Six building blocks for the future of IT in Learning and Teaching

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Six building blocks for the future of IT in
Learning and Teaching
Five

• David Jones

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Purpose

• Show some of the changes in IT which will
  influence e-learning
• Thanks
• for the opportunity and listening
• Apologies
• for the roughness and length

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The building blocks
The blendedubiquitousspectrum
TheFuture
Ateleological Development
Enablers
The leap up theabstraction level
Immigrant die-off
Everything is open
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Abstraction levels
The leap up theabstraction level
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Increasing Abstraction
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Increasing Abstraction
Old student records
http//infocom.cqu.edu.au/Units/aut98/85321//Old_S
tuff/1996_Website/85321/
MDCWebsites
Leaky Abstractions
Old student records
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Increasing Abstraction
Blackboard Peoplesoft
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Increasing Abstraction
Blackboard Peoplesoft
AIS
AIS
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Increasing Abstraction
Blackboard Peoplesoft
Webfuse
AIS
AIS
Webfuse
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Web 2.0 - mashups
http//restaurantreviewswithmaps.ning.com/
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Web 2.0 - mashups
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Clustering tags "metadata"
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Possible CQU Mashups

• Student postcodes, photos and Google maps
• Facebook (http//www.facebook.com/)
• Student photo profile
• Ask to be friends
• Visualise networks of friends
• Form groups
• Addition of maps

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Implications

• Closed applications will go away
• Peoplesoft, Blackboard
• Systems must talk and share
• Technical skills still important
• Domain knowledge more important
• Applications getting better

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Immigrant and Natives

• Prensky (2001a, 2001b)
• Digital media has changed the brain structures of
  the current generation
• Lots of arguments against (Van Slyke, 2003 Owen,
  2004)
• But skills will change

Immigrantdie-off
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Evolution of literacy
TIME
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Evolution of literacy
TIME
Rise of the versatilists
http//techrepublic.com.com/5100-10878_11-5053961.
html
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Implications

• CQU programs
• Every professional able to program
• IT graduates need more than IT
• End-users will want to build stuff
• More people will want and know about technology
• "Multi-cultural" organisation

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Everything is open

• Three rules (Polese, 2004)
• Nobody owns it
• Everybody uses it
• Anybody can improve it
• Current examples
• Open source
• Open content
• Social software - Wikis, Blogs
• Web 2.0

Everything is open
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Encyclopedias and dictionaries

• http//www.britannica.com/versushttp//www.wikip
  edia.org/
• Oxford English Dictionary based on (1858)
• contributions from a large number of volunteer
  readers, who would read books, copy out passages
  illustrating various actual uses of words onto
  quotation slips, and mail them to the editor

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Scarcity - change pedagogy

• Lecture -- scarce books
• "action of reading, that which is read"
• Textbooks -- scarce media
• Face-to-face -- scarce time
• Web -- abundance
• Multiple points of entry
• Flexiblity through diverse sources

http//www.h-net.org/teaching/essays/mcclymer.html
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Scarcity

• Economics
• "the science of choice under scarcity"
• The long tail

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Scarcity - enrolment

• IT and the network makes it possible to serve
  the long tail
• Though practices have to change

http//www.insidehighered.com/views/2005/05/27/fis
her
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Implications

• Change in culture - for everyone
• Change in practice
• Change in systems
• Context is everything
• MIT/Spielberg won't rule the world
• Academics should provide context/perspective/opini
  on and not information

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How do you design?

• You've won a holiday to China/Russia
• You have 30 days
• All the money you need
• Your choice how to use both
• What do you do?

Ateleological Development
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Design extremes
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The spectrum
At e l e o l o g i c a l
T e l e o l o g i c a l
TraditionalISD (CIS)
End-user development
AIS
Agile ISD (Webfuse)
EpimetheanIS (Dron 2005)
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The spectrum
At e l e o l o g i c a l
T e l e o l o g i c a l
TraditionalISD (CIS)
End-user development
AIS
Agile ISD (Webfuse)
What IT people are taught
EpimetheanIS (Dron 2005)
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The spectrum
At e l e o l o g i c a l
T e l e o l o g i c a l

• Where do the following fit?
• Traditional course design
• Student centred learning

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Abstraction of Information systems
- deterministic
- non-deterministic
Otherware
Software
Hardware
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The mismatch
There can be no doubt that universities operate
in a continuously changing environment. It is how
they, as an organisation, respond to the changes
that determines their legitimacy and relevance
going forward.-- CQU Strategic Plan 2006-2011
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Evolution of IT planning
http//www.educause.edu/er/erm05/erm0522.asp?bhcp
1
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Implications

• Ateleological anathema to
• Organisations
• Education
• Current practice

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What it might look like

• Technology blended into everything
• E-rolment/e-courses will make no sense
• "Real" open learning
• Serving the long tail
• Everything is context

The blendedubiquitousspectrum
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CQU's adopts WhitePlank carsas delivery
mechanism
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"I go get" or "come to me" web

• Web becomes personal
• Understanding may be done best with different
  interface

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Implications

• Help students and staff "be blended"
• Access deals for laptops, iPods etc
• Training
• Systems that use standards
• Micro-formats versus "standards"
• Organisational implications
• contextualised IT staff
• "fat" to experiment
• more open

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What do you think?
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References

• Dron, J. (2005). Epimethean infomration systems
  harnessing the power of the collective in
  e-learning. International Journal of Information
  Technology and Management, 4(4),
  392-404http//www.inderscience.com/search/index.p
  hp?actionrecordrec_id7070prevQueryps10mor
  
• Owen, M. (2004). The myth of the digital native,
  Retrieved October 5, 2005 from http//www.nestafut
  urelab.org/viewpoint/art26.htm
• Prensky, M. (2001a). Digital natives, digital
  immigrants. On the Horizon, 9(5), 1-6. Retrieved
  April 30, 2003, from http//www.marcprensky.com/wr
  iting/Prensky20-20Digital20Natives,20Digital2
  0Immigrants20-20Part1.pdf
• Prensky, M. (2001b). Digital natives, digital
  immigrants, part II Do they really think
  differently? On the Horizon, 9(6), 1-6. Retrieved
  April 30, 2003, from http//www.marcprensky.com/wr
  iting/Prensky20-20Digital20Natives,20Digital2
  0Immigrants20-20Part2.pdf
• VanSlyke, T. (2003). Digital natives, digital
  immigrants Some thoughts from the generation
  gap, The Technology Source, Retrieved October 5,
  2005, from http//www.wisc.edu/depd/html/TSarticle
  s/Digital20Natives.htm