Australia Technology Summit Group 4 Workspace

Wiki workspace for Group 4 [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?

e Publications

  • Easier to buy music since iTunes than to steal it
  • Inkling software an example of a chapter at a time
  • Padding out of text done to make it financally viable
  • eBook and Open Content are different
  • Book value based on scarcity as are university courses
  • Still need editor input. So a change from Traditional publishing?
  • Multitasking in print. Electronic lacks ability to have tools with multi- pages open and multitask
  • Filtering and editorial role.
  • Music metaphor the same. Most content is poor quality,. The value added by editorial process.
  • If your BLOG being read by others, that is the editorial process. In contact of national debate, are Unis that filter? Are universities feeling angst about this?
  • Take these trends and see that Unis need to have these discussions. Digital persona. Staff need to to understand personal vs professional presentation online
  • That demarkation is not happening
  • In blogging sense… how many comment reflect quality. Seems only about 1% of folks actually comment
  • Roadblocks - fear as do not have a sense of protection from organisation. Must see internet as "media channel". Not new… another form of what they know already
  • One huge issue - Excellence in Research Australia… ranking researchers etc based on output in a bunch of arenas that do not touch on many of the new media
  • Some incoming academics keen to use but disincentives from institutions so becomes something passionate users do
  • The notion of how credibility is assessed. Does one ever buy a CD based on who produced? Bought because of recommendation. Valuable but not part of consumer's decision matrix. Actual social network is what drives you.
  • Where is social networking in the picture?
  • 4/5th of Aussie Profs using social media quoted in report. Where is that from?
  • Cloud computing…. any sector or Gov't initiative? The Data Fabric? New. Aust National Data Service. INstitutional resources not stored well historically
  • coordination required for this to work. Integrating teaching and research sources
  • NMC working through ACODE (hosting NZ meeting), Advisory Board uses folks from each

Challenges in Advisory Board

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?
    • funding in global terms not as critical as it could be
    • staff development aspect but not saying in the right way? The only model that worked.... local faculty workload model. If teaching new subject with new technology given a work load factor. Was just in engineering, not across faculties
    • opportunity to bring in new skill sets when you make a hire BUT not being asked. Premise that to become an academic have to learn a number of skills (but none on presentation skills, only prescribed academic pathway).
    • Admin/Exec staff tend to use existing position descriptions. eg "eWorker" who has moderation skills, maybe need to develop position descriptions. But need to have pathway within the organisation which is not yet defined. Promotion doesn't recognise some of these at this stage.
    • Those who have good presentation skills do well. BUT don't have development within institutions to get there
    • Need to do something innovative. Encourage folks to do innovative things. When they are willing to innovate, support needs to be in place. Insulate them from what may wrong. Capture successes. This need not stretch existing infrastructure that much.
    • Needs to be OK to fail. Failure is poorly managed at institutions. Should reward by upscaling if pilot works
    • Not only students need instruction, but staff.
    • WHen we know we have it, technology is transparent. When you understand it it isn't called "technology" but an "iPad" or "phone". Youth today see I.T. as we see radio. Just there...
    • Our goal of having student spit out facts. Artificial restrictions - no devices, exams. The Danes are working at allowing these tools and it is the concept of being able to find, synthesise, analyse
    • Idea of not knowing the information - the idea of not needing to know everything but how to look it up. Core knowledge is required to be part of a specific discipline.
    • Final section of the "know where to find" an issue of sources cut off once they leave the infrastructure of a university- network of peers, tools in HiEd
    • It should be noted that downplaying a knowledge base .
    • Not yet replaced the cutbacks in higher ed that have occurred over the years.
    • Rather do less innovation and have funds focussed on training so we do a few innovations well.
    • Blue sky thinkers & every problem has a solution. These two need to be in balance. Like a balanced investment portfolio.

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