Technology-Enhanced Learning – how, to whom and what to teach ?

Technology-Enhanced Learning – how, to whom and what to teach? Richard NossCo-director: London Knowledge LabInstitute of Education, University of LondonDirector: UK Technology-enhanced Learning (Teaching and Learning Research Programme, Phase 4)

Computers are transforming education But what kind of transformation?

what are the challenges?

Aim of my talk • to think about the design and evaluation of technology-enhanced learning (TEL) as a window on learning in general understanding to design designing to understand

what can we make the computer “do”? what does the computer “do”?

Personalisation exploiting the adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities. developing tools to help individual learners gain information and turn it into knowledge

personalisation ...showing that it is possible to design an intelligent system for learning about mathematical generalisation that respects exploration and investigation TEL programme: Noss et al.

personalisation The learner has iteratively constructed an expression of a dynamically-changing pattern The system ‘generalises’ the pattern and shows what would happen for different instances helping the learner to ‘keep an eye on the general”. The system constructs advice, guidance and feedback the graphocentriccurriculum TEL programme: Noss,et al

personalisation • supporting learning in university courses with semantic web tools turning information into knowledge for multiple identities and learning styles TEL Programme: Carmichael et al.

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

productivity • LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discovery of innovative pedagogical designs that exploit the potential of TEL TEL programme: Laurillard et al

productivity The teacher as learner uses the LDSE to build, test, share and reflect on a learning design building evolutionary change into revolutionary transformation ...which is used by the system to adapt to the learner

...developing and evaluating a virtual learning system based on haptic and synthetic devices productivity TEL programme: Cox et al.

productivity revisiting transfer evaluating skills and concepts

Flexibility • Learning opportunities are available in a more seamless and accessible environment that can link classroom, home, workplace, and community. • Build virtual worlds that support learning in the real world and connect them with everyday culturally embedded artefacts

Personal Inquiry flexibility using mobile and desktop computers, children engage in scientific processes of gathering and assessing evidence, conducting experiments and engaging in informed debate rethinking complexity and hierarchy Myself My environment My community TEL Programme: Sharples et al

flexibility • an educational environment of web-based and mobile technologies to support the development of a virtual space for young people and their teachers engaged in activities to develop transition skills TEL programme: Lally et al

flexibility looked-after children school university transition exploiting (!) learners’ culture a safe environment in which familiar technologies connect with the virtual world

Inclusion • Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods. • Improving learning for those whose learning styles do not fit the ‘one size’ of mainstream education

inclusion TEL programme: Porayska-Pomsta et al.

inclusion tools for outliers become tools for all

inclusion TEL programme: Burd et al.

inclusion make learning more inclusive through redefining social space

constructionism: seeking 21c. pedagogy

TEL research programme: www.tlrp.org/tel • London Knowledge Lab: www.lkl.ac.uk

Technology-Enhanced Learning – how, to whom and what to teach ?