Success of DCU-Fuse in Reimagining the Future

DCU-Fuse was a unique 24 hour online envisioning and collaborative brainstorming experience, which took place over 30th & 31st March 2017, in partnership with students to engage stakeholders in development of a new 5-year Strategic Plan (2017-2022). FuseThis innovative project, first of its kind in Europe, was framed by Dublin City University’s (DCU) mission of ‘transforming lives and societies’ and strongly anchored in five core principles of ethical leadership: inclusion, openness, collaboration, sustainability and transformation for better futures. The objective was to canvas the community for ideas using an innovative online platform during World Open Education Week to shape and reimagine the next phase of the University’s development.

The unique DCU-Fuse platform was structured to support 32 separate online conversations over 24-hours across four channels, covering a variety of themes, which engaged the DCU community in meaningful dialogue related to the University’s future. NIDL staff was actively involved in leading and contributing to these conversations. Almost 6000 separate online posts and contributions and over 7000 likes were shared, along with around 80,000 page views, over 24-hours. Importantly, the DCU-Fuse experience also established thriving physical hubs on each academic campus supported by students throughout the 24 hours.


A distinctive feature of the DCU-Fuse experience was the underlying conceptual framework designed to reflect the University’s mission, core principles of ethical leadership, and contemporary models of open, inclusive and transformative online learning. More specifically. DCU-Fuse integrated key elements from three seminal theories on learning technology innovation. Twitter Fuse

Firstly, Laurillard’s (2013) Conversational Framework informed the platform design and engagement model by ensuring rich feedback loops. Secondly, Garrison, Anderson and Archer’s (2000) Community of Inquiry Framework was influential in fostering a strong sense of presence and community amongst participants, augmented by rich interactive content. Notably, each conversation was facilitated by a member of the University community, with support from a team of moderators who participated in relevant training. Thirdly, Hattie’s (2015) concept of Visible Learning based on a synthesis of over 1200 meta-analyses informed the platform usability and structure of conversations to enhance the flow of activities over the 24 hour period.

The DCU-Fuse experience was also invaluable in leveraging the University’s wider digitalisation agenda. Put simply, DCU “walked the talk” by infusing technology throughout our institutional culture in a truly open, inclusive and transformative experience. As Niall Behan, the new incoming Students’ Union President, comments:

“DCUFuse brought large-scale town hall meetings to the 21st Century online environment. This level of commitment to ensuring all opinions are heard, is part of a holistic model everyone at DCU is proud of. By being self-reflective and inquisitive in this manner, all aspects of the student experience can be improved, creating an even better institution”.

The following presentation on DCU-Fuse experience was later presented in June by Professor Mark Brown at the annual European Distance and e-Learnng Network (EDEN) conference.

The 7 Deadly Sins of Online Learning

In March 2017, Professor Mark Brown gave a brief keynote presentation at the OLC Innovate conference in New Orleans. New OrleansThis is one of the largest conferences of its type in the United States organised by the Online Learning Consortium.

His presentation explored the 7 deadly sins of online learning and was metaphorically anchored in the storyline and lessons from the 1927 film Metropolis. This is a silent German epic directed by Fritz Lang, which is a pioneering work of the Science-fiction genre influencing generations of filmmakers through iconic images of oppression and liberation.

New Orleans1

metropolismovieAfter describing each sin, Mark argues that when it comes to structural innovation we need to break free from the institutional shackles that limit our imagination.
The key point is that online learning should be in the service of big ideas, not as a big idea in itself. He told conference delegates that in many respects we are all sinners as new models of online and blended learning have yet to significantly contribute to the big idea of a safer, more equitable and socially just future for all.

A feature article building on the keynote presentation later appeared in EdSurge with Mark talking about how we can repent from the 7 deadly sins.