Digital Identities, Footprints and Networks

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Dr Alan McAlpine

Transcript of Digital Identities, Footprints and Networks

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2013 Eportfolio ForumDigital Identities, Footprints and NetworksUniversity of Canberra, 3 October 2013

The session will begin at 9.45am AEST9.50am Keynote: Prof. Phillip Long10.30am Opening Speaker: Dr Alan McAlpine

While you are waiting, setup your audio with the Audio setup wizard >Your microphone will be unavailable.All questions should be directed to the chat window.

#ePortfolios in the New World of Learner Driven PathwaysOctober- 2013The Centre for Educational Innovation & Technology

Prof. Phillip LongExec. Dir., Innovation & AnalyticsDir. Centre for Educational Innovation & TechnologySchool of Information Technology & Electrical EngineeringRobert Reich

Chancellors Professor of Public Policy at the University of California at Berkeley, was Secretary of Labor in the Clinton administration.

Black Monday, October 19, 1987

On Monday Oct 17th, Robert Reich appeared on the morning Today Show in the US. He was asked whether the stock market was due for a major correction? He clapped his hands and said Of course- it could happen any time now; indeed I wouldnt be surprised if it dropped 500 points today. That would be the equivalent today of a 2,800 point drop or 23% of the markets entire value. And is precisely what happened a more than 500 point drop in a single day. He later said that for the next six months his phone didnt stop ringing everyone wanted to know what was gong to happen next, and they were more than happy to pay him to make the next big prediction.

He tells finishes this story by saying But do you want to know the question nobody asked me? No one every asked me if I had mad such a prediction before. And had they asked I would have had to tell them, Yes, as a matter of fact, I had been predicting every Monday morning for the last three years that the market was due for a 500-point correction.3Betting against the house.

At the heart of Reichs parable is what every punter knows you can imagine big changes and big winnings but the safest course is to continually bet with the house that is, betting there will be no change at all in the odds that the house will on average, win. The alternative is to bet the that the house will lose, knowing that you could go three years or longer before being proved right.

For the past twenty plus years Ive been watching, engaging, and involved with everything e in higher education. Ive been directly involved in implementing the change from Gopher to Web services months after the introduction of Mosaic; I was a leader at one of the first five institutions rolling out 1:1 laptop programs when the IBM ThinkPad was new; and I was involved in the Open Knowledge Initiative OKI that was the Mellon Foundation funded software architecture to build educational service APIs on which a new approach to LMSs could be built that new approach was phase two of OKI called the Sakai Project which produced the Sakai LMS. Finally, I am a colleague and Im proud to say a friend, of Trent Batson who championed the Open Source Portfolio Initiative (OSPI) that later was rolled into Sakai as its ePortfolio tool. But none of these Im sad to say has transformed the core business of higher education. They have had their impacts, of course, but fundamental change in the academy? Not really. Robert Barr and John Tagg wrote in the Nov/Dec issue of Change Magazine in 1995 called for a transition from a teaching paradigm to a learning paradigm in university education. Two years ago Robert Barr said hes still waiting to see a single institution make the shift.

With ePortfolios weve been advocating their transformative potential but the house has continually won. Today Id like to suggest that it may be time to bet against the house, if youre brave and can risk the consequences we might just be glimpsing a shift. 4Australian UniversitiesWell Publicly Regarded

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But the Public See Tertiary Ed For Professional Job Training

The Centre for Educational Innovation & Technology

While technical and job specific skills have sufficed in the past, it is increasingly being accepted that the worker of the future will need a morecomprehensive set of competencies, meta-competencies such as learning skills, life management skills, and communication skills that are not occupation specific and are transferable across all facets of life and work.M. McMahon, W. Patton, & P. Tathamhttp://www.blueprint.edu.au/Portals/0/resources/DL_life_learning_and_work.pdf We used to think that with a good college education our work skills would be trained for life. Today the expectation is that the average worker will change jobs something like 12-15 times during their working lifetime, and change careers all together 3-4 times at minimum. Being a lifetime assembly line worker at Holden today is not a good bet.

And will the academy has resisted change technology has changed the life outside of the academy dramatically especially our students coming into it today.

Something has changed. 7

Universities Lag in Uses Technology

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2012

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More than once a day

0%20%40%60%80%The Centre for Educational Innovation & Technology

30%10%70%At UTAS learning technologies are being accessed with increasing frequency especially the LMS. 11Impact of Digital Culture on Lagging HE

0%20%40%60%80%0%

Setting learning tools into a wider context only social networking comes close to displacing the frequency of email or LMS use. But then LMS use is for many institutions essentially required since its a good statistic to report to Canberra that you have all your course content online, and it has allowed departments to shift the cost of printing back to the student.12+ ECP & iTunes

Main eLearning Systems @ UQ

Virtual Classroom - Adobe

Text Matching & Marking - Turnitin Learning Management System - Blackboard Lecture Capture - Echo

UQ has a core set of digital learning tools from Bb toTurnitIn to Echo360 to Adobe Connect. 13

2011 - 98% of UQ students own a smart device with WiFi and a browserThe Centre for Educational Innovation & Technology

Digital Learners & Their GadgetsAnd our students increasingly own the devices that offer them the distraction of multitasking this is data now 2 years old showing UQ student ownership of a wifi enabled device with a browser at 98%. 14

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At Place-based Campuses: more students are online than on-campus.UQ 2012A consequence of this mandate that all learning materials be included in the LMS or VLE is that we have more people engaged in learning on line at even place-based institutions than set foot on campus.15

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The Rise of Lecture CaptureAnd the most significant cause for this is the spread of lecture capture at UQ any classroom that is 75 seats or larger has lecture capture built in and implemented with an opt out policy and students demand it. Its convenient. And to be fair It is incredibly valuable to those learners who need to hear the lecturer more than once to get whats being said. That may be because English isnt their native language, or because they prefer to hear rather than read the material again to prepare for tests.

But the resulting reality is that deeply campus-focused learning environments at University 16Lecture CaptureThe Centre for Educational Innovation & Technology

With lecture capture we are engaged currently in a massive distance learning project delivering online education every day that is totally devoid of good learning design.@UQ: Any classroom seating 50 or more students is auto-recorded

With lecture capture we are engaged in a massive distance learning enterprise delivering effectively online education that is totally devoid of good learning design since it was never intended to be the primary channel for instruction even though thats precisely what it has become.

17Is this really where we want to go?

There are many fears about where this is all taking us. And its right and proper to ask if this is really where we want learning to go?

One of the remarkable things about the internet is that it can and does offer a way for people, when technology is thoughtfully and creatively used to do just the opposite of what it is often criticised for that is, it can instead of isolating people in their homes or even across the table from others, which Sherry Turkle calls the effect of technology causing people to be alone together. it still can in fact make powerful connections , drawing people from disparate parts of the globe to sense and feel as though they are a part of something with others that they could never have been before.

Some of you may know about Eric Whitacre a musician, and director of a choirs. He embarked several years ago in an experiment exploring the notion of a virtual choir with extraordinary effect. 18

Technology can be transformative and certainly for the thousands of people around the world in Erics virtual choir it has been. 19High Impact Practices (National Survey of Student Engagement--NSSE) First-year seminars and experiencesLearning communitiesWriting intensive coursesCollaborative assignmentsUndergraduate researchGlobal learning/ study abroadInternshipsCapstone courses and projectsThe Centre for Educational Innovation & Technology

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