‘May you live in interesting times’ (Old Chinese curse)
We live in tumultuous times where change is constant and disruptive and where technologies are increasingly pervasive throughout society. Such change and disruption has been in the background of my thinking about learning technology for the past decade. In May 2000, I was invited to present two keynote speeches about the role technology would play in the future of higher education.
The first keynote was presented to the European Universities Continuing Education Network (EUCEN) at the University of Bergen, Norway and was entitled ‘The Traditional University is Dead – Long live the Distributed University!’ (Wheeler, 2000a). In my speech I outlined the economic and organisational problems faced by universities in a time of radical technological change and economic stringency in which traditional catchment areas and boundaries were being eroded. I argued that in order to survive the economic and societal challenges, universities would need to revise their approaches to education provision. I urged universities to develop new strategies that were based upon digital technologies to widen access, increase quality of provision and generally subscribe to the idea that students need no longer attend traditional lectures to achieve quality learning outcomes (Wheeler, 2004). I also pointed out the need for universities to create their own niche markets of unique or signature courses, and that universities would need to co-operate together in order to survive the economic turmoil and to make sense of the strictures and limitations that would be imposed due to governmental pressures.
My main recommendation however, was one grounded in the technology mediated learning approach. I argued that due to advances in information and communication technologies (ICTs) that traditional student catchment areas would begin to disappear or become less obvious (the death of distance) and recommended that universities turn their attention to blended and distance methods to broaden and extend their reach (the distributed model). I advised my audience that a number of new technologies were becoming increasingly available, easier to use and more economically viable to purchase into. I pointed out that one of the key technologies for the future would be the World Wide Web (I was of course unaware at the time just how vital it would become) and that managed (virtual) learning environments would become a useful means of organising and supporting online learning for large groups of distributed learners (again, I have revised my opinions a little on this). I took a risk and argued that universities that could not or would not rise to these challenges would either cease to exist, or become subsumed into larger universities who could respond to the challenge. In this speech I was deliberately provocative, and was rewarded by a passionate response from the delegates. Many were convinced that I was correct, whilst many more were equally convinced that I was wrong. It prompted much debate and led to a number of publications which presented my thinking to a wider audience (Wheeler, 2000b; 2001).
Later that same month, I presented a second keynote speech at a Teachers’ Conference held at the University of Western Bohemia, Plzen, in the Czech Republic. In that presentation I focused on the role of the teacher and how it was changing as a result of technological drivers, such as the introduction of new ICTs as well as political, societal and organisational demands (Wheeler, 2000a; 2000b). I drew upon my experience working in British and American schools to describe some of the new technologies and media methods that were emerging, and outlined their applications in teaching and learning. I argued that new information and communication technologies offered teachers an unprecedented chance to enhance and extend their practice. I went on to suggest that teachers needed to modify their classroom management, curriculum design, resources development, assessment and evaluation methods and communication techniques, if they were to remain effective and responsive practitioners. Again, this was a somewhat contentious speech, particularly as many teachers at the time were traditionally minded, conservative in their approach, pressed for time and notoriously resistant to change.
My first keynote dealt with the strategic changes institutions needed to adopt to survive in the new knowledge economy; my second keynote argued for changes at the level of the individual practitioner. In hindsight, neither argument was too wide of the mark. Across Europe and other western industrialised nations, most universities now have their own corporate e-learning strategies, and most manage their own virtual learning environments or VLEs (McConnell, 2006).
Furthermore, many teachers and lecturers are now adapting their everyday practice to incorporate digital technologies into the classroom and to extend learning beyond the traditional boundaries of the institute (Bach et al, 2007). Distance education is high on the agenda of most higher education institutes and a great deal of effort and time has been invested into staff development to ensure that teachers are up to date and aware of how to teach remotely using new technologies. Teachers have now started to harness the power of ICT and the web and personal networked computers within their working practice, for organisational, communicative and pedagogical purposes (John and Wheeler, 2008).
It is not only the role of the teacher that has changed. The embedding of digital technology into the fabric of everyday study has also changed the way students learn (Colllis and Moonen, 2002) and is more in keeping with what younger people tend to expect from higher education (Veen and Vrakking, 2006). Now students can assume more responsibility for their own learning and design their own study trajectories. They are able to learn on the move using mobile technologies, and are able to access a vast storehouse of knowledge through ubiquitous access to the World Wide Web. Communication is an easier prospect also with instant messaging and shared learning spaces becoming more common place. In many ways, and for most students, it would be hard to conceive of a way of learning and working that was devoid of the World Wide Web, e-mail or word processing.
Next time: Disruptive technologies in Higher Education
References
Bach, S., Haynes, P. and Lewis-Smith, J. (2007) Online Learning and Teaching in Higher Education. Maidenhead: Open University Press.
Collis, B. and Moonen, J. (2002) Flexible Learning in a Digital World: Experiences and Expectations. London: Kogan Page.
John, P. D. and Wheeler, S. (2008) The Digital Classroom: Harnessing the Power of Technology for Learning and Teaching. London: Routledge.
McConnell, D. (2006) E-Learning Groups and Communities. Maidenhead: Open University Press.
Veen, W. and Vrakking, B. (2006) Homo Zappiens: Growing Up in a Digital Age. London: Network Continuum.
Wheeler, S. (2000a) The Traditional University is Dead! Long Live the Distributed University! Keynote presentation for the European Universities Continuing Education Network (EUCEN) Annual Conference, University of Bergen, Norway. May 4-7.
Wheeler, S. (2000b) The Role of the Teacher in the use of ICT. Keynote presentation for the Czech Teachers’ Conference, University of Western Bohemia, Plzen, Czech Republic. May 20.
Wheeler, S. (2001) Information and Communication Technology and the Changing Role of the Teacher. Journal of Educational Media 26(1), 7-18.
Wheeler, S. (2004). Five Smooth Stones: Fighting for the Survival of Higher Education. Distance Learning 1(3), 11-17.
Photo taken during Zukunft Personal Conference, Cologne, Germany in 2011.
A tale of two keynotes by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at steve-wheeler.blogspot.com.
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