Wellbeing inclusion and digital dystopias.pptx

Wellbeing inclusion and digital dystopias.pptx

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  Wellbeing, inclusion, and digital dystopias Prof.Kate Lister, Arden University
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  Interesting times • Furtherand higher education communities are caught between conflicting pressures (e.g. technology, politics, financial, social responsibility… Please name more in the chat!) • In this creative workshop, we build on the speculative approach by Higher Education Futures, exploring near-future scenarios, and considering the opportunities and challenges these may create • This is intended to be light-hearted, Black Mirror-style, thumbing our noses at the future. Please don’t take anything too
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  Near-future scenarios Listen tothe following fifteen dystopian scenarios, and make a note of any that particularly resonate with you
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  1. Hypercompetition Technological innovationand global instability have substantially reduced the number of jobs available, leading to hypercompetition between job applicants and mass upskilling. Digital learning students compete for high grades and awards, increasingly fetishising assignment scores and seeking other means of recognition, while juggling work and family
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  2. Wellness embedded Inan attempt to tackle the student suicide crisis, new duty of care legislation means universities are legally obliged to consider student mental wellbeing in every aspect of study. For part-time, digital and distance learning providers, with the added complication of student isolation, this means potentially severe penalties if any aspect of study is deemed distressing or
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  3. Tribalised Increasingly polarised argumentsand beliefs have led to societal division. New freedom of speech and academic freedom legislation states that students and staff have the right to argue and research anything they believe, while equality legislation affords them the right to be protected from hearing beliefs that threaten or distress them. Students and staff must be
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  4. Inclusive bylaw Multiculturalism, accessibility, belonging, inclusivity and respect are now legislated, and universities are expected to ensure their entire student experiences (from curriculum and pedagogy to student support and peer interactions) are compliant. However, there is a lack of clear shared definition around these terms, and particular challenges for digital providers working in
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  5. International Distance andonline learning providers in resource-rich countries are now the primary form of global higher education. Megascale online teaching models, advancements in virtual and augmented realities and educational simulations are used to give globally distributed students equitable learning experiences, while dynamic community- building is used as a method
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  6. Deglobalised The post-pandemicshift towards stricter borders, deteriorating international relations, nationalism and protectionism has led to a need for deglobalized distance learning provision. The prospect of a less open world means local students’ needs and career aspirations may change rapidly, even in the life cycle of a programme, requiring adaptive content supported by
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  7. Technology-enhanced Technology isubiquitous in higher education, and digital learning is under pressure to be at the forefront of innovation. In an increasingly crowded and competitive market, there is the expectation that artificial intelligence, virtual and augmented realities should be utilised in every aspect of learning, to enhance the student experience and ensure systems and practices are
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  8. Offline &alt formats Increasing use of technology in work and daily life has led to screen aversion in learners. Students are increasingly calling for printed or offline versions of learning materials, including boxes of course books being sent to their houses and the option to hand- write and post assignments. Some students have secured legal right to offline and alternative formats of learning
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  9. Flexible bychoice There is increasing pressure from sector bodies and lobbyists on universities to deliver flexible learning that supports student choice and autonomy. Small, in-person providers welcome this as a chance to demonstrate pastoral care, but it presents difficulties for providers who operate at scale, and universities who serve a widening participation market, whose students may
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  10. Personalised Significant enhancementsin learning analytics mean that learning can now be highly personalised and optimised for all learners, based on a black box algorithm of demographics, circumstances and behaviours. The system ensures that no two students should have the same learning experience. Much of it is automated, but delivery is still a burden on providers, and there
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  11. Industry-focused Higher educationand businesses are working in partnership, and digital learning is leading the way in industry-relevant learning. Courses are closely aligned to industry, with most programmes offering bespoke apprenticeships, courses endorsed by and/or co-written with global industry partners, international virtual internships and visa agreements. There are
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  12. Justice-driven Unrest fromuneven wealth distribution means that addressing societal challenges has become a primary mission for universities. Programmes move towards radical transdisciplinarity, focused on social challenge areas. There is a mass move away from capitalised infrastructure, and programmes partner with community and activist groups, adopting social justice
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  13. Ubiquitous Students areincreasingly focused on completing their degrees quickly while managing busy lives. In response, distance learning providers move to an ‘education everywhere’ model. Programmes consist of podcasts they can listen to while driving, bite-sized course texts delivered through social media, case studies as Netflix documentaries and real-life
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  14. Time-poor An increasinglyhectic pace of life, with more and more demands on students’ time and resources, means that their learning is becoming increasingly sidelined by other priorities. Digital learning students are showing high numbers of deferrals, extenuating circumstances and extension requests. Providers are moving towards micro- credentials and short,
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  15. Wildcard Add yourchoice of challenge, opportunity, dystopia, crisis or global event here
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  Opportunities and challenges Picka card that particularly resonated with you. Discuss in your group: • What (if any) elements of this dystopia do you already see happening in your current context? • How can we provide quality learning experiences for diverse students in this scenario? • How can we enhance accessibility, inclusion and wellbeing for both students and staff in this scenario?
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  Thank you! Kate Lister @KateMarburg [email protected]