Professor Richard Noss (Director) London Knowledge Lab, IOE Professor Diana Laurillard

1. Professor Richard Noss (Director) London Knowledge Lab, IOE • Professor Diana Laurillard London Knowledge Lab, IOE • Professor Mike Sharples LSRI, Nottingham

2. About TEL • 2007-2012 • £12m • 8 large-scale projects • Interdisciplinary

3. TEL projects • Echoes – AI multimedia environment for ASD children • Ensemble – Semantic technology for case-based learning • hapTEL – Virtual dental workstation • Inter-Life – online world for aiding life transitions • LDSE – Learning design support environment for teachers • MiGen – Microworld for improving algebra understanding • Personal Inquiry – portable toolkit for science investigations • SynergyNet – networked multi-touch table classrooms

4. Flexibility TEL themes Inclusion Productivity Research capacity building Personalisation

5. Filling an educational niche • 30 people at a time • pencil and paper

6. Building an educational niche means building on the “new” culture • what people learn in schools has to be at least as powerful and engaging as what they learn at home

7. new cultural niches exploring communicating creating

8. developing new educational niches is an interdisciplinary task!

9. Building an educational niche: 1 designing technology to learn the unlearnable • complexity • connectivity • knowledge hierarchies • inclusivity • engagement

10. Building an educational niche: 2 leveraging technologies to align with 21stC pedagogy • teachers as designers • microworlds for teachers • adaptivity • productivity

11. Personal Inquiry Learning Professor Mike Sharples

12. How do we connect…

13. learning in the classroom…

14. …and learning at home?

15. How do we connect…

16. learning about the world …

17. … and learning in the world?

18. Outside the classroom Meaning making Exploration Inside the classroom Synthesis Reflection

19. Low cost inquiry toolkit With thanks to ScienceScope

20. Lower cost inquiry toolkit • Calculator • Timer • Camera • Audio recorder • Accelerometer • Location recorder • Tilt sensor • Communicator • Anemometer

21. Decide my inquiry question or hypothesis Plan my methods, equipment, actions Collect my evidence Analyse and represent my evidence Respond to my question or hypothesis Share and discuss my inquiry Find my topic Reflect On my progress

22. Healthy Eating Inquiry • Photograph daily eating • Tag with food content • Create tables of data • Reflect on data collected by their group

25. Successful inquiry learning • Access • A personal inquiry toolkit for each learner • Shared learning designs for successful inquiries • Orchestration • Of the inquiry process • Visualisation • Of the inquiry process and the emerging findings • Support • In interpreting and sharing results

26. 21st century knowledge • 21st century knowledge will be socially constructed, through a diversity of methods and tools. • The fundamental challenge is how to design and promote appropriate inquiry so the tools will enable new knowledge to be shared, validated and integrated

27. Convivial tools for teachers: A learning design support environment (LDSE) Professsor Diana Laurillard

28. Constructing, analysing, and sharing a learning design • Convivial tools are those which give each person who uses them the greatest opportunity to enrich the environment with the fruits of his or her vision. (Illich, 1973:21 )

29. Constructing, analysing, and sharing a learning design • We are making ‘convivial tools’ for teachers • Enable teachers to construct, test and share their pedagogic ideas • Give each teacher ‘the greatest opportunity to enrich the environment with the fruits of his or her vision’

30. Constructing a learning design Virtual lab Drag different types of teaching and learning activities onto the timeline

31. The designed learning experience Effect of design on the learning experience, and the cost of teaching Analysing a learning design Teacher time = 125 hours   Learner time in class = 50 hours   Other contact = 5 hours

32. The designed learning experience Conventional teaching Using the NQuire toolkit The designed learning experience Comparing learning designs Teacher time = 80 hours Learner time in class = 30 hours Computer-supported = 65 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Computer-supported = 0 hours Other contact = 5 hours Predominantly ‘learning through acquisition’ Predominantly ‘learning through practice’

33. Sharing learning designs Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Patterns library Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion OER Library

34. Sharing learning designs 1 • 1st teacher specifies their design • Once happy with it, submits to an online library • Editor produces a generic version, removing content specific parts • 2nd teacher downloads generic version, populates with own content

35. Sharing learning designs Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animationofthe water cycle, to demonstrate the role of the critical factors,using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a betteranimation to post on their website Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website OER Library and collaborating to produce a better animation to post on their website

36. Sharing learning designs 2 • 2nd teacher improves the design • Once happy with it, submits to online library • Editor produces a generic version, removing content-specific parts • 1st teacher imports improved generic version, populates with own content …Everybody wins

37. Convivial tools for teachers: A learning design support environment (LDSE) Technology Enhanced Learning is possible BUT Technology will only really enhance learning when teachers have the tools to discover together how to do it https://sites.google.com/a/lkl.ac.uk/ldse/

38. www.tlrp.org/tel