2016-04-06 research seminar
TRANSCRIPT
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CEITER – New Learning Practices and Learning Analytics for Educational Innovation Tobias Ley ERA Chair Professor for Learning Analytics and Educational Innovation 06 April 2016
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New Learning and Teaching Practices – how to measure and support them Some theory and some Examples
New Learning Practices
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“We are all CEITER”
CEITER as a Research Platform
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New Learning and Teaching Practices – how to measure and support them Some theory and some Examples
New Learning Practices
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Estonian Lifelong Learning Strategy - “A change in the approach to learning”
- learning how to learn - learning how to solve problems - collaborative learning - creativity - entrepreneurship
- “Improving the Access to a Digital Infrastructure for Learning”
- Contributing to a Digital Turn in Education
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What are these New Teaching and Learning Practices? Collaborative, creative, problem-based learning 4Why?
- Meaningful and social activity in formal education - Societal problems require innovation and creativity - Faster reaction and appropriation of innovation - Jobs change quickly, it is not enough to learn once and then
built on it a liftetime 4Why not?
- There is no “one-size fits all” pedagogy
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Example: Vocational Training in the Construction Industry Trainers Collaborate on Creating Learning Resources
Embedding Learning into Workplaces
Apprentices contribute to Learning Resources Extending Learning
to the Companies
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Some Theory
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New Teaching and Learning Practices Behaviors, attitudes, personal theories ... ... all part of it, but it is more complex
- the object of activity - tool-mediated - embedded in a culture
- Tight coupling with our social and material environment serving an object of activity
Opportunities
Constraints
Activity Tool
Obj
ect
Subj
ect
Fessl, Pata et al. (2016)
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Tools have an intentionality
Villemard, 1910: À l' École, Bibliotèque national de France http://expositions.bnf.fr/utopie/grand/3_95b1.htm
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Shared Tools and Artefacts - Individual: Cognition
- How our cognition and learning is mediated by use of tools and artefacts
- Team: Collaborative learning - How a shared artefact becomes the object of activity
- Organisation - How shared artefacts become means for organisational
learning and change
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Why digital tools and artefacts? - Malleable representation, circulating reference (Latour), inscription of meaning (Verbert), reification (Wenger)
- Tracing of practices and activities, leaving digital traces
- Opens up collaboration across time and space - Opens up possibilities of change
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What are the consequences for research and practice? - Measuring practices & Learning Analytics
- Considering holistic activities and activity systems - Tools that mediate activity, artefacts created in collaborative
activity - Getting closer to “real-world” practices (classroom and out
of classroom) - Looking at history and development over time
- Instigating Change & Educational Innovation - co-design and organizational change
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Let’s have a look at the Innovation Process
School
Teacher
Learning Environment
Student Learning
Policy
School
Teacher
Learning Environment
Student Learning
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Examples
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Institutional Change
and Innovation
New Learning Environments
Teachers and Trainers:
Facilitators of Learning
Learner Interaction and
Cognition
Learning Analytics
Digital Turn Teachers as Change Agents
Problem-based, collaborative, creative Digtal Learning Ecosys Smart School
Teacher Inquiry into student learning
Modelling technology-mediated Social Learning and Creativity Distributed Cognition
Designing learning environments for educational innovation
Data Infrastructure Theory-driven Algorithm
s and Visualization
Realizing new learning environments for problem-based, collaborative, creative learning Realizing opportunities for data-driven research and evidence-based education
Educational Innovation: Levels of Intervention
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Examples - Institutional Change and Innovation
- Co-Designing New Practices: Learnmix, Creative Classroom, Scenarios & LePlanner
- Measuring: Digital Mirror in Estonian Schools - New Learning Environments
- Patterns of game use in school - Tools for collaborative learning and knowledge building - Mobile technology for learning outside the classroom
- Teachers - Professional learning in Learning Layers
- Learning Analytics - Tracing learning in artefact actor networks
- Individual and social cognition - Coupling of individual and collective knowledge
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Co-Designing Innovative Practices
Contextual Inquiry
Co Creation
Experi-mentation
Evaluation
http://www.samsungdigipoore.ee
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Learnmix: Practices of Using Textbooks in Schools - Rapid Ethnography
- 5 schools, 16 lessons, grades 4-12 - Questions
- Digital artefacts and their use in the classroom - Pedagogical scenarios, knowledge building
- Findings - Digital artefacts merely replace traditional tools (like
blackboard) - No innovative knowledge building scenarios
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Learnmix: Practices of Using Textbooks in Schools - Outcome
- taxonomy for co-authorship levels of artifacts (consume, annotate, manipulate, submit, expand, remix, create)
- develop innovative 5 learning scenarios, in which learner is given a role of being an active digital artefact creator/designer
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Creative Classroom: Co-designing new practices Electronic Course Planning Environment LePlanner (leplanner.net)
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Digital Mirror - Evaluating
- Digital infrastructure; - Pedagogical innovation - Systemic change
management and leadership
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New Learning Environments, Tools and Practices
Energy saving simulator http://www.tlu.ee/~raxsade/ecohouse/
Games and Practices of Using Games in Schools
Mobile tools for out of classroom learning
Collaborative Environments for knowledge building
http://avastusrada.ee https://confer.zone/
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How Healthcare professionals take up innovation
Two practice staff visit a NHS training on a new guideline for dementia
Staff collect materials from training and further research for their revalidation
Other staff ask questions
about the guideline
Material and questions evolve into a local implementation
plan for the practice
Other regional practices and the CSU join the effort to learn about implementation problems and practices
Implementation Plan
Guideline
X3-PVQ X3-PJC
X3-POZ Dementia
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Tracing activities with an artefact-actor network ...
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... and feeding it back to learners and teachers
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How is learning happening in these environments? - Focus in the Cognitive Sciences has long been on the mind as an autonomous information processor
- How can cognition be modeled as being coupled with our social and material environment?
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Coupling of individual and collective learning
Personal pattern
Epistemic Distributed CognitionCollective Distributed Cognition
Individual Sensemaking and Pattern formation
Enculturation ofpatterns
Stabilization of Cultural pattern
Individual stabilization to form personal pattern
Aggregation to form CulturalPattern
Artefact-mediated Feedback
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Coupling of individual and collective learning
Personal pattern
Epistemic Distributed CognitionCollective Distributed Cognition
Individual Sensemaking and Pattern formation
Enculturation ofpatterns
Stabilization of Cultural pattern
Encoding texts
Interpreting meaning
Verbalizing tags
Semantic Stabilization in the use of tags and their meaning
Recommendation of most popular tags
Individual stabilization to form personal pattern
Aggregation to form CulturalPattern
Interaction in social tagging environment
Aggregation of tags in the Social Bookmarking System
Artefact-mediated Feedback
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How is learning happening in these environments? - Empirical studies in field experiments in the classroom and multiagent simulations
- Individual learning tightly coupled to social processes of meaning making
- Processes of convergence and divergence - How available and actionable is the knowledge that is acquired?
- Creation of agents who autonomously learn individual learning history and make recommendations
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“We are all CEITER”
CEITER as a Research Platform
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Evaluation of Educational Research in Estonia (2007-11) - “Whilst the breadth [of research] is impressive, the Evaluation Panel recommends a focus on greater depth in the next few years.”
- International research funding and high impact publications
- “educational research at Tallinn University still appears rather fragmented … the Evaluation Panel recommends to promote focus and coherence in educational research”
- Creation of larger interdisciplinary research teams
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Institutional Change
and Innovation
New Learning Environments
Teachers and Trainers:
Facilitators of Learning
Learner Interaction and
Cognition
Learning Analytics
Digital Turn Teachers as Change Agents
Problem-based, collaborative, creative Digtal Learning Ecosys Smart School
Teacher Inquiry into student learning
Modelling technology-mediated Social Learning and Creativity Distributed Cognition
Designing learning environments for educational innovation
Data Infrastructure Theory-driven Algorithm
s and Visualization
CINNOS
HIK
Digital Turn
Realizing new learning environments for problem-based, collaborative, creative learning Realizing opportunities for data-driven research and evidence-based education
Educational Living Lab
SHEILA
LAYERS HTK Educational
Cloud HIK
DLE for Learning
LAYERS
Social Semantic
Server &
Dashboard
Know-Center
Institutional and Policy Im
plica-tions for LA
Educational Innovation: Levels of Intervention
LAYERS
IUT EDU
HIK
Austrian SF
IUT PSY
...
Teacher Cont’d Professional Education
Planning Tools, e-Textbooks
Teacher Professionalisation
Social Semantic
Server &
Dashboard
Classroom Orchestration
Creative Cognition in the Web
Teachers as Change Agents
Whole school innovation & assessment
Teacher Training
Cognitive Development
CEITER Center of Excellence
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CEITER is building Research Infrastructure - Goals
- increase your chances of research funding - increase your chances to get good Ph.D. Students - increase your chances to get a higher visibility
- How to achieve those goals - More systematic approach and capacity to apply for
research funding and conduct projects - Improve Ph.D. training and funding for doctoral schools - Aligning and synergizing research at the University - Smart investment into infrastructure and labs - Build strategic partnerships with stakeholders in Estonia
and abroad
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Some concrete steps - Ph.D. Preschool at the School of Educational Science and the School of Digital Technologies
- Building up training for applying for and running H2020 projects targeted at researchers (not administrators)
- A vision for CEITER after 2020
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What comes after CEITER?
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Estonian Competence Center for Educational Innovation
Com-petence Center
Applied R&D
Teacher Training
School & Policy Develop- ment
HTK
HIK IUT
H2020
H2020
EAS
Uni Tartu
Ministry
EAS
Companies
Uni Tallinn
…
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To realize the vision - Identify Stakeholders - Identify Funding - Propose Structure
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Wrapping up - Learning and teaching is happening in activity systems where individuals are tightly coupled with their social and material environment
- Educational Innovation is a systemic process that spans several levels of analysis
- Digital technology brings an opportunity - to trace new learning practices - to instigate innovation in education
- We are all CEITER
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Tobias Ley ERA Chair Professor for Learning
Analytics and Educational Innovation Tallinn University, Estonia
[email protected] skype tobias_ley Twitter @tobold
http://tobiasley.wordpress.com