Untitled
Very thought provoking set of
pieces - excellent in this respect
15 year old McCartney and 16 year old
Lennon caught a bus right the way across
Liverpool to learn a B7 chord - this can
now be retrieved in seconds
Used to think we had to cram everything
into a child’s head because there would
be no further chance
Refer back to Beatles B7 chord example
No longer true (if it ever was)
Broaden to information literacy - we used
to arguably simplify this for people at least
at UG level - ‘come to us’, listen to our
lectures, read our recommended texts, job
done.
Technology change driving
information and learning change
Probably never was quite that simple, but
with digital revolution means there is a
very sharp contrast between that simple
model and what’s on offer
Digital literacies
Barney’s notion of polysynchronous
learning - much richer environment with
potentially overwhelming choices
Tim: A node supported by the network
they build
Both a risk and an opportunity
Idea of extended mind facilitated by
technology - to what extent does our
selfhood leak beyond the boundaries of
ourselves into the network?
Identity formation as student and scholar
and a professional
Themes in this
identity and development thereof critical
more than just knowing of content but
inhabiting social role
Joy: doing, knowing, being and becoming
Issues of identity formation and
enculturation
And how do we fit them to work to change
their disciplines for the better?
Paul Worsfold in reply to Tim Klapdor:
Career development accommodates
diverse students and diverse learning
needs brilliantly; it's personal, future
planning for the individual.
Desirability of student centred model from
an educational perspective - we are trying
to fledge students, not make them
dependent
Issues of power for universities and
academics vis-a-vis students and
industry
Academic promotions - what have we
valued and why? Will these value
structures serve us into the future?
My Response
We are part of an extended network
involving power relationships. Do we use
and respond to that power wisely? Do we
know how to?
Connectivity issues - this issue has not
gone away over 20 years
Equity of access and digital divide
Can’t ignore it, but also can’t only work to
the lowest capability
In our narrative, we say we will
harness technology to thrive as a
distributed yet connected
community
Our strategic aim is to be
recognised as the national leader,
and a significant international
player, in practice-based and
distance education
Increase student engagement through
well-designed, responsive and timely
online and face-to-face interaction
CLT Plan
Match to University Strategy
Introduce a leading LMS and educational
technologies
Map out disciplline and course profile
futures for our campuses and DE
Clear, consistent, targeted and
consolidated student comms
Develop an online environment that
connects our students and staff and helps
promote innovation with our other
communities
Courses and Campuses Plan
Service, Support and
Communication
Infrastructure - Physical and Virtual
NB discussion with student - desire for
study to be more traditional as antidote to
everyday life
Too much digital?
Need to have a foot in both worlds F2F and Digital - but need to be
competent in both
Further thoughts
Existential nature of problems Seneca from Hamlet’s Blackberry “The restless energy of a hunted
mind” solution - to make space in
midst of noise, identify one person
or one idea and focus on that for a
period
Philip’s Intro
Garry’s Piece
Judy O’Connell
EFPI - Use of Technology in
Workplace Learning
Julia Coyle
Think Pieces
Project
Alan Bain
James Brann
Louise Hard and Harriet Ridolfo
Tim Klapdor
Barney Delgarno
Carole Hunter
Joy Higgs
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