19th Annual SEDA Conference
Opportunities and challenges for academic development in a post-digital age13 November 2014 - 14 November 2014
Location: NCTL Learning and Conference Centre, Nottingham
In the last few years, we have seen significant change in both the technologies available to staff and students in further and higher education (e.g. the growth of tablets) and their applications (e.g. the arguments over the educational value and significance of VLEs and MOOCs). This conference will focus on both challenges and opportunities created by this rapid change, covering themes and questions which are relevant to everyone involved in educational development at module, course, faculty and institutional level.
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Grainne Conole, Director, Institute of Learning Innovation, University of Leicester
Helen Beetham, Consultant in Higher Education @helenbeetham
Whatever the digital event may have been, we are hardly over it. Digital technologies are deeply rooted in everyday life, including everyday learning. We continue - at least some of us - to be excited at each new generation of digital product. More importantly, there are still narratives of educational change which lean heavily on digital innovation as a driver. But we do seem to have become more at home in the digital revolution. Perhaps we have arrived in calmer waters, from where we can witness that revolution more reflectively and even retrospectively.
This keynote will offer some provocations from the three perspectives suggested by the title. 'Post' will be taken first to mean 'in the wake of' the digital. What has happened in education during the last 15-20 years that can be characterised as a 'digital' revolution? Can we situate those events in a historical and political as well as in a technological timestream? Second, 'post' will be considered as 'a response to' the digital, in the sense that many cultural movements prefixed with 'post' have started out as a critique of their immediate fore-runners. What did the revolution mean for us as educators and developers? Did digital technologies give us a perspective from which to critique established educational practices - and do they still? Or do we now need to turn our critical lens onto digital practice itself and notice where it does and does not support our values? Finally 'post' will be considered as a potential recovery programme: given all this, what should we as educational developers do next?
The flipped format will mean that delegates and others not enrolled at the conference will receive a series of online provocations in advance, via blog posts and twitter (hashtag #sedapostdigital). The live presentation will include a number of debating points, where selected members of the audience will engage in a short dialogue with the speaker, and other delegates will be asked to consider key issues and respond.
Change Agent Network
Mark Kerrigan is the Director of Teaching, Learning and Assessment for Anglia Ruskin University in the Faculty of Health, Social Care and Education. He is responsible for
fostering excellence in teaching learning and assessment, the design and implementation of strategies to enrich the staff/student experience and has a strong interest in
mobile and technology integrated learning. Prior to accepting a position at Anglia Ruskin, he worked for the University of Greenwich in the Educational Development Unit and
was a programme leader and Teaching Fellow for the University of Westminster. He is a founding member of the national Students as Change Agents Network and was the project
manager for the Jisc Funded Digital Literacies in Higher Education project. Previously, he led the iPad in Science project, and was a member of the core team as part of the
Jisc funded project, Making Assessment Count. He developed MapMyProgramme, an open-source tool to support the holistic design of assessment, and was award a prize by ALT-
C/Google for this work. Mark is a Co-Conveyor for the Society of Research into Higher Education, Newer Researchers' Network and Managing Editor for the: The Journal of
Educational Innovation, Partnership and Change.
Dr Peter Chatterton
Peter is a consultant and academic whose work spans higher and further education, Government and industry. He has worked with over 30 universities and key educational
agencies, supporting them in programmes of innovation and change for educational transformation - using new technologies as the catalyst. He currently works with the
Leadership Foundation for Higher Education (Changing the Learning Landscape programme), the HEA, Jisc and QAA Scotland (developing resources that support institutions in
implementing flexible curricula) and has been instrumental in setting up the student Change Agent Network. He has also worked with HEFCE, HEFCW, Becta and LSIS and has
published many papers, books and good practice guides in relation to adoption of new technologies in teaching and learning. See www.daedalus-e-world.com for further info