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Digital Education Futures (The Dystopian Futures (Making good use of…
Digital Education Futures
The Dystopian Futures
boosterism: mindset that technologies are beneficial presence in education
doomster - mindset that technology tended to be associated with a set of universalized problems
Making good use of dystopian visions of learning technology
None are meant to be taken at face value
Designed to draw attention to areas worth consideration and debate
Such exaggerated stories can only thrive and persist where there is uncertainty and tension
Point to problems and blind spots within the field
In order to get best from learning technologies might be necessary to be prepared to think the worst of it
Displacement of "the teacher"
argument about whether technology in classroom replaces the teacher
teacher - "guide on the side rather than a sage on the stage"
teachers not working with MOOCs are scholars, academics, and faculty
The deprofessionalism of "the teacher"
comparing teaching to assembly line
work that was once domain of highly-skilled specialist can be performed by lower-skilled workers
Noble - sees teachers as content producers
restructuring of teaching
long-term redundancy
administration in position to hire less skilled workers
The dis-engagement of the learner
detrimental effects on learners
distraction of digital technologies
acceleration of "a culture of disrespect"
ratemyprofessor
students filming teachers and posting it online
The "dumbing down" of younger generations
Declining levels of basic literacy due to “txt-spk”
System that does not support endeavors of superior scholars and thinkers
Social media-using generations of students accustomed to “taking search-engine results as gospel”
Younger generation of intellectual kleptomaniacs
The devaluation of knowledge
Today’s learners are suffering from “information obesity”
“Our intelligence has ended up making us stupid”
Distribution of information is reducing the need to actually “know” anything
Increased surveillance and accountability
Concern of dataveillance - surveillance of abstract data within educational institutions
Young people being habituated to unprecedented levels of scrutiny and control
Utopian Features for Learning Technologies
Technological Utopianism
Belief that advances in science and technology will eventually bring a utopia
Future of learning
Personalization -Ways of learning that are learner centered
Collaboration -Involves ways of learning that are social
informalization - Ways of learning that are life-wide
Forecast: Creating the future of learning
Forces
Pattern recognition - new tools for visualizing data will require new skills for identifying patterns. Ability to identify and analyze data define the skill of collective sensemaking
New civic discourse - sharing of resources in a global society
Platforms for resilience - organizations to change focus from resisting to responsive
Amplified organization - organizational “superheros” remake organizational models
Altered bodies - intersection of environment and performance. Connections from environment and brain
Shifts in Learning Environments
Episodic to continuous learning - embedded in everyday life inside and outside of classroom
Assigning to enticing with content - attracting learners to participate and share in the resources at their disposal
Content conveyors to content curators - curation gains paramount importance
Working at one scale to working up and down the scale - connective technology provides opportunity for organizations to reconsider scale
Degrees to reputation metrics - new avenues for providing feedback and assessment of individual’s skills
Grades to continuous feedback mechanisms - provide opportunities for mastery and continuous improvement instead of grades
Lecture halls to collaborative spaces - project based learning, collaboration, mentoring, and coaching. Providing “sticky spaces” for learning
Organizations: the future of learning institutions in a digital age
Self-learning - productive use of the online world to seek information and collaborate with others.
Horizontal structures - collaborative and team-based. Shifts from information-seeking to finding reliable sources
Presumed authority to collective credibility - move from authoritativeness to credibility. Making wise choices with information at hand
De-centered pedagogy - use of collective and collaborative sources of knowledge
Networked learning - socially networked collaborative learning. Range from peer to peer learning to many to many learning
Open-sources education - embraces na open-source culture that shares processes, products, and content
Learning as connectivity and interactivity - connectivity and interactivity afforded by digitally connected devices and applications
Lifelong learning - need to continually acquire new knowledge and skills
Learning institutions as mobilizing networks - need for learning institutions to move from weighty and assertive to light and enabling bodies
Flexible scalability and simulation - bring learners together to work collaboratively
IFTF six emerging themes
Content commons - ability to mash up content into personalizable and customizable learning resources
Embedded and embodied learning - bringing learning into real world
Human-software symbiosis - extend human capabilities
New foundations - new platforms for the sharing of information and connections
Socialstructed work - social work flows
Global learning arbitrage - learning providers include global tutors and mentors
Emerging Technologies
Consumer technologies - solutions that were not initially designed for educational purposes
Digital strategies - innovative ways of using applications and devices to support teaching and learning
Internet technologies - digital tools and applications that allow learners to seamlessly interact with networks
Learning technologies - resources and tools developed exclusively for education
Social media - tools develop primarily for consumer social purposes
Visualization technologies - infographics to sophisticated visual data analysis
Enabling technology - innovative technologies that have potential to transform everyday lives
A vision for future learning technologies
Everyday life integrated with ubiquitous, mobile, high quality, accessible, adaptable, and user friendly applications and services
Communication, collaboration, negotiation, and networking skills critical for all learners
Personalized lifelong learning opportunities become commonplace