Humanizing the digital workplace - book overview

Thia book - humanizing the digital workplace: creativity, innovation and leadership in the age of technology - published by Springer 2025, brings the focus of digitaising away from technology, towards a people-centric approach. The book is edited by M. Orel, M, Cerne and S.I. Wong. 

The book has 23 chapters, organised in 8 sections. 

The book begins with the introductory section - theoretical perspectives on humanizing digital work. The various frameworks and concepts grounding the other chapters, are presented. Of note is the emphasis on understanding the implications of human life through digitisation and the need for all to understand and be proactive in how technology is foisted upon us.

The second section covers ' strategies for managing digital transformation and has 3 chapters. There is a focus in these chapters to pay cognisance to employee's intentions and support adaptive performance, so that humans are able to keep up with the rapid changes wrought by digitisation of work. 

Section three has 3 chapters on 'designing human-centric digital work. The chapters provide examples and conceptualisations as to how to humanise digital work, hybrid work, and to bring meaningfulness into work.

Section four has 3 chapters on supporting collaboration and productivity. Again the focus is human-centric rather than just on quantitative productivity.

The next chapter has 4 chapters on 'well-being and connection in a digital workplace. Models and frameworks are introduced and discussed around how to support workers, from diverse backgrounds, working remotely or in-situ, facing continual change to their work tasks and designations.

Then 4 chapters in the section on 'creativity and innovation in the digital age'. Discussion across the chapters on how to harness but also how to support the challenge to continually create and innovate and a VUCA world.

Section 7 has 2 chapters on 'leadership and change in the digital era'. Here the chapters shift towards supporting leaders to work in local and international contexts, as organisations cope with the effects of digitisation, globalisation and socio-political-economic challenges.

The last section has one chapter on environmental considerations and hybridisation.

In all, a book of relevance, contributing much towards better understanding the myriad factors involved in human activities.  Digitisation may bring about advantages, but there will always be a cost, not only in infrastructure etc. but also in terms on the human factor. Although humans are inherently flexible, the pace of change is now so rapid, that change fatigue causes organisations to have to think through their objectives and approaches. The book is a timely contribution to better understanding the human aspects of technological 'progress'. 

Guide to integrating problem-based learning programs in higher education - book overview

 This book, Guide to integrating problem-based learning programs in higher education: Design, implementation, and evaluation, is written by Pam Epler and Jodee Jacobs, both from Youngstown State University, USA. 

There are 12 chapters and each is summarised in the detailed table of contents. 

The first chapter introduces and reviews the history, and advantages/disadvantages of problem-based learning (PBL) and provides examples of the integration of PBL into HE.

The follow chapters on the use of technology with PBL, how to evaluate PBL in HE, and student perspectives about PBL.

Chapter five discusses the challenges inherent in designing, implementing and teaching PBL in HE.

Chapter 6 moves into the role of technology with project-based learning. Then Chapter 7 provides examples of PBL classroom models in HE.

Chapter 8 summarise emerging research on project-based learning. Then Chapter 9 discusses the use of groups and peer tutors in PBL classrooms. Chapter 10 traces the integration and support of PBL in synchronous and asynchronous online classrooms. Chapter 11 provides a project-based learning service delivery model case study and the last chapter discusses future trends for PBL in HE.

Overall, a useful guide to PBL, with the inclusion of project-based learning and technology-enhanced / digitally supported learning. The context is HE and American which privileges on-campus learning /instructional design. However, the principles provided throughout the book are applicable (with care and scholarship) into vocational education. The introduction, judicious and structured use of technology to support contemporary PBL and project-based learning is useful. 

Emergence and Innovation in Digital Learning (2016) - ebook overview

 This book, Emergence and Innovation in Digital Learning: Foundtions and Applications : published in 2016 by Athabasca University and edited by Dr. George Velesianos, is available as an open access ebook. 

I downloaded the book last year and a wet weekend provided the opportunity to read it more thoroughly. Although a relatively new book, some of the concepts have dated especially due to the rapid move to blended/ online learning due to the pandemic. The first few chapters provide good frameworks for understanding aspects of educational innovation and the emergence of 'new' pedagogies.

 The book has two sections. Part 1 has a series of chapters providing 'foundation' followed by the next section with 6 chapters as on 'applications'. Below are short overview of the chapters in the 'foundation' section.

Section 1 - foundations

chapter 1 by the editor, grounds the book's premises and concepts by defining the characteristics of emerging technologies and emerging practices in digital education. Of note is the 'fluid' and contextualised nature of 'emergence'. What is innovative in one discipline / sector may already be mainstream in another. 

The second chapter by J. Ross and A. Collier, continues on from the discussion in the first chapter. The contention is that 'innovative', 'new', and 'emergent' technologies for teaching online are complex, messy and often at a state of 'not-yetness' requiring careful, reflective, agile and sensitive (to learner perspectives) introduction, development and support.

Terry Anderson summarises the theories of learning pertinent to working with emerging technologies. His framework on learning interactions is introduced along with summaries, discussion and critiques of relevant theories of learning. These include social constructivism, complexity theory, net-aware theories of learning, heutagogy, connectivism, groups nets and sets, and threshold concepts. A bit of an eclectic collation!

Royce Kimmons and  Cassidy Hall then propose an 'emerging technology integration model. There are many examples of models including TPACK, SAMR, Replacement Amplification Transformation (RAT), Technology Integration Matrix (TIM), Technology Acceptance Model (TAM) and Technology Integration Planning (TIP)! Six criteria are important when applying and evaluating models - compatibility, scope, fruitfulness, role of technology, student outcomes, and clarity. The chapter provides good discussion and critiques of the various models.

The last chapter in in the foundations section is by Elizabeth Wellburn and B. J. Eib who propose ' multiple learning roles in a connected age' - when distance means less than ever. The chapter focuses on the perspective of learners and how their role has changed, from empty receptacle for 'knowledge' to be poured in, to active and co-construction partner. The chapter overviews various ways to understand how learning has been shifted by access to information and the need to provision learners with the metacognitive skills to navigate a complex and ever shifting environment. This especially important when distance learning is the major means by which learners access learning. 

All in, the foundation chapters provide good anchors to ground thinking on the introduction and implementation of technology into education. 

Horizon report on teaching and learning 2022

 This year's Horizon report on teaching and learning is now out. The layout is similar to last year's with acknowledgement of the social, technological, economic, environmental and political influences on how each of the threads may percolate through the educational communities and eventually become mainstream. The summary provides a good overview.

The key technologies and practices remain very much the same. The pandemic has amplified the shift to hybrid/remote teaching and professional development to maintain the skills required to provide for this form of learning have been solidified.

AI for learning analytics and AI for learning tools feature as the top two trends. 

Implications for the above are provided from Australia, Canada, Mexico, Saudi Arabia, and the US of A community colleges, research institutions and corporate perspectives.

Handbook of Open, Distance and Digital Education - a living book

 Springer is publishing a series of 'handbooks' using a progressive publication model. The Handbook of Open, Distance and Digital Education is published using a 'living edition' model whereby chapters are uploaded, as they complete the peer review and editorial review processes.

All the chapters in this book are open access and currently there are 15 chapters (was 13 last week). Will keep an eye on this book as chapters are uploaded as they provide a current 'state of play' with regards to the macro, meso and micro-level developments in the field. At the moment, the categorisation of the chapters is not complete but will be in place as the number of chapters increase.

Educational technology research and development - journal follow up

As blogged and summarised in 2020,  the journal Educational Technology Research and Development is a good 'go to' with regards to learning design, instructional design scholarship.

The latest issue  (Volume 70, Issue 1) has a number of relevant articles, some of which are open access. The articles cover the following:

1)      Analysis of patterns in time for evaluatingeffectiveness of first principles of instruction

2)      Instructional design learners make sense oftheory: a collaborative autoethnography (open access)

3)      A new application of the temporal contiguityeffect in designing narrated slideshows (open access)

4)      A meta-analysis of the impact of virtualtechnologies on students’ spatial ability

5)      How the design and complexity of concept maps influence cognitive learning processes (open access)

6)      Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses

7)      Learner-centric MOOC model: a pedagogical designmodel towards active learner participation and higher completion rates

8)      Cultivating an online teacher community ofpractice around the instructional conversation pedagogy: a social network analysis

As always, important to evaluate the robustness of the studies reported. Some have small samples and carried in specialised contexts. Generalisation needs to be considered given the parameters bounding the individual studies.

Digital ethics taskforce

 One of the items introduced during the eportfolio forum last week (see notes on this blog) was the work on the Digital Task Force convened by the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL).  The resource created was publised in 2020 to provide guidance to students, professionals at work, educators, administrators etc. with working on eportfolios.

The guidelines cover support, the promotion of awareness, practice, respect of author rights and re-use permissions, access to technology, privacy, content storage, cross platform compatibility, accessibility and consent for data storage. 

These are summarised in this link. A fieldguide to portfolios is also an good overarching resource on eportfolios. 

Horizon report 2021

 This year's Horizon report - teaching and learning edition - repeats much of last year's methodology by scanning the social, technological, economic, environmental and political impacts on technology and its implications on teaching and learning. The pandemic has coloured many of these with increases in 'remote' work/learning; widening of the digital divide and mental health issues being evidence social issues. There has been 'widespread' adoption of hybrid learning with increased use of learning technologies accompanied by online faculty development. 

The KEY technologies and practices are little changed. They include:

- Artificial Intelligence

- Blended and hybrid course models

- Learning analytics - their role

- Microcredentialling

- Open Educational resources (OER)

- Quality online learning - first mention, in a while, of this in Horizon reports.

Scenarios of growth, constraint, collapse and transformation are used to envision which of the above will have stronger impacts. Given the rise of digital learning due to the pandemic, growth is evident but transformation is still limited.

Case studies are offered across higher education (HE) and 'community colleges'. Countries include Australia, South Africa, Turkey, US community colleges and doctoral colleges. 

Overall, not much new with the addition of the implications wrought by pandemic issues. 

CRADLE conference 2020 - Welcome and Keynote #1 - Associate Alyssa Wise on learning analytics

 Attending the sessions for the CRADLE (Centre for assessment and digital learning) conference today and tomorrow. There is a two hour difference in time (NZ is 2 hours ahead) so It will be a late finish today 😊

The conference begins with a welcome from Professors Liz Johnson and David Boud, Deakin University. First CRADLE conference (over 900 participants!!) but the fifth year CRADLE has been running. Professor Boud provided background and rationale for the conference. Professor Johnson provided formal welcome to country and to the conference.

The first keynote (introduced by Phil Dawson) is with Associate Professor (of educational technology and learning science) Alyssa Wise from New York University on ‘The data intensive university in a post-digital world: New directions in teaching and learning.

https://steinhardt.nyu.edu/people/alyssa-wise

Defined learning analytics (LA) as the use of data science methods to generate insights into teaching and learning that lead to direct, impactful action. Important to use LA purposefully to inform how learning is designed, developed, supported, taught etc. Argued that data informed decisions are more important than ever given how online, blended, hybrid etc have moved to mainstream overnight, no longer digital vs traditional.

Shared recent survey across large number of universities. Unfortunately, pre-covid online better experienced than post-covid ‘remote learning’. However, experiences did improve (slightly) over time. Clear structure for learning important but needs to be balanced with flexibility. In general, videos of ‘lectures’ positive but online lectures themselves had mixed reviews, along with online discussions. Important to provide ‘active engagement’ for students.

How can learning analytics help? Begins with instructors design with intention to engage learners, who generate data, provide analytics, read as human insights and feed back into instructors design.

Data can be catergorised as activities, artifacts and associations. It is not only the data, but how is it analysed and applied? Sense making from analytics need to be supported with pedagogical response.

Provided a series of examples. Are my students preparing? When are my students preparing? Are my students engaging? Collected data on activity and used this to inform the  ongoing development of activities to increase engagement. Qualitative data also important – for instance to find out ‘who are my students engaging with? Where is the student spending the most time (asynchronously)? What does the student engage with – content related or non-content related discussion posts?

For instructors, important to find out how they are going. In general, professor responses which are to all levels of queries, providing coahing and supporting and social presence cues have greater engagement with professors who only respond to ‘top level queries which are straight forward.

Another example of how to find students who are struggling using diagnostic assessment with LA used to build a better model of how to identify and support students. However, relationship support (i.e. caring tutor) still most effective!

Interrupted by phone call!! So did not get to follow the last 5 minutes and the Q & A.