South Africa ( 1997) Education White Paper 3: A Programme for the Transformation of Higher Education
o Emanuel, E (2013) Online education: MOOCs taken by educated few , Nature 503, 342 (21 Nov 2013)
o Fisher G and Scott (2011) ‘The Role of Higher Education in Closing the Skills Gap in South Africa’ The World Bank, Human Development Group, Africa Region, October 2011, Background paper for the World Bank project 'Closing the Skills and Technology Gap in South Africa'
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o Flick, C, (2011) Geographies of the World’s Knowledge , Convoco Foundation, Oxford internet Institute Oxford internet Institute, www.oii.ox.ac.uk/publications/convoco_geographies_en.pdf
o ITU (2013) The World in 2013: ICT Facts and Figures, www.itu.int/en/ITU-D/Statistics/.../facts/ICTFactsFigures2013.pdf
o Internet World Stats. 2012. http://www.internetworldstats.com/o ITU World Telecommunication/ICT Indicators database-
www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspxo Jegede, O (2012), The Status of Higher Education in Africa, paper for Panel Discussion in the Launch of
Weaving Success: Voices of Change in African Higher Education- A project of the Partnership for Higher Education in Africa (PHEA) held at the Institute of International Education, New York, , February 1, 2012
o Jim, G (2013) Wiki-opoly, New Scientist, Vol. 218, Issue 2912o Letseka, M. and Maile, S. 2008. High University drop-out rates: a threat to South Africa’s future. HSRC
Policy Brief. www.hsrc.ac.za. o Manovich, L The Language of New Media, MIT Presso SAARF South African Audience Research Foundation (SAARF) Available at:
http://saarf.co.za/LSM/lsm-diy.asp o UK Department of Business Innovation and Skills (2013) The Maturing of the MOOC: Literature Review
BIS Research Paper Number 30, September 2013o US Office of Science and Technology Policy and the National Economic Council, Four Years of
Broadband Growth, June 2013
Also, see URLs on examples on individual slides
REFERENCES