Australia Technology Summit Group 2 Workspace

Wiki workspace for Group 2 [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 research?
  • UQ Press strategy - key points came up were shift of mass paperbacks (eg penguin) were staying paperbacks, while throwaway books were going digital
  • Very small prints runs at much cheaper rates because of the digital stuff
  • 'Cappucino' machines for printing on demand a book (eg one at UQ Library coming soon)
  • Books used to be seen as a rare valuable item, now they are ubiquitous
  • DRM issues for authors - also might negate the advantages of ebooks! (copy/paste into notes) - balance
  • Phyical weight of the textbooks
  • Having something digitally has advantages - copy/paste into notes
  • Richard Stallman - also worried about ebook DRM in his talk at the WCC this week
  • Piracy of ebooks - should protect the smaller in popularity

Open peer review and scholarship
  • ERA in Australa preventing this happening -
  • Open Access very different from open peer review
  • Stephen Aarnard has been arguing for this for nearly 30 years
  • "Peer review is dead - long live peer review" public and open debate being listened to more - 'collective intelliegence' - but who is going to do that for specific areas eg climate change
  • Cant look at academia as one single entity - each area has its own eccentricities
  • Systemic problem in national research framework is a barrier
  • Which journal something is published in has the pretige and power, and this doesn't seem to be changing
  • Nature/Science journals are pushing open access and open review
  • Strong view that this is not happening - we can't underestimate what needs to be done to resolve this

Educational content for mobile devices
  • A good argument here for open scholarship - a system that rewards creation of content, and actually using the content others are making
  • Internal recognition for using and creating content needs to be fostered
  • Will the big content providers allow their stuff to be used?
  • Some areas have very little to no coverage
  • Students wont enroll in a subject without online content, and soon mobile content - many disciplines dont even have basic online content

Learning environments
  • ITEE school at UQ has been doing online submission of content for a long time
  • Libraries moving books out for learn
  • Google docs seeing use between lecturers and students
  • Should a central institution learning management system be mandatory? Does this inhibit innovation?
  • There is a case to be made for a consistent user interface, but perhaps many ways of getting content into the system
  • User interfaces linking content providers with learning environments - classes are full of smart phones and tablets
  • Good iPad developers are very hard to find, let alone good user experience/user interface developers
  • Your currently held device dictactes the role you have in the learning environment (class) net books allow more input than an iphone, until iphone text input becomes quicker for the average user

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 research?

Professional development opportunities
  • Lack of understanding of pedagogy with most lecturers
  • Lack of support when new technologies were implemented at Universities. More support is needed.

Mismatch pedagogical practice
  • No connection between pedagogic practice and new technologies. Humanities' pedagogic practice hasn't moved (into new technologies)
  • Technology is (not yet) as engaging as a good teacher
  • Tools like Blackboard have problems. Token adoption.

Instruction in new skills
  • Need to integrate professional development into course
  • Industry engagement is important aspect of the course

Knowing information
  • What's new? The same is reflected in 17th century curriculum.
  • Discovery process hasn't changed that much. We been through this before (the printing press). 16th/17th century: How do you organise a Encyclopedia?
  • People overly relay on frameworks (e.g. Internet)

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