Missing opportunities of digitalisation for teaching and learning

Keynote speech for the international week at University of Applied Sciences Technikum Wien (UASTW), 21-24 January, 2019 with the title "Tackling the Digital Challenge, International Week 2019".

Transcript

1. Missing opportunities of digitalisation for teaching and learning. Dr. Dominic Orr d.orr@fibs.eu @dominicorr Tackling the Digital Challenge, International Week 2019 University of Applied Sciences Technikum Wien (UASTW), 21-24 January, 2019 Picture credits: europeana.eu, id: lnb-zl-12542, 1980, National Library of Latvia: Elektroniskās skaitļošanas tehnika Rīgas Politehniskajā institūtā | Salcēvičs, Romvalds, 1949-
2. Digitalisation is everywhere! Political poster in Bavaria, 2018 – “Blockchain and brass bands”
3. Technology-first: • “Innovation (is ) ... designed asymmetrically. The focus is primarily on technological innovation. Social innovations are understood mainly in their functional relationship to this or positioned as a ‘compensatory counterpart’.” Social innovation: • New combinations or configurations of social practices. • Looking at innovation from the user perspective Andersson, L. F., Alaja, A., Buhr, D., & Stiftung, F. E. (2016). Policies for Innovation in Times of Digitalization. Arena idé , Friedrich Ebert Stiftung, Kalevi Sorsa Foundation. Retrieved from http://arenaide.se/wp- content/uploads/sites/2/2016/09/policies-for-innovation-in-times-of-digitalization-160929.pdf With technology-first approaches we are missing chances Howaldt, J., & Jacobsen, H. (Eds.). (2010). Soziale Innovation: Auf dem Weg zu einem postindustriellen Innovationsparadigma. VS Verlag für Sozialwissenschaften. Rüede, D., & Lurtz, K. (2012). Mapping the various meanings of social innovation: Towards a differentiated understanding of an emerging concept. EBS Business School Research Paper Series, 12, 1–51. https://doi.org/10.2139/ssrn.2091039
4. Demand-side vs. supply-side thinking …or why I don’t have an ebike It would be great because… It is easier to travel distances and reach heights, even for less athletic people ✓ efficiency ✓ access to different terrains ✓ access to mountainbiking I don’t use one because… It doesn’t fulfil my needs  expensive / unaffordable  not easy to repair (especially in the woods)  heavy  different riding experience
5. Job market Demography Technology Knowledge and competency profiles [ ENVIRONMENT ] [ LEARNERS] The changing environment for today’s learners
6. Nedelkoska, L., & Quintini, G. (2018). Automation, skills use and training (OECD Social, Employment and Migration Working Papers). https://doi.org/10.1787/2e2f4eea-en Three key attributes based on ‘engineering bottlenecks’ Osborne & Frey Social intelligence - the ability to effectively negotiate complex social relationships, to collaborate, to empathize, to recognize cultural sensitivities, to care for others Cognitive intelligence – the ability to problem-solve, complex-reasoning and the ability to be creative, work outside or redefine the ‘rules’ Perception and manipulation – the ability to carry out physical tasks in an unstructured work environment CC BY: Gerd Leonard, author of Technology vs. Humanity: The coming clash between man and machine The debate on skills in the context of automation / digitalisation
7. McKinsey Global Institute (2017): Jobs lost, jobs gained: Workforce transitions in a time of automation Need to switch occupations based on future scenarios • In advanced economies, one third of workers projected to need to change occupation by 2030
8. The need for real ‘lifelong learning’ for all Photo: Group of blue sea squirts of genus Rhopalaea from East Timor, April 2006 by Nick Hobgood CC BY. Diagramme (left): Anatomy of a larval tunicate (Urochordata) by Jon Houseman CC BY. Metamorphosis of the Sea Squirt: from active to sedative
9. 1. Learners need to acquire new skills and competences, which enable them to fully benefit from the ‘digital dividends’ of technology. 2. Study programmes need to reflect on and react to the developments in society and the labour market. 3. Higher education institutions should be a place to consider and even practice future social reform, which can truly harness the benefits of digitalisation for all. 4. The opportunities of digitalisation for creating new learning spaces should be harnessed to improve the accessibility and quality of educational provision. Implications for higher education
10. Organising higher education Photo under the auditorium at Mannheim Uni, Sept 2018. D. Orr CC BY.
11. Hauschildt, K., Vögtle, E. M., & Gwosć, C. (2018). EUROSTUDENT VI Overview and selected findings. wbv Media. https://doi.org/10.3278/104-274w Problem case: Working students (EUROSTUDENT 2018)
12. Masevičiūtė, K., Šaukeckienė, V., & Ozolinčiūtė, E. (2018). Combining studies and paid jobs - Thematic review. UAB Araneum. Retrieved from http://www.eurostudent.eu/download_files/documents/TR_paid_jobs.pdf Working students’ profile • 51% of students have paid work • 75% of students over 30 years • Currently, this effects the amount of time they spend on studying, especially working >15 hrs/week • But widening participation is likely to increase the number of part-time students • These students bring work experience and competencies to their studies
13. Digitalisation in higher education – as social innovation “Digitalisation should not be viewed as an additional challenge, but as a powerful means to meet existing challenges for higher education.” (https://bolognadigital.blog/ )
14. Recognition and certification of competencies and learning Learning content, learning support and didactics Access to and delivery of learning opportunities Higher education provision made up of 3 core processes Digitalisation as facilitator for 2 dimensions • flexibility (organizational openness) • inclusion (social openness of processes) flexibility openness Digitalisation as facilitator…
15. Alignment of model to key Bologna challenges Open badges (https://bolognadigital.blog/ ) MOOCs and OER Flipped classrooms Learning analytics Augmented reality Virtual mobility Virtual introductory courses / summer schools Study support / social bots Student networks User statistics as business intelligence
16. Note: n=69 HEIs providing complete responses on OOFAT model. Using this model (OOFAT), we found 6 strategy types Orr, D., Weller, M., & Farrow, R. (2018). Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis. International Council for Open and Distance Education. Retrieved from https://oofat.oerhub.net/OOFAT/wp-content/uploads/2018/04/Models-report-April- 2018_final.pdf Only few (14%) innovate through digitalisation in all areas
17. Example case OERu as cooperation network
18. Higher education for learners… This is a university neither in-itself (the research university) nor for-itself (the entrepreneurial university) but for-others. The coming of the ecological university (Ron Barnett) Barnett, R. (2011). The coming of the ecological university. Oxford Review of Education, 37(4), 439–455. https://doi.org/10.1080/03054985.2011.595550
19. Job market Demography Technology Knowledge and competency profiles [ ENVIRONMENT ] [ HIGHER EDUCATION] Recognition and certification of knowledge and competencies Learning content, support and didactics Access to and delivery of learning opportunities [ LEARNERS] Higher education for learners…
20. Higher education Higher education High edu 2 … n Model 1 - Tamagotchi (Status quo plus) Model 2 - Jenga Model 3 - Lego set Model 4 - Transformers er Higher education / Vocational training n … … Higher education + + + + + + + + 4 learning pathways thru higher ed according to AHEAD https://ahead.tugraz.at/en/a-higher-education-digital-for-2030-ahead/
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