Evolving a Vision for Technology- Enhanced Learning Diana Laurillard London Knowledge Lab
Evolving a Vision for Technology- Enhanced Learning Diana Laurillard London Knowledge Lab.
Dec 19, 2015
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Evolving a Vision for Technology-Enhanced LearningDiana LaurillardLondon Knowledge Lab
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OutlineThe challenges in our educational policy ambitions
The Kaleidoscope Vision statement
Learning theory must challenge technology
Why is there so little technology-based innovation?
Supporting teachers as agents of technology innovation
Education as a learning system
3
Challenges from educational policy
“No child left behind” (USA)
“Education for all” (UN)
“Knowledge skills for all” (EU)
“Every child matters” (UK)
International education policy ambitions
“… because the world is not flat” (Charalampos Vassilidis)
5
UK Education policy ambitionsBetter teaching and more personalised support for every child,
whatever their needsAn interesting, broad and rich curriculum with more choice and a
wider set of out-of-hours opportunitiesEvery young person able to develop the skills they need for
employment and for lifeThe flexibility to combine school, college and work-based trainingMore school sixth form, sixth form college and vocational provision,
to give more choice to students Every adult to be able to get and build on the skills they need for
employmentLifelong learning for all – for work or for pleasure – with the widest
possible array of good quality coursesHigh quality university courses with excellent teachingAccess to university for those who have the potential to benefitMore and better flexible opportunities to study
Better teaching and more personalised support for every child, whatever their needs
An interesting, broad and rich curriculum with more choice and a wider set of out-of-hours opportunities
Every young person able to develop the skills they need for employment and for life
The flexibility to combine school, college and work-based trainingMore school sixth form, sixth form college and vocational provision,
to give more choice to students Every adult to be able to get and build on the skills they need for
employmentLifelong learning for all – for work or for pleasure – with the widest
possible array of good quality coursesHigh quality university courses with excellent teachingAccess to university for those who have the potential to benefitMore and better flexible opportunities to study
6
How is this learning to be supported?
100k new L1 learners per year, for 6 weeks @ 1:20 ratio = 500 new teachers
for literacy, 1000 for numeracy
10 minutes additional personal teaching per child, per week = 3000 new primary
teachers. (cf +1000, pro rata in 10 years)
Modelling adult skills:
Modelling personalisation:
How is it possible to meet these demands without changing our conventional models of teaching and learning?
“worldwide: 774m adults are illiterate” (Charalampos Vassilidis)
7
The Kaleidoscope Vision statement (2nd edition)
Developing a ‘Scientific Vision’ statement for TEL research
Network of Excellence in Technology Enhanced Learning 2004-200785 Labs across EU; >1000 researchersVision developed collaboratively via online hypertext document, webcast, f2f seminar to produce 1st editionLegacy book, EU policy statements, Stakeholder Symposium modified this to produce 2nd editionVision website
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DesignRedesign
ImplementationAdoption
Learning and Teaching pole
Educational aims
Cognitivism Constructivism
NarrativeConceptual representation Inquiry-based
learning
Scripts
Meaning
MotivationTrails
Evolving teacher’s
role
AccessEquityTrials
Collaborative learning
Co-design
AccessEquity
Potential
Orchestrating
Digital Technologies pole
Philosophy of
education
Collaboration tools
Interoperability
Mobiles Natural language
processing
Games patterns
External representations
Context-sensitive design
Self-managed learning
Interaction monitoringLearner support requirements
Disciplines
Stakeholders’ concerns and expectations
Empirical results
Technologicalcapability
kaleidoglobe
CostsBenefits
Evaluation and use
Workplace learning
Technological availability
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Emerging research issues Designing tools for learners• How do we optimise pedagogic and collaborative support with
intelligent TEL to support the development of mathematical thinking needed in the workplace - generalising, modelling?
• How do we support learners in the use of mobile communications environments for collaborative and inquiry-based learning?
Designing tools for teachers• How do we facilitate teachers to realise and orchestrate scripts of
different granularities, and of individual and collaborative learning phases, within their classroom?
• What kind of computer-supported collaborative tool would be needed to support the majority of teachers in building on research findings to design effective TEL and blended learning?
11
Reports from the Symposium SchoolsWhich practices bring students into formal learning?Give agency to stakeholders at each level in the system
Lifelong LearningNeeds a powerful tool for learning on demand - combining learning and application - is TEL contributing to this?, Where is the output of TEL - how does it benefit users?
HEHow is HE handling the transition to students’ use of Web2.0?TEL challenges disciplinary and organisational structures - what should be the change process?
IndustryHow can technologies help the shift from training to learning?How does e-learning transform an organisation?
“Learners’ issues: Access, preferences, personalisation, beliefs, expectations, effective e-learners, social software, change and transition” (Helen Beetham)
12
What can these technologies really do for
learning?
Learning theory must challenge technology
13
A common framework of representation
‘Instructivist’ - Teacher-focused
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Concepts
Actions
Adapt actions
Adapt Task practice environment
Reflect
Task goal
Answers
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‘Constructionist’ - Practice-focused
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Concepts
Actions
Adapt actions
Adapt Task practice environment
Reflect
Task goal
Reflect
Revisions
Feedback
Practice environment
Answers
A common framework of representation
15
‘Constructionist’ - Practice-focused
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Practice environment
A common framework of representation
16
‘Social constructivist’ - Learner-focused
Teacher’s ideas
Learner’s ideas
Learner’s practice
Reflect
Other learner(s)
Ideas
Ideas
Practice environment
Reflect
Others’ practice
A common framework of representation
17
‘Collaborative learning’
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Practice environment
Other learner(s)
Ideas
Ideas
Reflect
Others’ practice
Adapt actions
Draft outputs
Draft outputs
A common framework of representation
18
- A Conversational FrameworkWhat does it take to learn?
Instructivism + Constructionism + Social constructivist + Collaborative
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Practice environment
Other learner(s)
Ideas
Ideas
Reflect
Others’ practice
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
19
The Conversational FrameworkAn attempt to draw on the learning theories developed over the
last century, and encapsulate them in a form that enables
educators to test the technology against them.
20
Testing conventional learning
technologies against
the Conversational Framework
Lecture, Presentation, Book, Educational television, Audio…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Others’ practice
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
QuestionsOutputs
Learning through attention…
Tutorials, Libraries, Catalogues, Journals, Resource banks…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Others’ practice
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
Questions
Learning through inquiry…
Tutorial, Seminar, Class discussion, Small group discussion…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Others’ practice
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through discussion…
Problem sheet, practice exercises, project work…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Reflect
QuestionsOutputs
Learning through practice…
Outputs
Concepts Answers
Laboratory, Small group work, Fieldwork, Workshop…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through collaboration…
Essay, program, solution, design, product, performance…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
Outputs
Learning through production…
27
…3. offer their own ideas and conceptual understanding, by providing comment on them from (i) the teacher, or (ii) their peers?4. use their theoretical understanding to achieve a clear task goal by adapting their actions in the light of their understanding, or in response to comments or feedback?6. repeat practice, by enabling them to share their trial actions with peers, for comparison and comment?7. reflect on the experience of the goal-action-feedback cycle, by offering repeated practice at achieving the task goal?9. reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their peers? to their teachers?…
The Conversational Framework – Challenging the learning design
How does this pattern of learning activities motivate students to:
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Testing digital learning
technologies against
the Conversational Framework
Lecture, Presentation, Book, Educational television, Audio… Powerpoint, Digital video, Animation, Podcast…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
QuestionsOutputs
Learning through attention…
Libraries, Catalogues, Journals, Resource banks… Online resource, Digital library, Website, Search engine…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
Questions
Learning through inquiry…
Tutorial, Seminar, Class discussion, Small group discussion… Online conferencing, Forum, Chat room, Wiki…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through discussion…
Problem sheet, practice exercises, project work… Interactive simulation, Spreadsheet, Data analysis tool, Game…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through practice…
Answers
Outputs
Feedback
Answers
Outputs
Reflect
Laboratory, Small group work, Fieldwork, Workshop…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through collaboration…
Computer-Supported Collaborative Learning, Multiplayer games…
Reflect
Essay, program, solution, design, product, performance…
Teacher’s ideas
Learner’s ideas
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
Outputs
Learning through production…
Powerpoint, Program, Model, Website, Design, Digital video…
35
An integrated framework of our collective theories
of learning provides a powerful challenge to digital
technologies:
To support the learning process we need to
integrate all the technological capabilities available
36
Why is there so little
technology-based innovation?
37
• Education is a complex system of powerful, stable drivers, which do not embrace technology• Education leaders are not comfortable with technology as a component of strategy• Education is national, political - not so subject to market forces• Teaching practitioners have neither the power nor the means to innovate
Reasons for lack of technology innovation• Digital technologies are too new• Education is a complex system of powerful, stable drivers, which do not embrace technology• Education leaders are not comfortable with technology as a component of strategy• Education is national, political - not so subject to market forces• Teaching practitioners have neither the power nor the means to innovate
38
The role of the teaching professionResponding to:
Curriculum requirements
Quality assurance / inspection
Assessment requirements
Funding pressures
Resources available
+ learners’ needs
E-Learning Strategy:Engage key agencies to support teachers as innovators -TTA (TDA)LLUKHEA‘build a professional workforce which can both collaborate and innovate’ (DfES 2005)
39
Practice environment
Teacher’s ideas
Learner’s ideas
Teacher’s ideas
Learners learning
Learner’s practice
Other learner(s)
Other learner(s)
Teacher’s practice
Other teacher(s)
Other teacher(s)
What does it take to learn: for teachers learning?
Actions
Adapt actions
Task goal
Reflect
Revisions
Feedback
Ideas
Ideas
Reflect
Adapt actions
Draft outputs
Draft outputs
Learner’s goal
TeachingRevised teaching
Learner actions
Plans, learning designs
Plans, learning designs
Learner needs
Concepts Answers
QuestionsOutputs
Adapt actions Reflect
Adapt practice
tasks
RequirementsResponses
Curriculum and assessment
policy
“Understand, apply and reflect – feedback cycle – the mental phases the user going through – diagnosing, action plan, action taking, evaluation, specifying lessons learned – framework for action research ” (Michael Derntl)
40
Practice environment
Teacher’s ideas
Learner’s ideas
Teacher’s ideas
Learners learning
Learner’s practice
Other learner(s)
Other learner(s)
Teacher’s practice
Other teacher(s)
Other teacher(s)
What does it take to learn: for teachers learning?
Actions
Adapt actions
Task goal
Reflect
Revisions
Feedback
Ideas
Ideas
Reflect
Adapt actions
Draft outputs
Draft outputs
Learner’s goal
TeachingRevised teaching
Learner actions
Plans, learning designs
Plans, learning designs
Learner needs
Concepts Answers
QuestionsOutputs
Adapt actions Reflect
Adapt practice
tasks
RequirementsResponses
Curriculum and assessment
policy
“Iterative dialogic opportunities with feedback are essential to guide teacher educators through their own learning” (Julie Hughes)
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Teachers learning how to learn
We need to understand how to foster collaborative learning
But teachers lack the tools to design, experiment, share and
collaborate
“Teacher education is not systemic, and does not help the teacher innovate” (Charalampos Vassilidis)
42
Design tools for teaching professionals
Study of user requirements:• Multi-level planning i.e. course, module, session, activity, learning
object• Flexible editing, adaptable to users’ needs• Ease of use and simple manipulable learning design components• A way of capturing the context of learning design that can be
easily understood, interpreted, evaluated and shared• An instantiation of learning designs as a sequence of learning
activities • Support for teacher collaboration• Alternative forms of representations - structured text, diagrams,
concept-mapping representations... • A way of ensuring coherence between each of the components of
a learning design, such as topics, outcomes, methods, tools, staff resource, and student workload.
“Learning design is holistic in nature – need support and guidance, evaluation mechanisms, representation of designs, scrapbook – design is messy and iterative – different levels of granularity” (Grainne Conole)
Attention Inquiry Discussion Practice Production
Learning design tools for teachers as ‘learners’
70
30
100
100
70
3
100
3 24
30 45 25
173 33 24 45 25
“Decide parameters of method – no of students, duration, time schedule, online support means, time and place” (Maria Skiadelli)
300
300
Properties of the course, module, session:Credits, no. of students, teachers, aims, outcomes, assessments, etc.
“Students like the practice that gives understanding – so much hands on” (Thorpe et al 2008)
“Learning is relational -
depends on others and on artefacts”
(Nersessian)
Learning design tools for teachers as ‘learners’
60
30
80
80
60
3
80
3 24
24 36 20
158 27 59 36 20
50 15 35
173 33 24 45 25
300
300
Attention Inquiry Discussion Practice Production
“It encourages thinking outside current teaching box and therefore
use of other methods”
“This is more useful than I expected it to be”
“…very good for integrating learning technologies and the
learning design process”
“…as a newcomer to writing modules I welcome the help and
appreciate definitions/suggestions”
Teacher can model different selections of teaching methods
and check effect on learning experience and staff time
Research shows that learners spend a higher proportion of time on discussion in online than f2f tutorials http://www.lkl.ac.uk/lpp
45
Create Topic Create Learning Outcome
Supports process of aligning aims - topics - methods - outcomes - assessment
Educational games
Online repositories
Home-school links
Awareness
“Multiple mappings are important – really nice and visual”
“… it does make you think”
“This is good reflective/thinking tool – I particularly like its visual aspects of seeing the learning outcomes as a whole”
“the clunky interface didn’t put me off”
Interest
Learning design tools for teachers as ‘learners’
“I like this very much, because it’s mapped in my topics for me and it’s showing me them in weeks and it’s showing where they can overlap.”
Supports scheduling and analysis of of what is needed for
each Period of learning
Exports design to HTML file according to local format, to share with staff and students - to meet immediate needs
“… don’t have to provide the same things lots of times”
Learning design tools for teachers as ‘learners’
Select learner needs
Given your analysis of your learners’ needs, please select from the list below the one that corresponds most closely to your analysis:
Likely learner needs Understanding meaning of terms, special words Understanding, explaining processes within a system Understanding and applying a complex concept Motivation to do thorough research Understanding how properties of elements in a system relate to each other Justifications for key principles or relationships Seeing the familiar as problematic Understanding the value of new concepts
Select learner needs
Given your selection, please select the approach you believe would be most suitable:
Likely learner needs Understanding meaning of terms, special words Understanding, explaining processes within a system Understanding and applying a complex concept Motivation to do thorough research Understanding how properties of elements in a system relate to each other Justifications for key principles or relationships Seeing the familiar as problematic Understanding the value of new concepts
Possible learning designs – from CETIS? LAMS? Provide a glossary online which can either display the matching terms and definitions, or display each term with all definitions and ask learner to select the matching one, and v.v. Provide a concordance tool for a relevant document respository, set a task to use this to generate their own definition of a term, submit it, and ask student groups to debate whose is best, alongside existing expert definitions Ask student groups to research and generate a ‘trivial pursuit’ style card on one term each, then challenge each other on the full set of terms Develop a set of inappropriate uses in context of each term, taken from student assignments and exams, ask students to ‘mark’ them alongside expert uses in context, and discuss results.
“To understand the processes within osmosis through a role-play activity to explain it”
Role-play group activity
Link to website explaining
osmosis through a simulation
Chat room to compare
explanations
Vote on the best explanation
A representation of learning design (LAMS)
Voting
Link to website explaining the
system through a simulation
“To understand the processes within a system through a role-play activity to explain it”“To understand the processes within the electoral college system through a role-play activity to explain it”
The sequence of learning activities embodies a pedagogic idea - captured for others to adopt, adapt, re-use, and share.
“the best practice collaborative learning flow patterns” (Yannis Dimitriadis)
Does it motivate learners to
Access the teacher/expert concepts?
Ask questions of the teacher or their peers?
Offer their own idea to teacher or peers?
Act to achieve a clear task goal?
Use feedback to improve practice/actions ?
Compare outputs with their peers?
Reflect on that experience?
Discuss/debate ideas with their peers?
Articulate their ideas? Produce an output?
Forum: here are the experts’ definitions - how would
you sort using these?No - needs to be adapted
Critique a learning activity sequence
Q&A: Can you think of a property or description
that applies to two but not to the third?Not explicitly stated
Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you?
Forum: propose your ideas to others, and compare your
sorts - are they the same?
No - needs to be adaptedForum: propose your ideas to
others, and compare your sorts - are they the
same?No - needs to be adapted
Using a learning theory framework to support reflection on design
51
Education as a learning systemTeachers can experiment with resource modelling
Digital environments record learner and teacher activity
Design tools could support alternative, blended models
Learning design tools could turn teaching into a reflective,
adaptive and collaborative design process
52
To summarise…
Give pedagogy back to the teachers.
Use research on collaborative learning for them too.
Use technology to meet the toughest challenges.
53
New media and delivery technologies for knowledge development – Recent history
Interactive computers
Local drives & discs
WIMP interfaces
Internet
Multimedia
Worldwide Web
Laptops
Search engines
Broadband
3G mobiles
Blogs
1970s
1980s
1990s
2000s
- new medium for articulating ideas
- local storage with the user
- devices for ease of access to content
- mass production / distribution of content
- elaborated forms of content
- wide access to extensive content
- personal portable access to the medium
- mass delivery of messages
- easier access to extensive content
- rich content / immediate communication
- low-cost access to elaborate content
- personal mass publishing
54
Writing
Paper
Indexes, paragraphs
Printing
Photos, sound, film
Libraries
Published books
Postal services
Bibliographies
Television, phones
Paperbacks
Pamphlets
0
1400s
1600s
1400s
1800s
1900s
1500s
1800s
1900s
1940s
1950s
1700s
- new medium for articulating ideas
- local storage with the user
- devices for ease of access to content
- mass production / distribution of content
- elaborated forms of content
- wide access to extensive content
- personal portable access to the medium
- mass delivery of messages
- easier access to extensive content
- rich content / immediate communication
- low-cost access to elaborate content
- personal mass publishing
Old media and delivery technologies for knowledge development – Not so recent history
55
Writing
Paper
Indexes, paragraphs
Printing
Photos, sound, film
Libraries
Published books
Postal services
Bibliographies
Television, phones
Paperbacks
Pamphlets
0
1400s
1600s
1400s
1800s
1900s
1500s
1800s
1900s
1940s
1950s
1700s
Interactive computers
Local drives & discs
WIMP interfaces
Internet
Multimedia
Worldwide Web
Laptops
Search engines
Broadband
3G mobiles
Blogs
1970s
1980s
1990s
2000s
Old media and delivery technologies against the new
56
Writing
Paper
Printing
Published books
Indexes, paragraphs
Pamphlets
Photos, sound, film
Postal services
Libraries
Bibliographies
Television, phones
Paperbacks
0
1400s
1400s
1500s
1600s
1700s
1800s
1800s
1900s
1900s
1940s
1950s
Interactive computers
Local drives & discs
WIMP interfaces
Internet
Multimedia
Worldwide Web
Laptops
Search engines
Broadband
3G mobiles
Blogs
1970s
1980s
1990s
2000s
30 yearsInteractive computersLocal drives & discsWIMP interfaces
Old media and delivery technologies against the new
57
Kaleidoscope Vision website: developing the 2nd edition
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