University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) D. G. Sampson 8-9 January 2015 Advanced Digital Systems and Services for Education and Learning (ASK) 1/44 Technology-Supported Large-Scale Transformative Innovations for the 21 st Century School Education Demetrios G. Sampson Senior and Golden Core Member IEEE Professor, Department of Digital Systems, University of Piraeus, GREECE, EU Founder and Director, Advanced Digital Systems and Services for Education and Learning, GREECE, EU Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE, EU Co-editor-in-Chief, Educational Technology and Society Journal Past Chair, IEEE Computer Society Technical Committee on Learning Technology This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
44
Embed
Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
1/44
Technology-Supported Large-Scale
Transformative Innovations for the 21st Century
School Education
Demetrios G. Sampson
Senior and Golden Core Member IEEE
Professor, Department of Digital Systems, University of Piraeus, GREECE, EU
Founder and Director, Advanced Digital Systems and Services for Education and Learning, GREECE, EU Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE, EU
Co-editor-in-Chief, Educational Technology and Society Journal Past Chair, IEEE Computer Society Technical Committee on Learning Technology
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
4/44
Overview Why Transformative Innovations in School Education need Digital
Technologies ?
If Technology-enabled Transformative Innovations are really needed and targeted, then why the development of Digital Competences for Teachers, School Leaders and Schools are essential ?
What is the current State-of-the-Art in Digital Competences for Teachers, School Leaders and Schools ?
What needs to be done at policy level ? Suggestions for action lines
Examples of 2 Large Scale European projects funded by European Commission ICT Policy Support Programme (2012-2016)
ODS – Open Discovery Space
ISE – Inspiring Science Education
Conclusions and Suggestions for further research in this area.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
14/44
And yet, it is assumed that all teachers are able to design and implement technology-supported and technology-enabled
school innovations using a wide range of digital technologies for teaching and assessing their students within the national curricula with limited additional professional development
Even more, it is also assumed that all schools share more or less the same level of educationally relevant digital
competences (commonly referred to as “e-Maturity”) at organizational level to adopt technology-supported
educational innovation, just because they have installed the same technological infrastructure
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
20/44
School Teachers: invest in new initial and continuing education which is informed by the current demands for technology-
supported and technology-enabled educational innovations and the new role of the teacher
School Leaders: select and train to understand, appreciate and lead technology-supported and technology-enabled educational innovations and the new role of school
Schools: measure and profile the level of educationally relevant digital competences to adopt, apply and assess technology-supported and technology-enabled educational innovations
towards offering better educational services for their stakeholders (students, parents, the society-at-large)
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
26/44
ODS - Open Discovery Space (5/7)
Our related research: Recommender Systems for Education: • Dynamic Elicitation of ICT Competence-based Teacher Profiles based on
their usage patterns (e.g., learning resource views, ratings, bookmarks) within Learning Object Repositories [1]
• Personalised ICT Competence-based Learning Resource Recommendations to Teachers based on their unique ICT-CP towards focused recommendation of appropriate Learning Resources [2]
[1] Sergis, S. and Sampson, D.G. (2014). Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories, The 6th IEEE International Conference on Technology for Education (T4E2014), In Press. [2] Sergis, S., Zervas, P. and Sampson, D.G. (2014). ICT Competence-based Learning Object Recommendations For Teachers, 11th International Conference on Cognition and Exploratory Learning in Digital Age, In Press.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
27/44
ODS - Open Discovery Space (6/7)
Added value / Anticipated Benefits of our research • Dynamic elicitation of teachers’ ICT Competence Profiles based on their
usage patterns within Learning Object Repositories (e.g., ODS)
o More dense (quantity) automatically generated data (manual input of teachers’ ICT-CP not required)
o More “credible” (quality) data (data are elicited from teachers’ actions, not self opinion – a common problem in literature)
• Personalized learning resource recommendations for educational scenario design, based on the unique ICT competences of each teacher
o More accurate recommendations than traditional methods
o Based on identifying neighborhoods of teachers with similar levels of ICT Competences with inter- or intra- school communities.
Sergis, S. and Sampson, D.G. (2014). Learning Object Recommendations For Teachers Based On Elicited ICT Competence Profiles. IEEE Transactions on Learning Technologies. Submitted for Publication
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
28/44
ODS - Open Discovery Space (7/7)
Added value / Anticipated Benefits of our research
• Utilization of the elicited teacher ICT-CPs for designing School Teachers and Leaders Decision Support Systems for:
o Recommendation of ICT Competence-wise appropriate Learning Resources to Teachers for their educational scenario design
o Recommendation of targeted professional training to Teachers based on their identified ICT Competence shortcomings
o Recommendation to School Leaders for recruiting suitable candidate teachers towards enhancing their overall School Digital Competence.
Sergis, S. and Sampson, D.G. (2014). Learning Object Recommendations For Teachers Based On Elicited ICT Competence Profiles. IEEE Transactions on Learning Technologies. Submitted for Publication
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
30/44
Builds on top of the Open Discovery Space Technical Infrastructure
Emphasizes on Science Education, namely natural sciences, technology and mathematics also referred to as STEM (science, technology, engineering and mathematics)
Follows an Inquiry-based Science Education (IBSE) approach by adopting a well known Inquiry Leaning Model, namely the 5E Model [1]
ISE - Inspiring Science Education (2/5)
[1] Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
31/44
Hypothesis: To be able to measure the effectiveness of inquiry-based learning, we should be able to assess (among others) students’ problem-solving competency
A widely accepted framework for assessing students problem-solving competency at large-scale is PISA 2012 Assessment Framework [1]
ISE Project aims to combine an existing inquiry learning model (namely, the 5E Model) with PISA 2012 Problem Solving Assessment Framework
ISE - Inspiring Science Education (3/5)
[1] Organisation for Economic Co-operation and Development (OECD) (2013). PISA 2012 assessment and analytical framework: mathematics, reading, science, problem solving and financial literacy.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
32/44
European Schools: • Can engage their Teachers in
designing lesson plans and educational scenarios that (a) follow the principles of inquiry learning enhanced with Problem Solving Assessment Questions following the PISA 2012 Problem Solving Assessment Framework and (b) deploy existing resources (from ODS) and tools (such as online labs or 3D Tools) and store them back on the ODS School Portals
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
33/44
European Schools: • Can engage their
Teachers in delivering previously designed lessons and educational scenarios for collection of students’ assessment data that can be compared with PISA 2012 reference data.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
35/44
Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education.
However, despite these efforts, the current level of ICT uptake at school level remains low.
A wide range of factors have been identified as barriers, including lack of teachers' ICT Competences and lack of ICT infrastructure.
Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations.
We propose that a holistic approach on School Digital Competence based on combining both individual Teachers' and School Leaders’ ICT Competences and School’s e-Maturity is needed.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
36/44
S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [In Press]
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
39/44
School-based educational recommender systems, which refer to dynamic decision-support mechanisms for facilitating:
• Lesson or Educational Scenario Orchestration and Delivery
• Digital educational Content and Tools Selection
• Teacher Selection processes and further Teachers’ Professional Development
Based on the unique profile of each school ecosystem, supported by a cloud-based multi-stake platform that collects and analyses educational data at large scale.
This approach moves forward the traditional perception of “one-size-fits-all” from a school level perspective, treating individual schools as unique educational organisation entities.
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson 8-9 January 2015
Advanced Digital Systems and Services for Education and Learning (ASK)
41/44
S. Sergis and D. Sampson, "From Teachers’ to Schools’ ICT Competence Profiles", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning, Springer, ISBN 978-3-319-02263-5, Chapter 19, pp 307-327, September 2014
P. Zervas, K. Chatzistavrianos and D. Sampson, "Towards Modeling Teachers’ ICT Competence Profile in Europe", in R. Huang, Kinshuk and J.K. Price (Eds.), ICT in Education in Global Context, Springer, July 2014
S. Sergis, I. Sholla, P. Zervas and D. Sampson, “Supporting School ICT Uptake: The ASK School ICT Competence Management System”, 8th International Conference on Interactive Mobile and Computer Aided Learning 2014 (IMCL2014), Thessaloniki, Greece, 13-14 November 2014
S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [In Press]
S. Sergis and D. Sampson, “Learning Objects Recommendations for School Teachers based on elicited ICT Competence Profiles”, IEEE Transactions on Learning Technologies, [Submitted – Under Review]
S. Sergis and D. Sampson, " Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories", In Proc. of the IEEE International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University, Amritapuri, India, 18-21, December 2014
S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the IADIS 11th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-27, October 2014
S. Sergis, P. Zervas and D. Sampson, "Towards Learning Object Recommendations based on Teachers’ ICT Competence Profiles", In Proc. of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014
J.M. Spector, D. Ifenthaler, D.G. Sampson and P. Isaias, Competencies, Challenges and Changes in Preparing Teachers and Leaders for 21st Century (or Digital Age) Education, Springer [in preparation – to be published October 2015]