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Higher Education

in the Ultra-Connected Age

Susan MetrosUniversity of Southern California 

Justin Sipher 

St. Lawrence University

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Agenda

Why Connect?

Connectedness in Context

The “Ultra-Connected” Society Connected Learning Principles

Learning Connections Examples

Digital Natives and Learning Questions and Contacts

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Poll

Why Connect? A. Because connection underpins basic

communication

B. Because we are curious beings

C. Because it allows us to expand boundaries

D. Because technology affords us the ability to

connect

E.  All of the above

Other reasons to connect?

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Connectedness

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“Ultra-Connected” Society 

What does this mean and is it here?

t

r 

t u r n t

u c n u r n t r u n t, c c r  .ur n t r r curr nt c c r  t n

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Poll

How many hours a day are you digitally

connected?

 A. 0-6

B. 6-12

C. 12-18

D. 18-24

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“Always on” Devices 

Previous – devices when used by people

Current – devices in preparation of being used by people

Future – userless device connections

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Infrastructure for “Ultra-Connected” 

Network

Bandwidth Consumption

Device Density

Compatibility

Power (AC)

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Service Delivery Evolution

New IT expectations and responsibilities

Mobile friendly and mobile compatible

 Agility for landscape changes

Champion privacy and security

IT as architect and not contractor 

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Connected Learning Framework

1. Values

2. Learning Principles

3. Design Principles

ConnectedLearning.tv 

Ito et al, 2013

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Connected Learning Values

Equity Full participation

Social Connection

Ito et al, 2013

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Connected Learning Principles

Interest-powered Peer-supported

 Academically oriented

Ito et al, 2013

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Connected Learning Design Principles

Shared purpose Production-centered

Openly networked

Ito et al, 2013

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Learning Connections Examples

1. Reality Ends Here: USC School of 

Cinematic Arts Card Game

2. Traditional vs. Online Learning

Environments

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Reality Ends HereUSC School of Cinematic Arts Card Game

http://reality.usc.edu 

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Reality Ends HereUSC School of Cinematic Arts Card Game

http://reality.usc.edu 

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http://reality.usc.edu

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Reality Ends HereUSC School of Cinematic Arts Card Game

http://reality.usc.edu 

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Reality Ends HereUSC School of Cinematic Arts Card Game

http://reality.usc.edu 

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Reality Ends HereUSC School of Cinematic Arts Card Game

http://reality.usc.edu 

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Reality Ends HereUSC School of Cinematic Arts Card Game

http://reality.usc.edu 

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Teacher 

Students

Traditional Learning Environment

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Teacher 

Students

InstructionalDesigner 

Recruiter 

Teacher 

(SME)

Online Learning Environment

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Online Learning Environment

Desire2Learn

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Text Poll

How is “ultra-connectedness” impacting

teaching and learning at your Institute?

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Grown-up

digital

Digitallysavvy

E-learningsavvy

Assumptions

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Grown-up

digital

Digitallysavvy

E-learningsavvy

Assumptions

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Grown-up

digital

Digitallysavvy

E-learningsavvy

Assumptions

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Digital Natives and Learning

Digital native ≠ Digitally savvy ≠ E-learning savvy.

Our students will be exposed to and depend on

some form of e-learning in their life.

We should expose them to and not shelter themfrom this learning environment.

Should we think about one’s learning adaptability? 

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Questions and Contacts

Justin Sipher 

 jsipher@stlawu.edu

St. Lawrence University

Susan Metrossmetros@usc.edu

University of Southern California