Australia Technology Summit Group 3 Workspace

Wiki workspace for Group 3 [return to Summit Page]

Discussion/Analysis of Key Trends

  • As the availability and use of electronic books continue to grow, the traditional publishing (and textbook) market is undergoing a profound and lasting change.
  • Social and open forms of peer review and scholarship are gradually gaining acceptance.
  • The availability of educational content for mobile devices is increasing as more providers develop for these platforms.
  • The way we think about learning environments is changing.

Discussion: What are the implications of trends identified in the 2010 Horizon.anz research?
  • Contextual issues for retention; shift has been away in the VET sector. At griffith, this however would be a highly rated trend. This is already in place for international students. It is important as an issue, but not highly important in impact of teaching/learning.
  • For ebooks, in law, it is tied to publishers who are looking simply at text into a PDF- implication is for more interactive content, to be updated dynamically. ePub standard is limited. Publishers are trying to hang on. Models may come from early childhood, Costs for textbooks can be a driver. Perhaps app store approach may help. Unbundling of text into smaller pieces. How can content be sold to libraries and then loaned to students. Why should institution should be involved? Institutions have obligation to provide content. What might be impact of self publishing on the business? Will we even have books as we know them? Books become outdated.What is role of a professor? Masher upper? Academic will have to provide framing tools for evaluating information - relying on social networks as a resource/filter. High school textbooks are tied to standards. Human network becomes more powerful -how does that get built into eboks. Should allow for people to reshape information in a book. A framework for combing things together - why did not library catalogs ever allow students to write reviews, give ratings? Amazon type recommenders for content -diigo too.
  • How will academics be recognized for contributions? The discipline based ways of knowing are shifting.
  • More of a subscription model for content (Safari Books).
  • Increasing trend for providers of content to deal directluy with the client- bypassing the institution. If not putting resources into buying content and policing copyright and more into providing access via ubiquitous access. We need more seamless access- why does State Library not have edurooam (they have free wireless). More transparency in moving between learning environments. Free at the uni but not home.
  • Should be the way we thinking about "learning" is changing; more than the environment- how notion of higher education needs to change. Not viable to have people drive to campus to hear a lecture. Learning environment is not a physical space. People dont change as fast as technology. The institution is focused on lecture theaters. Many lecturers refuse to record lectures. Students are driving demand- they want high quality audio, the quality of audio equivalent to phone is ok. Automatic transcription may be important.
  • Role of LMS- one instructor uses wiki for all the content, but LMS used only for hosting assignments; they should be able to connect for transfer of data.
  • Example of students creating their own Facebook group to do peer to peer support.


Discussion/Analysis of Critical Challenges

  • Even where technology for learning is strongly promoted, there remains a desperate need for professional development opportunities around emerging technology.
  • There is a conceptual mismatch between pedagogical practice and the design of many emerging technologies that makes it difficult for teachers to appreciate or use new tools.
  • There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy.
  • In today's networked world, learners are placing greater value on knowing where to find information rather than on knowing the information themselves.

Discussion: What are the implications of challenges identified in the 2010 Horizon.anz research?
  • Battles with copyright licensing- "it is broken".
  • Cloud services and challenges of US services and Patriot Act. Many places have shifted email into the cloud- email is one things, storage of data is another. Not an issue for some. It remains a barrier, but is perceived one (?). USNW.tv was a local cloud service. Many services have been run in cloud but not seen as so (HR services). Traditional IT services dont have expertise for managing many of these new services- new skill arise even when things are outsourced. The cloud is disintermediating the access to content, information and tools- dont need IT or the institutution, what does it mean? How can actitions that take place in the cloud, be pulled into the management systems?
  • Local skilled staff support for tech prof development is efficient. Moved support closer to the need (at schools) from central centers. Conversations were different at this level. Learnscope project bought people time to focus on development, action learning type development, but was axed 3 years ago. Not efficient at institution level (in terms of counting bodies). At Griffith Uni created blended learning "advisors" not focused on innovators, but the dragging tail who needed different kind of support. Focus on the "long tail" of support need. Building the base. Work of Everett Rodges- focus on critical mass. 10% of courses in LMS courses have no interactive content.
  • Even with basic skill training- they say, "now what"? They get skills but lack pedagogical scaffolding to take advantage of them. Primary challenge is making that connection. Instructors awarded for publishing not good teaching.
  • Teachers who get promoted were ones who cranked out regular publications. Other teachers gave up on promotion and focused on teaching. Large number of people in the middle tried both and got burnt out.
  • Can we help make them more efficient at teaching to allow time for research? Technology allows work to go home, universities get more work hours.
  • Improve efficiency with simple technologies, e.g. peer and self assessment. Simple templates, or small ways to improve. Time management.
  • In VET, there is a lot of blocked access at a state level- social media tools. If we block them in education, learners will go home to use new tools, but who will teach literacies to be effective in these spaces? 3G is an end around to network blockage. Some improvement- YouTube is not blocked now. Its about control. Legal implications and bullying are the fears. Policy issues around social media are large- loss of branding "becomes feral". Student activism via social media cannot be outlawed. Control is futile!
  • Blurring of work and home life. Same for students. Work/life balance. Helps some manage their balance. Might need sensible policy for facebook blending of personal/professional activities. Students who are friending tutors? DET has some policies for this.
  • About student literacy skills in these new environments- who will teach it. What guard rails can we put in place to help people. Who's responsible? Signatures needed for 17 year olds? Knowing how to navigate online world is something now people are learning from peers. Aren't they life skills? Beyond technology. Are we avoiding our duty of care by blocking and assuming the networked world does not exist?
  • Why don't we have technological mapping like curricular mapping? (Uni Melbourne did talk it into their curriculum redesign...) Is happening in primary schools. Let's look to pre-schools for design of learning environment!
  • Lack of uniformity between institutions for evaluating technology- no standard methodology for sharing and wheel re-invention. But that might take away competitive advantage between orgs. On the other hand there is a fair amount of group think.


Building a Case for Action

Identify critical groups, audiences, and projects of local significance:

  • group, audience, or project
  • group, audience, or project
  • group, audience, or project


What Actions can we Catalyze?

Identify 3-4 practical & timely potential action steps
  • Action Step
  • Action Step
  • Action Step
  • Action Step