I’ve been working with several colleagues on arranging the upcoming Digital Learning Research Network (dLRN) conference at Stanford, October 16-17, 2015. The call for papers is now open. We are looking for short abstracts – 250 words – on topics of digital learning. The deadline is May 31. Our interest is to raise the nuance and calibre of the discussion about education in a digital era; one where hype and over-promising the power of technology has replaced structured interrogation of the meaning of changes that we are experiencing. We have a great lineup of speakers confirmed and are expanding the list rapidly. The conference will include social scientists, activists, philosophers, researchers, and rabble rousers. It will be an intentionally eclectic mix of people, institutions, and ideas as we explore the nodes that are weaving the network of education’s future. Representation from the following research organizations has already confirmed from: Stanford, Smithsonian, University of Michigan, University of Edinburgh, Columbia University, CMU, state systems (Georgia, California, Texas, and Arkansas), and SRI.
Join us for what will be a small (max 150 people) and exciting exploration of a) what education is becoming, b) who we (as learners, activists, and academics) are, and c) where these two intersect in forming the type of learning system that will enable us to create the type of society that we want for future generations.
From the call:
Learning introduces students to practices of sensemaking, wayfinding, and managing uncertainty. Higher education institutions confront the same experiences as they navigate changing contexts for the delivery of services. Digital technologies and networks have created a new sense of scale and opportunity within global higher education, while fostering new partnerships focused on digital innovation as a source of sustainability in volatile circumstances. At the same time, these opportunities have introduced risks in relation to the ethics of experimentation and exploitation, emphasizing disruption and novelty and failing to recognise universities’ long-standing investment in educational research and development.