New Zealand Strategic 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 research?
  • Electronic Books are very valuable
  • Publishing industry needs to make it easier to buy than steal
  • Processes that used to keep content secure have changed
  • Internet opens up different market: opens long tail so needs to think about similar transformation as the music industry eg iTunes model
  • Can publish on demand.
  • Innovative publishers will move: anyone can be a publisher
  • 1 & 2 are connected when an eBook can be annotated especially if this happens as part of shared learning experience.
  • Some content is fleeting and transitory therefore need to have processes in place to save and share if important
  • Issue is how to delineate between conversation and peer reviewed ageed cntent
  • In NZ PBRF will change this (Mark Horgan) Morst and Forst have a part to play including funding
  • This will be a "slow boat to turn around".
Process is morphing: author is assuming control: younger academics work differently;
  • 1 & 3 also linked through mobile
  • Mobile devices are portable, run applications, can always be connected eg smart phones and iPads rather than lap-tops.
  • Always on; always available
  • Usefulness depends on size of device
  • Apps and content that supports the learning experience is the issue not courses on line
  • Need to make clear definitaion as people think courses rather than mobile as an adjunct to the educational experience.
  • Intentional leadership around the development of learning content

  • Competing trends in NZ: opern access licensing framework; open education resources also a big push;
  • O/A to govt Data and information included
  • Align the trend with education principles

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?
  • From "education governance to the classroom" this is a challenge
  • It's not just teachers its about the way education is organised: challenge is systemic
  • Students are learning despite the system
  • Teachers need to change from "group learning is cheating" to group learning works but individual assessment is a consideration
  • How can we teach to use eg WIkipedia as a valid research tool without plagiarising - changing definitions of Plagiarism? Content can be reassembled in new and interesting content.
  • These are literacies for life - critical in global, networked wired world
  • Visual literacy is a challenge
  • Challenge is to evolve the approach to support learning that is applied beyond formal education that underpins competence that impacts productivity and employment
  • Info literacy was how to acces info on the internet: now expanded to information in social networking
  • Roles of all parts of the education system need a greater appreciation of stages of development of literacy and the need to check competency at each stage
  • (We agree with statement three)

  • There's a real challenge around how to support parents in this equation
  • Parental and home support linkage is essential factor
Number 4 is a trend not a challenge.

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- consider actions in the areas of National Policy, Innovation Catalysts, and Outreach.
  • Action Step
  • Action Step
  • Action Step
  • Action Step