opportunities in a digital age: implications for identity, inclusion and economy
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Opportunities in a Digital Age: Implications for
Identity, Inclusion and Economy
Professor Mike KeppellExecutive Director
Australian Digital Futures Institute
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Overview
nTrends
nDigital identity
nDigital inclusion
nDigital economy
nDigital society
nDigital literacies
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Digital AgenRole of technology
n to enable new types of learning experiences
nenrich existing learning scenarios” (p. 289).
nnew means of intellectual expression” and creativity (p. 289).
n Laurillard, Oliver, Wasson & Hoppe (2009)
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What Trends do we Need to Consider?
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CSIRO Megatrends
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On the movePersonalisationIWorld
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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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Horizon Reports
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New Generation Learners
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Rapport with technology9Wednesday, 22 May 13
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Student-generated content (learner-as-designers)
Connected students (knowledge is in the network)
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Owning the Place of Learning
rapport with
technology
mobile
generate content
personalise
connected
adapt space to
their needs
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What technologies do you use?
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What is digital identity?
nSafe and engaged digital citizenship
nAppropriate and responsible technology use
nDigital wellness
nhttp://digitalcitizenship.net/Home_Page.html
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What is Digital Identity?nHow you portray, represent
yourself online
nRich ways of communication
nKnowledge is in the network
nDigital etiquette
nDigital ethics
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Bar BBQ
Boardroom Slide Night
Scrapbooking Journal
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Digital Identity Spaces
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Digital Inclusion
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Digital InclusionnDigital access
nNot everyone has the same access
nAccess to technology
nAccess to skills, education, training
nNo one should be denied digital access
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Digital Inclusion
nhttp://digitalcitizenship.net/Nine_Elements.html
nFully functioning members of society
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Digital Economy
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Digital Economy
nDigital presence - business websitenDigital commercenCommon internet purchasesnEffective consumers in a digital age
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Digital Literacies
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Digital LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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Literacies for the Future
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Game Changers
nMobility
nSeamless learning
nPersonalised learning
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Mobility
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Mobility
nGlobal mobilitynMobility of peoplenTechnologies to support
mobilitynAdapting our teaching and
learning?nAssessment?nBanking?nVideo-conferencing
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Undergraduate Students and ITn 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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Seamless Learning
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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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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
Distributed Learning Spaces
Academic
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Virtual Learning Spaces
Access & Equity? 40Wednesday, 22 May 13
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Personalised Learning
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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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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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Student Generated Content
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New Mindsets48Wednesday, 22 May 13
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Questions?
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Referencesn 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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