Digital Learning Environments: A multidisciplinary focus on 21st century learning

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description

As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness, information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.

Transcript of Digital Learning Environments: A multidisciplinary focus on 21st century learning

Page 1: Digital Learning Environments: A multidisciplinary focus on 21st century learning
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The Web at 25Overall verdict:

The internet has been a plus for society and an

especially good thing for individual users

http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/

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Digital Life in 2025 - the 2014 survey

http://www.elon.edu/e-web/imagining/surveys/2014_survey/default.xhtml

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It is no longer far-fetched to envision a world

where all objects and devices are connected to

act in concert. NMC Horizon Report: 2014 K-12 Edition

creative commons licensed (BY-NC-SA) flickr photo by the waving cat: http://flickr.com/photos/thewavingcat/9510533164

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We have a digital knowledge

ecosystem which demands a new

knowledge flow between content and connections.

creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653

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Technology, devices, data repositories,

information access & retrieval,

information sharing, networks and

communication.

REMIX

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“The current learning landscape is constantly changing in terms of what is

learned, the context in which learning takes place, and who is learning.”(Paas,

2011, p. 2)

The following aspects impact on the learner or his/her learning:

oEvolving needs of learners

oDeveloping knowledge building environments

oFocusing on personalisation

oEvolving spaces for learning

oEvolving learning devices or hardware

oEvolving pedagogy

Paas, F Van Merrienboer, J and Van Gog, T 2011, ‘Designing instruction for the contemporary learning landscape’, in K R Harris, S Graham

& T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and

Teaching, Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of

constant change (Vol. 219). Lexington, KY: CreateSpace.

“Information absorption is a

cultural and social process of

engaging with the constantly

changing world around us”. p47

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Thinking in networks!

• connect and collaborate with others beyond a

constrained physical environment.

• knowledge created created through media, networks,

connections and collaborations.

• think critically and evaluate processes and emerging

ideas, and the ability to evaluate the validity and value

of information accessed is essential.

Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, Pedagogy and

Education, 20(1), 19-39.

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The digital age student who can

think critically, learn through

connections, create knowledge

and understand concepts should

be able to actively participate in

a digitally enhanced society.

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Digital information

ecology

creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445

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More content, streams of data,

topic structures, (theoretically)

better quality - all of these in

online environmentsrequire an equivalent shift in

our online capabilities.

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Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.

http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/

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Evolving Learning Landscape

Current thinking about 21st century skills, and the learning

experiences that support their development, are essential

starting points for capacity building. A list of the workforce

skills presented by Davies, et al (2011, pp. 8-12) include:

• Sense-making

• Social intelligence

• Novel and adaptive thinking

• Cross-cultural competency

• Computational thinking

• New-media literacy

• Transdisciplinarity

• Design mindset

• Cognitive load management

• Virtual collaboration

http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/

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Sustainable learning involves

a pedagogic fusion between

environments, tools, formats

and meta-literacy capabilities. (Mackey & Jacobson 2011)

Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research

Libraries, vol. 72, no. 1, pp. 62–78.

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Establish lifelong and

life-wide learning as the

central paradigm for the

future. (Redecker et al, 2011, p.10).

Redecker C, Leis M, Leendertse M, Punie Y, Gijsbers G, Kirschner P, Stoyanov S & Hoogerveld B 2011, The future of

learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission.

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2014 K-12 Horizon Report

Significant challenges in technology adoption:

Creating authentic learning opportunities

Integrating personalised learning

Complex thinking and communication

Safety of student data

Competition from new models of education

Keeping formal education relevant

http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf

Wicked challenge -

keep credentialed education relevant!

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2014 Higher Ed Horizon Report

Significant challenges in technology adoption:

Low digital fluency of faculty

Relative lack of rewards for teaching

Competition of new models of education

Scaling teaching innovations

Expanding access

Keeping education relevant

http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf

Wicked challenge -

keep credentialed education relevant!

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Incorporating two disciplines:

information science and education

education informatics

Collins, John W., and Sharon A. Weiner. 2010. Proposal for the creation of a subdiscipline: Education informatics. Teachers

College Record 112, no. 10: 2523–2536.

Aquire, share, discuss, create, critique information

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Drawing from the information science discipline, Bawden (2008) provides the

key facets of digital literacy upon which the program is built:

• “Knowledge assembly,” building a “reliable information hoard”

from diverse sources;

• Retrieval skills, plus “critical thinking” for making informed

judgements about retrieved information, with wariness about the

validity and completeness of internet sources;

• Reading and understanding non-sequential and dynamic

material;

• Awareness of the value of traditional tools in conjunction with

networked media;

• Awareness of “people networks” as sources of advice and help;

• Using filters and agents to manage incoming information; and

• Being comfortable with publishing and communicating information

as well as accessing it.Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices

(pp. 17–32). Peter Lang Publishing, Inc.

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SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Respond to the the underlying

epistemological gap

• Knowledge-based models are implicitly more ‘top

down’

• Praxis based - more ‘bottom up’……

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Agile approaches to connected

learning

welcome innovation

embrace change

meet the challenges of our global connected future

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5

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21c Curriculum alignment = digital information ecology

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KNOWLEDGE NETWORKS

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SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Master of Education

(Knowledge Networks

And Digital Innovation)

http://www.csu.edu.au/digital

Commenced with 42 students

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SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Master of Education (Knowledge Networks and Digital Innovation)

• Focussing on innovative and emerging educational trends to develop

expertise in global and community networked knowledge environments.

• Become an agile leader in digital formal and informal learning, with

expertise in navigating diverse information pathways, creative learning

environments, and socially connected global networks.

This degree program offers professional development for those working or seeking employment as:

leaders in curriculum

innovation in digital environments

digital project managers

social media leaders

information services managers and technology integrators

leaders in e-learning

strategic leaders in digital policy and education developments.

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Master of Education (Knowledge Networks and Digital Innovation)

Core Subjects:

INF530 Concepts and Practices for a Digital Age

INF537 Digital Futures Colloquium

Restricted Elective Subjects:

Students are required to successfully complete six (6) electives:

INF532 Knowledge Networking for Educators

ETL523 Digital Citizenship in Schools

ETL402 Literature in Education

INF533 Literature in Digital Environments

INF535 Information Flow and Advanced Search

INF536 Designing Spaces for Learning

INF541 Game Based Learning

INF506 Social Networking for Information Professionals

INF443 Digital Preservation

EER500 Introduction to Educational Research

ESC515 Classroom Technologies

Other Limited Entry subjects include:

ETL401 Introduction to Teacher Librarianship

ETL504 Teacher Librarian as Leader

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School of Information Studies Faculty of EducationSchool of Information Studies Faculty of Education

The evidence is that technologies and

social media platforms are driving an

unprecedented re-organisation of the

learning environment.

cc licensed ( BY NC ) flickr photo by Ward.: http://flickr.com/photos/wards/521247814/

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Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12.

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Blueprint for participatory learning

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Knowing the trends in knowledge

construction and participatory culture.

Knowing how to leverage social media

and new media channels of

communication.

Using a diversity of content materials.

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Blueprint for participatory learning

creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645

An immediacy in interactions within the

cohort to improve learning and

understanding in the formation of

knowledge

Embedded in a multi-disciplinary ecology

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Connected learning is a real-world

activity. We are together - and alone!

creative commons licensed (BY) flickr photo by miss karen: http://flickr.com/photos/misbehave/2352753067

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cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/

Gather

Seek Follow

Explore

Cultivating scholarly inquisitive mindsets

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• Peer critiquing

• User-generated content

• Collective aggregation

• Community formation

• Digital personas

• Digital Citizenship

adding interactivity and connectivity to assessments!

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Microlearning: hungry for knowledge nuggets

Micro-learning ticks all the teaching boxes: bite-sized

nuggets of content are easy to digest, understand and

remember. Often mobile-friendly, visual and sharable,

the short bursts of information leave you sufficiently

satisfied and likely to come back for more.

At the BI Norwegian School of Business, through a number of pilot programmes, they have

been adapting fragmented content to mobile devices, finding that the right mix of mobile

learning makes courses more engaging and also helps part-time students stay up-to-date.

http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/

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Measures

of change

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

http://digital.csu.edu.au

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

The reflective journal is especially useful for assessing ILOs (intended

learning outcomes) in relation to the application of content knowledge,

professional judgment and reflection on past decisions and problem solving

with a view to improving them.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Open university press.

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

Flipboard

Diigo

Youtube

Soundcloud

Google+

Facebook

Twitter

Flickr

Evernote

RSS

Google Docs

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

creative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304391

Digital

flexibility

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Collection: INF530 Concept & Practices in a Digital Age

http://amzn.com/w/37FSRQBVI5C5W

Scholarly book review .....

A quite wide opportunity for following your own interests (in the assessments)

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Multimodal essay .....

The collaborative nature of the subject was highlighted by the public sharing

via Twitter hashtag #INF530, and the bottom-up praxis was emphasised by a

willingness of students to post a link to their assessments, via their reflective

blog or relevant platform - even before the assessment was marked!

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“I have experienced the participatory

culture that is at the foundation of 21st

century learning.”

“#INF530 has been invigorating, exciting, lots of hard work, overwhelming

at times, but above all fun. I have loved connecting with the cohort, it’s

been amazing. People have said to me “isn’t online study very impersonal

and isolating” but I couldn’t disagree more. I feel infinitely more connected

with my classmates than I ever did while studying in the traditional way.”

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

http://flip.it/vHvLR

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Presenting at conferences

Promoting the program

Publishing professional papers

Writing proposals and reports for the workplace

Gaining promotions!

What they did!

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School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY

The creation of a multi-disciplinary program, built on

a digital information ecology and student-focussed

praxis, has created both a curriculum and learning

approach that has facilitated understanding and

knowledge construction in more dynamic ways,

connecting experiences, reflective practices and

online participatory experiences that epitomise a

‘new culture of learning’.

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heyjudeonline

Judy O’Connell

http://judyoconnell.com

Judy O’Connell