This paper will outline a new approach to teaching and learning in a post-digital world; one that recognises learning outside the transmission and provides a context for learning to happen in a way aligns with how people are living their post-digital life. This design process build experiences into learning and teaching by shaping the way engagement, interaction, assessment and feedback are undertaken. We will look at seven post-digital learning experiences (found, making, identity, play, discontinuity, authenticity and community) and will debate how these experiences can shape, influence and enhance the opportunities for students to learn, to share learning and to teach others in a post-digital world and made accessible through social media, serious gaming, personal and collective spaces, apps, making, remixing, bricolage and sharing. Participants will be asked to take existing learning technology practices (such as lecture capture) and ‘hack’ them to create post-digital learning experiences that shift the way the technology is used (as opposed to changing the technology).
Finally, this presentation will engage participants in an active debate about how to implement and advocate for this pedagogical change. With all the routine and standards around quality assurance and enhancement, much of the focus of practitioners and technologists has been on the skeleton of learning; the curricula, learning outcomes and modes of assessment, structured and shaped by expensive embedded infrastructure that itself shapes the type of teaching done within it;
- Projectors that can be seen by all and controlled by one;
- Four walls that contain what happens within them;
- Timetables, administration and practices that dictate massive over intimate;
- Technology that replicates and reassures the existing practice as a safe and comfortable blanket of conformed and defendable ways of doing.
Technology and the digital are already integral to higher education, but the presence of technology does not automatically equate to a shift in practice. How do we as learning technologists support and advocate our institutions to break the sometimes intractable nooses of institutional entropy, technological tension and the incongruity of expectation around how technology should and does work? How do we design tangibility, ambiguity and humanity into teaching and learning so that outcomes are enhanced, durability of learning continues to extend, transferability of experience is enhanced and the effectiveness of education is exponentially increased?
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