Born digital? Pedagogy and computer-assisted learning

Clarke, T; Clarke, E

Born digital? Pedagogy and computer-assisted learning

Clarke, T

Clarke, E

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Publication Type:: Journal Article
Citation:: Education and Training, 2009, 51 (5), pp. 395 - 407
Issue Date:: 2009-06-26

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Field	Value	Language
dc.contributor.author	Clarke, T https://orcid.org/0000-0002-9719-9647	en_US
dc.contributor.author	Clarke, E	en_US
dc.date.issued	2009-06-26	en_US
dc.identifier.citation	Education and Training, 2009, 51 (5), pp. 395 - 407	en_US
dc.identifier.issn	0040-0912	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9881
dc.description.abstract	Purpose - The purpose of this article is to examine the impact of the shift to a knowledge society, where information and communication technology (ICT) and the widening spread of internationally distributed information are creating a "skill revolution", as O'Hara suggests, there is a widening culture mismatch between what members of the knowledge society need to succeed and what current systems of higher education are geared to offer and to adequately prepare people and communities to thrive in the global knowledge society. Design/methodology/approach - For universities, as the scope and complexity of the actual business environment grows, the changing landscape of business education needs to come to terms with a developing global environment that has impacted on business, demographics and culture which demands a change in managerial skills to lead sustainable enterprise. Findings - Students need to master higher-order cognitive, affective, and social skills not central to mature industrial societies, but vital in a knowledge based economy that include "thriving on chaos" (making rapid decisions based on incomplete information to resolve novel situations); the ability to collaborate with a diverse team - face-to-face or across distance - to accomplish a task; creating, sharing, and mastering knowledge through filtering a sea of quasi-accurate information. Originality/value - These skills, according to Galerneau and Zibit, are "the skills for the twenty-first century", as they are "the skills that are necessary to succeed in an ever changing global society where communications is ubiquitous and instantaneous, and where software tools allow for a range of creative and collaborative options that yield new patterns and results that we are only beginning to see". © Emerald Group Publishing Limited.	en_US
dc.relation.ispartof	Education and Training	en_US
dc.relation.isbasedon	10.1108/00400910910987200	en_US
dc.subject.classification	Business & Management	en_US
dc.title	Born digital? Pedagogy and computer-assisted learning	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	51	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
utslib.for	15 Commerce, Management, Tourism and Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	51	en_US

Abstract:

Purpose - The purpose of this article is to examine the impact of the shift to a knowledge society, where information and communication technology (ICT) and the widening spread of internationally distributed information are creating a "skill revolution", as O'Hara suggests, there is a widening culture mismatch between what members of the knowledge society need to succeed and what current systems of higher education are geared to offer and to adequately prepare people and communities to thrive in the global knowledge society. Design/methodology/approach - For universities, as the scope and complexity of the actual business environment grows, the changing landscape of business education needs to come to terms with a developing global environment that has impacted on business, demographics and culture which demands a change in managerial skills to lead sustainable enterprise. Findings - Students need to master higher-order cognitive, affective, and social skills not central to mature industrial societies, but vital in a knowledge based economy that include "thriving on chaos" (making rapid decisions based on incomplete information to resolve novel situations); the ability to collaborate with a diverse team - face-to-face or across distance - to accomplish a task; creating, sharing, and mastering knowledge through filtering a sea of quasi-accurate information. Originality/value - These skills, according to Galerneau and Zibit, are "the skills for the twenty-first century", as they are "the skills that are necessary to succeed in an ever changing global society where communications is ubiquitous and instantaneous, and where software tools allow for a range of creative and collaborative options that yield new patterns and results that we are only beginning to see". © Emerald Group Publishing Limited.

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http://hdl.handle.net/10453/9881