Student reboot 4.0: the affordances of their Brave New World

Student reboot 4.0:
the affordances of their
Brave New World
D E B B I E H O L L E Y & J A K O B R O S S N E R | 2 0 2 4 G L O B A L F E S T I V A L O F A C T I V E L E A R N I N G | 1 5 / 0 3 / 2 0 2 4

D E B B I E H O L L E Y
P R O F E S S O R O F
L E A R N I N G
I N N O VAT I O N
F A C U L T Y O F H E A L T H
A N D S O C I A L S C I E N C E S
J A K O B R O S S N E R
F A C U L T Y L E A R N I N G
T E C H N O L O G I S T
F A C U L T Y O F H E A L T H
A N D S O C I A L S C I E N C E S
Introductions

• Evolving Educational Landscapes:
• Shift from traditional to digital and flexible learning environments.
• Impact of technological advancements on teaching and learning methods.
• Global Events Reshaping Education:
• Acceleration of educational changes due to the COVID-19 pandemic.
• Transition towards online and hybrid learning models.
• The "Brave New World" of Education:
• Exploring new educational paradigms as a metaphor for current changes.
• The role of technology in shaping future learning environments.
• Reflection on Personal Learning Experiences:
• How have recent educational trends and technologies influenced our learning?
Setting the scene
If you could travel to any era of
education, which one would you choose?

The Classroom Time Machine
I f yo u c o ul d travel
to an y era o f
educ ati o n , wh i c h o ne
wo ul d yo u c h o o se?
1
2
3

New vs old – What has really changed?
What fundamental aspects of learning and
teaching do you believehave remained ?

New vs old – What has really changed?
• Physical Layout : Students round the side. This
layout facilitates a style of teaching where the
teacher talks and students listen. Desks and chairs
are often organized in rows facing the front, where
the teacher stands or sits.
• Limited Student Interaction: There is less
opportunity for student interaction, collaboration,
or input during the learning process. The classroom
dynamic is primarily one-way, from teacher to
student.
• Teacher-Centric Approach: Historically, classrooms
have been designed with the teacher as the central
figure, imparting knowledge to students who are
listeners and note-takers. This setup underscores
the traditional view of teachers as the primary
source of knowledge and authority in the
classroom.

• In telling the story of
a civilisation where suffering and
pain have been eradicated at the
price of personal autonomy, Brave
New World explores
the dehumanising effects of
technology, and implies that pain is
necessary for life to have meaning.
Huxley’s Warning: A Reflection on Modern Education
• The story begins with three
expository chapters describing the
futuristic society of World State. In
this society, marriage, family, and
procreation have been eliminated,
and babies are genetically
engineered and grown in bottles.
I am usingthis as an analogy of
the technocratic/ metric led 'new'
university, with the OfS as the
World State!
This is the TEF, REF and KEF and
'baby academics'being
modified to meet the metrics!

• Citizens are programmed to be
productive and complaisant through
a combination of biological
manipulation, psychological
conditioning, and a drug called soma.
• A new society, named for the
twentieth century automotive
manufacturer Henry Ford, was formed
to improve the human experience
• World State brainwashes its citizens
to remain obedient....
Our academic appraisals,
metrics and factory
management structures
The post covid University
where technology is deployed
as a surveillance tool both staff
and students

• The World State emerges as the antagonist of the novel, a sinister force that
prevents characters from achieving meaningful happiness or free will.
So how will we and
our students,
Shahida and Kevin ,
fare in this new world
order?

Shahida and Kevin - Journeys to Career Success
Name: Shahida Anwar
Age: 24
Role: Medical Student
Favourite Food: Mediterranean cuisine, with a particular love for falafel and hummus.
Favourite Music: Solace in classical music, often listening to compositions by Ludwig van
Beethoven and Johann Sebastian Bach while studying.
Bio:
Shahida Anwar, a 24-year-old medical student, harnesses online resources and technologies to
augment her learning experience. With aspirations to specialise in neurology or heartsurgery, she
utilises virtual simulations and engages in global medical forums to gain a deeper understanding of
the human brain. She loves travel and embracing every opportunity to expand her global
perspective and medical knowledge
Name: Kevin Johnson
Age: 22
Role: Animation Student
Favorite Food: Kevin is a fan of Japanese cuisine, especially sushi and ramen.
Favorite Music: Indie rock, Tame Impala and Arctic Monkeys.
Bio:
Kevin Johnson, 22, is an emerging talent in the world of animation, blending traditional artistry with
cutting-edge digital techniques. His journey in animation is marked by a bold exploration of themes
and storytelling methods, showcased in his diverse online portfolio. He has set up a website where
he sells his work. Despite financial constraints, Kevin’snarrative is one of innovation, artistry, and a
constant quest for new experiences in both his professional and personal life. He is also committed
to overcoming his vaping habit.

What factors will influence our students as
they try to build their careers?
In chat – We will share your feedback later

Shahida is traveling again – where will she go?

Hello from Singapore!
This city is a stunningblend of cultures and colours. I've strolled through the Gardens
by the Bay – it's like steppingintothe future. The food here is an adventurein itself;
the flavours are as diverse as the people. I've made friends from around the world and
we've shared stories while diningby the Marina Bay Sands.
My exchangeprogram has been nothingshort of extraordinary, providinginsights into
advanced healthcare systems and community-basedmedical practices. The warmth
and efficiency here extendfrom the streets right intothe heart of the medical
community. Engagingwith fellow medical students and professionals from around the
globe has expandedmy understandingand built lastingconnections. Everymoment
here is a step towards becominga more globally-mindedhealthcareprofessional.
Warmestregards from Singapore,
Shahida

Hi from Down Under!
Sydney has stolen my heart! The Opera House is as majestic as they say, and the
beaches... oh, the beaches are paradise. I've climbed the Harbour Bridge and watched
the sun dip below the horizon – it was magical. The Aussies are as friendly as they
come, and I've been welcomed with open arms. I wish you were here to share this
incredible journey.
Sydney's approach tohealthcare, particularly in cardiac care,is profoundly patient-
centeredand innovative. The wardrounds are thorough, and observingsurgeries has
been a groundbreakingexperience. Beyondmedicine,the cultureand scenery here
have stolen a piece of my heart. The global medical communityhere is inspiring, and
I've been fortunate to learn from some of the best in the field. I carry these lessons
with me, along with your love and support.
Sendingsunny smiles from Sydney,
Shahida

Dear Loved Ones,
New York is everythingyou've imagined and more! The energy here is infectious, and
the skyline at sunset is a sight to behold. I've walked the bustlingstreets,tasted the
famous New York pizza, and even caught a Broadway show.
Thanks to the generous health fundingfrom my scholarship, I had the unique
opportunity toobserve a ward round at a renowned hospital – a glimpse into the
future of medicine. It's experienceslike these that remind me of the importance of our
family tradition of education and exchange. Missingyou all.
Love and lights from the Big Apple,
Shahida

Kevin can afford a day return from
Bournemouth to London to visit a museum –
where will he go?
The National Gallery The British Museum Tate Modern

Hello from an inspiring afternoon at the National Gallery! Being
surrounded by centuries of stunning paintings really puts into
perspective what we're losing with the funding cuts in media and
art. Despite the setbacks, being here, absorbing every
brushstroke and colour palette.
It’s strange, navigating this path as the first uni-goer in our family.
But today, standing in front of Van Gogh’s Sunflowers, I felt part
of something bigger – a legacy of art that withstands time and
adversity. Can't wait to share every detail with you, maybe even
inspire our own creative projects. How’s your day going? Let’s talk
soon!

Good evening! Today was a journey through history at the British
Museum. Every exhibit tells a story far beyond our textbooks,
connecting civilizations past and present.
I wish there was more support back home for students in the
arts. Balancing jobs and studies is no joke, but standing in the
midst of human history today made me forget the struggles for a
while. I wish you could see what I saw, the Rosetta Stone, the
ancient sculptures... truly a testament to human creativity and
resilience. It's tough doing this solo, especially with all the
uncertainties around the Turing Scheme and fees. Hope to catch
up soon and dive deep into today’s adventure with you!

Hey there! Just wrapped up a great day wandering the galleries of
the Tate Modern. The diversity of the artwork are amazing – really
makes me ponder the stark contrast with the recent arts funding
cuts.
Pushing through despite the financial hurdles, balancing my part-
time gig with this once-in-a-lifetime cultural immersion.
It’s a bit lonely being the first in our family to pursue university,
let alone navigate through London's art scene alone, but today’s
experiences make every challenge worth it. How’s everything with
you? Would love to share more about today. Let’s video chat soon

Discussion
What opportunities have our 'imagine'
scenarios offered our students?
In chat or verbal

Discussion
What life factors will influence their progress?
Study abroad
Health funding
•Exchanged as
part of private school
•curriculum
•Had travelled extensiv
ely
•Established tradition
of student exchange
•Social capital
Media/Art
•lost additional
funding in the 2021
DOE funding round
•First in family to
university
•Works part time to
make ends meet
•Has never been on a
study exchange
•Turing Scheme unsure
if students will have to
pay fees
Internship
•Built into the
curriculum
•Good social
networks, so would
easily settle in
•accommodation
not an issue
•Concerns over
university fees if he
takes 3 months out
•May lose his part
time job
•Daily commute may
be possible
•But then loses the
‘soft’ cultural benefits
of internships

How would an
education 4.0 play
out for our students?
Imagine..
• Shahida can attend a ward round
at leading teachinghospitals,on the heart surgery
ward, usingeye trackingsoftware and 'seeing'the
patient through the lens of the expert
• Kevincan attend all the shows and collections in
his sphere as a hologram...
• The barriers are not technological, or students
lackingvision or faculty lackingimagination.. ..
• Genuine changeis hamperedby the agenda of
commodification,which DavidNoble so eloquently
describes in his work on 'digital diploma mills'
Education 4.0 affordances

Discussion
Which of these 3 do you think is most
important to Education 4.0
In chat or verbal
Remove barriers to scaling technology
Remove
Share world class knowledge
Share
Enable seamless transition in, out and through workplaces, matched by flows in,
through and out of higher education
Enable

Reflections on our journey
through the decades today
Concluding thoughts
A B

Resources
British Medical Journal (BMJ) 27.02.2024) Pledge to boost medical training places rings hollow, say leaders
https://www.bmj.com/content/384/bmj.q502
EY and FCCI (Feb 2021): Higher Education in India: Vision 2040
https://www.ficci-hes.com/pdf/2021/eyreport.pdf
Holley, D. (December 2019) Getting the pearls from the Digital Oyster – Breaking Through the Shell of the Status Quo Education Technology Insights
Magazine: Special Edition on EdTech.
https://www.educationtechnologyinsights.com/magazines/December2019/EdTech/#page=26
Huxley, A., 1998. Brave New World (1932). London: Vintage.
LRN The State of XR and Immersive learning Project (2021) and currently being updated for June 2024) https://www.immersivelrn.org/initiatives/state-
of-xr-immersive-learning-project
Jisc did this futures scoping work https://www.jisc.ac.uk/learning-and-teaching-reimagined/scenarios
King, A. (1993). From sage on the stage to guide on the side. College teaching, 41(1), 30-35.
Noble, D.F., 1998. Digital diploma mills, part 1: The automation of higher education. October, 86, pp.107-117.
https://firstmonday.org/ojs/index.php/fm/article/view/569/490
Universities of the Future (EU funded project)
https://universitiesofthefuture.eu

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