Technologies, pedagogies and teacher practices in the long-term: clear development aims?

1. UNIVERSITY OF LEEDS CENTRE FOR RESEARCH IN DIGITAL LEARNING - May 2017 Technologies, pedagogies and teacher practices in the long-term: clear development aims? Don Passey Professor of Technology Enhanced Learning Director, Doctoral Programme for e-Research and Technology Enhanced Learning Co-Director, Centre for Technology Enhanced Learning Department of Educational Research Lancaster University

2. Background • Where do we start in developing uses of technology in teaching and learning? • Technologies • Curriculum • Teachers • Teaching • Learners • Learning • Where do we start if we want to develop long-term practice?

3. The four origins of evidence • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners

4. The state-of-play of the four origins of evidence • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners

5. What evidence we tend to lack currently • Impacts on long-term memorisation, social and societal aspects of learning • Uses, outcomes and impacts of project-based activities • Megacognitive and metacognitive outcomes and impacts of online learning support • Outcomes and impacts for specific groups of learners • How lifelong learning is being supported • How intergenerational learning is being supported

6. Teaching for the future? • A balance between transmission and participative pedagogies • A focus on student-centred approaches • Concepts of social constructivism integrated to greater extents • Student responsibilities being shifted • Forms of engagement and activity widening • Greater emphasis on tutoring, guidance and facilitation • A greater range of tools being introduced and used

7. And our own experiences? • How long have you been using technology devices to support your learning, training or employment? • Over that time, what hardware changes have you encountered? • What about the software changes you have encountered over that time? • When you started to use new hardware and software, what was your experience in terms of your performance? • What would you say are the most important benefits, and have these shifted at all over time? • How have you managed to maintain uses and address challenges of technologies when software or hardware changes? • Have there been other people around you, in your situations or context, which have made a difference in this respect? If so, would you say those differences have been positive or negative?

8. A study currently being conducted • Joint study between UK and Malaysia • Looking at the how and why of long-term uses of technologies for learning, teaching, training or employment • Qualitative study • Selected sample of long-term users in different current occupations – students; parents; teachers; employers; policy makers; managers • Identifying key factors or reasons for long-term use • How changes in hardware and software are accommodated • Reasons for persistence and commitment • People who have been using technologies for learning, teaching, training or employment for 20 or 30 years or more in some cases • About the same number of men and women

9. Some early findings • Major hardware changes are seen as providing advantages rather than obstacles • Software changes are seen as offering increased ease of use rather than creating increased complexity • Moving to a position of advantage is generally recognised as a known • Enhanced efficiency and productivity are regular outcomes identified • Enhanced communication and cloud access are current outcomes highlighted • The work environment is an important engagement and driving factor • Others around to support are important, but they may be in different environments – home, office, work, online

10. Blended learning approaches • Consider at a programme and module level which elements must be undertaken on site, and what time needs to be devoted to these, and where in the overall time plan such onsite activities should be located • For other elements, identify the learning aims and objectives, and how these relate to ‘new’ ways of learning - problem-based learning (PBL), authentic learning (AL), dialogic learning (DL), situated learning (SL), technology enhanced learning (TEL), networked learning (NL), computer supported collaborative learning (CSCL), or mobile learning (ML) • Consider what forms of learning activities can be used to enable the aims and objectives to be met, based on a selection of appropriate interactions – instruction, explanation/illustration, direction, demonstration, discussion, scaffolding, questioning, speculation, consolidation, summarising, initiating/guiding exploration, or evaluating learners’ responses • Consider the educator mode or modes that will support these selected activities and learner interactions – teacher, tutor, facilitator, or guide • Select the technologies that will support or fulfil these educator-supported activities and interactions - topic-specific resources and software, curriculum-wide learner-centred software, curriculum-wide tutor-centred software, or online learner support

11. Background references • Bonk, C. J., Kim, K.-J. and Zen, T. (2006). Future Directions Of Blended Learning In Higher Education And Workplace Learning Settings. In C. J. Bonk and C. R. Graham (eds.) The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. • Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge and L. Y. Muilenburg (eds.) Handbook of mobile learning. Florence, KY: Routledge. • Dirckinck-Holmfeld, L., Jones, C. and Lindström, B. (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam, The Netherlands: Sense Publishers, BV. • Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), pp. 6–36. • Laurillard, D. (2002). Rethinking University Teaching: a conversational framework for the effective use of learning technologies, (2nd edition). London: Routledge Falmer. • Mazur, E. (2015). “Flipping the classroom and never looking back”, keynote/plenary talk presented at the Digital Education Show Middle East, Dubai, United Arab Emirates, 15 September 2015. • Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. New York, NY: Routledge • Passey, D. (2016). Prólogo: Nuevas formas de enseñar usando tecnología. In A. R. Martinell and M. A. C. Alvarado (Eds.), Háblame de TIC: Educación Virtual y Recursos Educativos. (Vol. 3, pp. 8-19). Cordoba, Argentina: Editorial Brujas • Passey, D. (2017). New ways of learning using different forms of technologies. In J.A.H. Moral (eds.) Retos y debates en la educación superior para el siglo XXI: Algunas propuestas para orientar la innovación educativa para las sociedades del conocimiento. Xalapa, Mexico: Universidad Veracruzana. pp.15-22 • Passey, D. (In Press). Developing inclusive practices with technologies for online teaching and learning: a theoretical perspective. Bordón Revista de pedagogía • Passey, D. (Submitted). Blending learning provision for higher education: integrating ‘new ways’ of teaching and learning. NEUPA book from NEUPA and The British Council: International Seminar onTeaching-Learning and New Technologies in Higher Education from 25 to 26 February 2016 in New Delhi • Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, pp.307-313.

12. Thank you for listening!Contact d.passey@lancaster.ac.uk