The Future of Research on Technology Enhanced Learning Professor Barbara Wasson InterMedia &

1. The Future of Research on Technology Enhanced Learning Professor Barbara Wasson InterMedia & Dept of Information Science and Media Studies University of Bergen, Norway & Network of Excellence

2. The Changing World Technological literacy Rapid technological advancements Learning Economy Globalisation Pervasiveness of technology Understandings of learning Mobility Knowledge Society Digital Divide Knowledge as a cultural artefact Technologically fluent youth Participatory Society Ambient Intelligent Society Knowledge Society

3. The Changing World Technological literacy Rapid technological advancements Learning Economy Globalisation Pervasiveness of technology Understandings of learning Mobility Digital Divide Knowledge as a cultural artefact Technologically fluent youth Participatory Society Ambient Intelligent Society Knowledge Society

4. To produce knowledge about the design, implementation and use of TEL Fundamental Challenge Rethink learning, teaching and education in the knowledge society exceptional complexity of the institutional, social, political and economical nature of learning

5. 20+ years of experience AIEd, networked learning, CSCL, socio-cultural issues InterMedia, University of Bergen www.intermedia.uib.no Kaleidoscope Network of Excellence www.noe-kaleidoscope.org Background

6. Technology Trends • Faster • Smaller • More intelligent • Embedded • Internet expansion

8. Technology Trends • Faster • Smaller • More intelligent • Embedded • Internet expansion 6 months is an eternity!!

9. Population Diversity Productive Learning Design of TEL Environments Conceptual Framework Research Strands

10. Population Diversity

11. Understanding the various individual, group and cultural differences related to the use of emerging technologies Learning related attitudes and behaviour Complex interplay of factors including age, gender, disability, psychology, ethnic origin, socioeconomic status Population Diversity

12. Why can some individuals and groups successfully integrate learning with technology? Identity Psychological and Behavioural Divergence

13. What is the technology related impact of the perceptual and mental differences associated with gender, maturation & aging populations? Digital literacy and fluency Power Users of Technology Biological and Physical Divergence

14. How can technology be used to promote equity of educational opportunity regardless of gender, age, disability, ethnic origin, religion, and socioeconomic status? Digital divide Stellenbosch Declaration Social and Cultural Divergence

15. Productive Learning

16. Learning issues and Educational Practice ties into a cluster of concepts around activity and transformation bridges the gap between learning processes and learning outcomes new understandings of the learning processes by exploring links between human learning, cognition, social context and technologies deep understanding, knowledge production Productive Learning

17. Means different things in different contexts Individual and Collective Competence how people develop deeper insights but also to understand how such insights can be shared and used to develop collective competence Productive Learning Environments will show great variation Productive Learning

18. For example the ability to use knowledge and skills in new contexts the connection between a learning community and its learning resources engagement in rich interaction creation of new knowledge … Productive Learning

19. How can we raise learners’ active engagement and participation in meaningful activities designed to combine f2f and online collaboration? How do digital technologies change writing as a knowledge-producing practice? Productive Learning

20. Design of TEL Environments

21. How to design TEL environments exploring the functional potentials of emerging technologies (affordances) ensuring pedagogical and organisational issues are as important Design of TEL Environments

22. emerging technologies and applications such as learning grid, ubiquitous computing, augmented reality, semantic and social web, collaboration technologies, educational gaming, web logs, agent technology Design of TEL Environments

23. issues related to open source, open content, international standards (e.g., SCORM, IMS-LD), interoperability, reuseability Design of TEL Environments

24. pedagogical approaches such as problem oriented project pedagogy, case-based learning, progressive inquiry learning, collaborative learning, experiential learning, problem-based learning methods for the design of learning environments, such as design research methods and rapid prototyping methods Design of TEL Environments

25. organisational issues, e.g., school curriculum, infrastructure, personnel privacy and security of learners and their learning space lab experiments, field trials, design experiments, ethnographic studies Design of TEL Environments

26. Conceptual Framework

27. Over 40 years of experience within disciplines such as Human Factors, Computer Science, Educational Psychology, Educational Technology, TEL Numerous theoretical frameworks (biological, cognitive, sociocultural) Diverse set of evaluation methods Conceptual Framework

28. Levels of analysis (micro, mezzo, macro) Units of analysis (e.g., trajectories over time) Conceptual models for using and assigning meaning to results Conceptual Framework

29. Systemic Approaches generate models of how ’technology’ influences collaboration, discourse and learning Interpretative Approachs investigate how the meanings and functions of discourse, tools and reasoning are constituted in human practices Conceptual Framework

30. Systematically and critically evaluate the existing methodologies and their theoretical underpinnings in a way that permits the development of a new understanding of how digital technologies impact human user populations Conceptual Framework

33. Interesting Trends

34. “must-have must-use” technology in organisations (www.det.act.gov.au) “old fashioned, formal, mamma & pappa send email” Email

35. Participatory Society

36. 14% of time in schools How People Learn, NRC 2000 “emerging technological fluencies give access to informal learning opportunites” LIFE Centre Informal & Formal Learning

37. technology saavy youth constrained in formal learning / work situations Tsumani / Katrina & Pakistan / Danish company New Creativity

39. Distributed Cognition MASTOR

40. ICT can revolutionize education unrealistic High Expectations  pessimist How can we create a more balanced relationship between unrealistic expectations and the actual developments?

41. TEL Research is complex Difficult to predict the future New generation of technological natives who will be teachers, workers, researchers Summary