Post 1 - Digital Technologies

Digital Technologies (Small, 2022).

Online activity 1 - 261764_2022_DBLE_DISD: Thoughts on Digital Technologies - SMALL (massey.ac.nz)

Definition: Capability - in this context, a capability is anything which can be used to create an output, such as people (new knowledge or skills), equipment (a weapon or tool) or platform (aircraft, vehicle, ship).

The activity required us to share experiences with using digital technologies in an educational context (successful or not), and any current views on digital technology. Given my current role as a learning analyst, part of my outputs are recommendations of training - including how a capability will be trained. Capability as used here refers to anything from people capabilities, to equipment, to platforms. The capability being introduced (whether people, equipment or platforms) impacts on the way that training is recommended - in particular, where using the capability itself for training may pose risk to human life, finances and budget, or operability and return on investment for the life of the capability it is often recommended that digital technologies are utilized. These range from short courses on a Learning Management System (LMS), to virtual and augmented reality, to fully immersive simulation modules (non-exhaustive). 

A risk posed by the utilization of digital technologies for learning, particularly where confidential information is involved, is the security of information in what Knox (2019) terms a 'surveillance culture'. While technology has become an integral part of modern daily life, the notions that technology industries are governed by a benevolent interest in the development of social interconnectedness (as the advertising would lead us to believe) may be incorrect. The number of public scandals involving technology and data leaking has lead to more interest within the academic world around the profit-seeking motives of the digital technology industries. Further, the idea that digital technology can be seen less as simply 'tools' but as part of a larger economic shift toward educational platforms which can offer greater 'personalized' learning experiences through the use of data, and claims at the efficiency and precision which accompany the use of such data (Knox, 2019).

As mentioned in the artefact (Small, 2022b) learning analysis is a critical step in the recommendation of digital technologies for learning. Not only are security considerations a factor, as outlined above, but also ensuring that the selected technology is fit for purpose, leads learners to achievement of intended outcomes, and closes the learning gap. In addition, where simulation is recommended as a learning intervention, learning should still be able to be as close to reality as possible to ensure no unintended learning gaps are created. In talking about augmented reality (AR) for learning, Cai (2018) emphasizes the role of AR as a supplement to reality rather than replacement of it. 

Where this applies to my role as a learning analyst is to ensure that recommendation of digital technologies, in particular simulated learning environments, allow learners to practice the learning in a context which is as close to the job standard (real world application) as possible, and where able ensure that the learning is also measured in a real world context. For the most part this reinforced my current understanding of digital technologies, however considerations for technology industry motives as well as security considerations added to my current thinking. Moving forward, careful consideration of the types of technology we introduce, as well as how they might link in to the 'personalized' learning system involving ongoing use of learner data will need to be made.

Artefact - Online Activity 1

References:

Cai, S. (2018). Case studies of augmented reality applications for authentic learning. T. W. Chang, R. Huang, & Kinshuk (Eds.), Authentic learning through advances in technologies (pp. 115-134). Springer. https://link.springer.com/chapter/10.1007/978-981-10-5930-8_8

Knox, J. (2019). What does the 'Postdigital' Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education, 1(2), 357–370. https://link.springer.com/article/10.1007/s42438-019-00045-y

Ng, W. (2015). Theories underpinning learning with digital technologies. New digital technology in education. Conceptualizing professional learning for educators (pp. 73-94). Springer.

Small, L. (2022). Digital technologies [digital visualization on the internet]. https://www.canva.com/design/DAFHq0wXpZo/RvpxCku2fUEFUKmqpC3daQ/edit?utm_content=DAFHq0wXpZo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Small, L. (2022). Online Activity 1 [digital visualization on the internet]. 261764_2022_DBLE_DISD: Thoughts on Digital Technologies - SMALL (massey.ac.nz)