Richard Noss London Knowledge Lab TEL Director: Teaching and Learning Research Programme

8 projects£12 million2007-12

Partners HEA, Becta, ALT

SynergyNet: Supporting Collaborative Learning in an Immersive Environment. Semantic Technologies for the Enhancement of Case-Based Learning Inter-Life: interoperability and transition A Learning Design Support Environment (LDSE) for Teachers and

Lecturers Echoes 2: Improving Children's Social Interaction through Exploratory

Learning in a Multimodal Environment Personalised learning with Haptics when Teaching with Online Media:

PHANTOM Personal Inquiry (PI): Designing for Evidence-based Inquiry Learning across

Formal and Informal Settings Migen: Intelligent support for mathematical generalisation.

TEL Portfolio: October 08

building cumulativity developing research capacity generalising findings (commentaries, working

papers, special editions… combining 21st c. technologies with 21st c.

pedagogy interdisciplinarity (perspectives from the

social, cognitive and technological sciences)

Transforming the quality of learning and teaching by exploiting the responsive and adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities.

assist students in recognising and analysing and expressing the structure of patterns

provide intelligent support for students directly and through explicit support for their teachers.

intelligent support for teachers in an exploratory system in the classroom

study depth of engagement with learning, and degree of individual responsibility in collaborative tasks.

how does the mix of independent and collaborative activity mediated by the multi-touch screens facilitate learning?

Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods.

combine interactive whiteboards, gesture and gaze tracking, and intelligent agent-based context-sensitive interfaces to create a novel interactive multimodal environment that can provide new ways of investigating and supporting the development of social skills in children with Asberger Syndrome (aged 5-7).

an explicit focus on inclusion as a window on learning

AI and computer science: “Creating a robust and seamless real-time system

that integrates motion and gesture capture, facial expression recognition, eyetracking and embodied agent technology that is suitable for educational purposes is plausible, but challenging”

Enabling the provision of education and skills to be deployed in more open, variable, and accessible ways, so that learning opportunities are available in a more seamless environment that can link classroom, home, workplace, and community.

• ‘with … software running on both mobile and desktop computers children .. investigate issues that affect their lives, across different settings - including the classroom, their homes, and discovery centres - through a scientific process of gathering and assessing evidence, conducting experiments and engaging in informed debate.

MyselfMy environmentMy community

develop dynamic lesson plans (scripts) that exploit the technology, are exploratory, yet foster real learning?

Achieving higher quality and more effective learning in affordable and acceptable ways

develop an interactive environment to enable teachers to lead the discovery of innovative pedagogical designs that exploit the potential of TEL.

change the way software engineers think about the architecture of TEL

change the way educational theorists think about expressing learning theory

PersonalisationInclusionFlexibilityProductivity

Re-vision

Richard Noss

London Knowledge Lab, IOE, London

23-29 Emerald St

WC1N 3Q

[email protected]