Evolving a Vision for Technology-Enhanced Learning

1. Evolving a Vision for Technology-Enhanced Learning Diana Laurillard London Knowledge Lab

2. OutlineThe challenges in our educational policy ambitionsThe Kaleidoscope Vision statementLearning theory must challenge technologyWhy is there so little technology-based innovation?Supporting teachers as agents of technology innovationEducation as a learning system

3. Challenges from educational policy

4. International education policy ambitions “No child left behind” (USA) “Education for all” (UN) “Knowledge skills for all” (EU) “Every child matters” (UK) “… because the world is not flat” (Charalampos Vassilidis)

5. UK Education policy ambitions 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 training More 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 employment Lifelong learning for all – for work or for pleasure – with the widest possible array of good quality courses High quality university courses with excellent teaching Access to university for those who have the potential to benefit More 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 training More 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 employment Lifelong learning for all – for work or for pleasure – with the widest possible array of good quality courses High quality university courses with excellent teaching Access to university for those who have the potential to benefit More and better flexible opportunities to study

6. How is this learning to be supported? 10 minutes additional personal teaching per child, per week = 3000 new primary teachers. (cf +1000, pro rata in 10 years) Modelling personalisation: 100k new L1 learners per year, for 6 weeks @ 1:20 ratio = 500 new teachers for literacy, 1000 for numeracy Modelling adult skills: 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)

8. Network of Excellence in Technology Enhanced Learning 2004-2007 85 Labs across EU; >1000 researchers Vision developed collaboratively via online hypertext document, webcast, f2f seminar to produce 1st edition Legacy book, EU policy statements, Stakeholder Symposium modified this to produce 2nd edition Vision website Developing a ‘Scientific Vision’ statement for TEL research

9. Philosophy of education Learning and Teaching pole Stakeholders’ concerns and expectations Educational aims Constructivism Cognitivism Narrative Conceptual representation Inquiry-based learning Workplace learning Self-managed learning Empirical results Disciplines Collaborative learning Meaning Trails Motivation Orchestrating Interaction monitoring Co-design Scripts Learner support requirements Access Equity Trials Access Equity Potential Design Redesign Implementation Adoption Evaluation and use Evolving teacher’s role Costs Benefits Context-sensitive design External representations Games patterns Technological availability Mobiles Natural language processing Technologicalcapability Collaboration tools Interoperability kaleidoglobe Digital Technologies pole

10. 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 Schools Which practices bring students into formal learning? Give agency to stakeholders at each level in the system “Learners’ issues: Access, preferences, personalisation, beliefs, expectations, effective e-learners, social software, change and transition” (Helen Beetham) HE How is HE handling the transition to students’ use of Web2.0? TEL challenges disciplinary and organisational structures - what should be the change process? Industry How can technologies help the shift from training to learning? How does e-learning transform an organisation? Lifelong Learning Needs 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?

12. What can these technologies really do for learning?Learning theory must challenge technology

13. A common framework of representation Concepts Answers Learner’s ideas Teacher’s ideas Adapt Task practice environment Adapt actions Reflect Task goal Learner’s practice Practice environment Actions ‘Instructivist’ - Teacher-focused

14. A common framework of representation Concepts Answers Learner’s ideas Teacher’s ideas Adapt Task practice environment Adapt actions Reflect Reflect Task goal Feedback Practice environment Learner’s practice Practice environment Actions Revisions ‘Constructionist’ - Practice-focused

15. A common framework of representation Learner’s ideas Teacher’s ideas Adapt Task practice environment Adapt actions Reflect Task goal Feedback Practice environment Learner’s practice Practice environment Actions Revisions ‘Constructionist’ - Practice-focused

16. A common framework of representation Ideas Learner’s ideas Teacher’s ideas Other learner(s) Ideas Reflect Reflect Learner’s practice Others’ practice Practice environment ‘Social constructivist’ - Learner-focused

17. A common framework of representation Ideas Learner’s ideas Teacher’s ideas Other learner(s) Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Task goal Draft outputs Feedback Practice environment Learner’s practice Others’ practice Practice environment Draft outputs Actions Revisions ‘Collaborative learning’

18. What does it take to learn? - A Conversational Framework Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Practice environment Learner’s practice Others’ practice Practice environment Draft outputs Actions Revisions Instructivism + Constructionism + Social constructivist + Collaborative

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

21. Learning through attention… Concepts Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Others’ practice Practice environment Draft outputs Actions Revisions Lecture, Presentation, Book, Educational television, Audio…

22. Learning through inquiry… Concepts Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Others’ practice Practice environment Draft outputs Actions Revisions Tutorials, Libraries, Catalogues, Journals, Resource banks…

23. Learning through discussion… Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Others’ practice Practice environment Draft outputs Actions Revisions Tutorial, Seminar, Class discussion, Small group discussion…

24. Learning through practice… Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Problem sheet, practice exercises, project work…

25. Learning through collaboration… Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Laboratory, Small group work, Fieldwork, Workshop…

26. Learning through production… Concepts Ideas Learner’s ideas Teacher’s ideas Other learner(s) Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Essay, program, solution, design, product, performance…

27. The Conversational Framework – Challenging the learning design How does this pattern of learning activities motivate students to: … 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? …

28. Testing digital learning technologies against the Conversational Framework

29. Learning through attention… Concepts Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Powerpoint, Digital video, Animation, Podcast… Lecture, Presentation, Book, Educational television, Audio…

30. Learning through inquiry… Concepts Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Online resource, Digital library, Website, Search engine… Libraries, Catalogues, Journals, Resource banks…

31. Learning through discussion… Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Online conferencing, Forum, Chat room, Wiki… Tutorial, Seminar, Class discussion, Small group discussion…

32. Learning through practice… Answers Answers Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Outputs Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Reflect Task goal Draft outputs Feedback Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Interactive simulation, Spreadsheet, Data analysis tool, Game… Problem sheet, practice exercises, project work…

33. Learning through collaboration… Concepts Answers Ideas Learner’s ideas Teacher’s ideas Other learner(s) Questions Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Computer-Supported Collaborative Learning, Multiplayer games… Laboratory, Small group work, Fieldwork, Workshop…

34. Learning through production… Concepts Ideas Learner’s ideas Teacher’s ideas Other learner(s) Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Task goal Draft outputs Feedback Learner’s practice Other learner(s) Practice environment Draft outputs Actions Revisions Essay, program, solution, design, product, performance… 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. 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 • 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 profession Responding to:Curriculum requirementsQuality assurance / inspectionAssessment requirementsFunding pressuresResources available+ learners’ needs E-Learning Strategy: Engage key agencies to support teachers as innovators - TTA (TDA) LLUK HEA ‘build a professional workforce which can both collaborate and innovate’ (DfES 2005)

39. What does it take to learn: for teachers learning? Concepts Answers Requirements Responses Ideas Learner’s ideas Teacher’s ideas Curriculum and assessment policy Other learner(s) Other teacher(s) Teacher’s ideas QuestionsOutputs Ideas “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) Adapt actions Adapt actions Adapt practice tasks Adapt actions Reflect Reflect Reflect Learner’s goal Learner needs Task goal Plans, learning designs Draft outputs Learner actions Feedback Learner’s practice Teacher’s practice Other teacher(s) Other learner(s) Learners learning Practice environment Plans, learning designs Draft outputs Teaching Actions Revised teaching Revisions

40. What does it take to learn: for teachers learning? Concepts Answers Requirements Responses Ideas Learner’s ideas Teacher’s ideas Curriculum and assessment policy Other learner(s) Other teacher(s) Teacher’s ideas QuestionsOutputs Ideas “Iterative dialogic opportunities with feedback are essential to guide teacher educators through their own learning” (Julie Hughes) Adapt actions Adapt practice tasks Adapt actions Adapt actions Reflect Reflect Reflect Learner’s goal Learner needs Task goal Plans, learning designs Draft outputs Learner actions Feedback Learner’s practice Teacher’s practice Other teacher(s) Other learner(s) Learners learning Practice environment Plans, learning designs Draft outputs Teaching Actions Revised teaching Revisions

41. 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)

43. Attention Inquiry Discussion Practice Production Learning design tools for teachers as ‘learners’ Properties of the course, module, session: Credits, no. of students, teachers, aims, outcomes, assessments, etc. 70 70 “Students like the practice that gives understanding – so much hands on” (Thorpe et al 2008) “Decide parameters of method – no of students, duration, time schedule, online support means, time and place” (Maria Skiadelli) 30 3 3 24 100 100 45 100 30 25 300 300 173 33 24 45 25

44. Learning design tools for teachers as ‘learners’ “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” “Learning is relational - depends on others and on artefacts” (Nersessian) Research shows that learners spend a higher proportion of time on discussion in online than f2f tutorials http://www.lkl.ac.uk/lpp Attention Inquiry Discussion Practice Production 60 60 3 3 24 30 80 80 80 24 36 20 50 15 35 Teacher can model different selections of teaching methods and check effect on learning experience and staff time 300 300 158 27 59 36 20 173 33 24 45 25

45. Create Topic Create Learning Outcome Interest Learning design tools for teachers as ‘learners’ “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” Educational games Awareness Online repositories Home-school links Supports process of aligning aims - topics - methods - outcomes - assessment

46. Learning design tools for teachers as ‘learners’ Exports design to HTML file according to local format, to share with staff and students - to meet immediate needs “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.” “… don’t have to provide the same things lots of times” Supports scheduling and analysis of of what is needed for each Period of learning

47. 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

48. Select learner needs Given your selection, please select the approach you believe would be most suitable: Possible learning designs – from CETIS? LAMS? • Provide a glossary onlinewhich 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 toolfor 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 researchand 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 contextof each term, taken from student assignments and exams, ask students to ‘mark’ them alongside expert uses in context, and discuss results. 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 

49. A representation of learning design (LAMS) “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” “To understand the processes within osmosis through a role-play activity to explain it” Link to website explaining osmosis through a simulation Link to website explaining the system through a simulation Role-play group activity Chat room to compare explanations Vote on the best explanation “the best practice collaborative learning flow patterns” (Yannis Dimitriadis) Voting The sequence of learning activities embodies a pedagogic idea - captured for others to adopt, adapt, re-use, and share.

50. Forum: here are the experts’ definitions - how would you sort using these? Q&A: Can you think of a property or description that applies to two but not to the third? 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? Forum: propose your ideas to others, and compare your sorts - are they the same? Critique a learning activity sequence • 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? No - needs to be adapted Not explicitly stated No - needs to be adapted No - needs to be adapted Using a learning theory framework to support reflection on design