breaking the mould - or how technology changes the way we learn
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ILIaDTransforming Education
Breaking the Mould:how technologies change the way we learn
November 2014
Hugh Davis @HughDavis
Professor of Learning TechnologiesDirector of EducationDirector of ILIaD
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Educational Innovation
Professional Development
Researcher Development & Graduate Centre
Media Development
Engagement
Pedagogic and TEL Research
Institute for Learning Innovation and Development
@HughDavis
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Institute for Learning Innovation and Development
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The (revised) Nurnberg Funnel
With thanks to James Atherton
www.learningandteaching.info
How do you like to learn? (multiple answers are allowed)
A. On my own, from a book/paper
B. Listening to someone explain (lecture)
C. By talking to people
D. By experimenting to test my understanding
E. By watching other people
F. By creating something
G. I learn on a just-in-time basis
History, Influences and Inspirations
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@HughDavis
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1960’s
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Project-Based Learning
SMP
@HughDavis
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Early 70’s
@HughDavis
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1978-81
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@HughDavis
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1981-87
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DTI Microelectronics in
Schools Programme (1980-86)
Domesday Project 1986
The original Macintosh computer 1984
@HughDavis
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..and back to Southampton
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@HughDavis
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Early 90’s
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Tim Berners-Lee’s notes from ECHT90
http://info.cern.ch/hypertext/Conferences/ECHT90/Pap09.html
https://www.youtube.com/watch?v=DF9oAwUgmKo
When was the idea of electronic linking first shown to the world?
A. 1940’s
B. 1950’s
C. 1960’s.
D. 1970’s
E. 1980’s
F. 1990
@HughDavis
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The Mother of all Demos – Doug Engelbart 1968
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Windows
Hypertext
Graphics
Video conferencing
Mouse
Word processing
Revision control
Collaborative real-time working
(Its all in YouTube)
@HughDavis
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Mid 90’s
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The Interactive
Learning Centre
@HughDavis
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Motivated by the observation that the teaching assistants who worked on creating
hypertexts learned more than the students who did the courses using them!
Rather than go to the library and write a report/essay –
take a corpus of documents and organise them and thread a narrative through
them using hypertext.
Resource based Learning
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There are elements
of Constructivism and
Connectivism about
this approach!
@HughDavis
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1989 1990 1991 1992 1993 1994 1995 1996 1997 1998
Microcosm project
started at
University of
Southampton
First working
prototype
Versions 1 - 3
all built by
University team
Multicosm
Ltd formed
Private
investment
ITEA’95
Prize
BCS
Prize
Microcosm
Plus
Open KM
VC
investment
Late 90’s
@HughDavis
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I started and directed what
was one of the first
degree courses to be run over
the WWW – started 1994
@HughDavis
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Early 2000’s
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Institute for Learning Innovation and Development
@HughDavis
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2003-2010
Adaptivity and Personalisation
Technologies for Assessment
Educational Repositories
Semantic applications in Education
Innovations in STEM teaching
@HughDavis
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2005
Director of Education
Responsible for TEL
2009
Chair in
Learning Technologies
@HughDavis
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Southampton Learning Environment
The Student Dashboard
- Time to rethink what I was achieving – 2nd semester 2010/11
Two Projects that failed
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@HughDavis
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2011-present
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Professional Development Unit
@HughDavis
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“Leaning by Linking” – the lesson
from resource based learning
Active Learning in Large Classes
Engagement online
Technology for learning
personalisation is not the answer
The difference between a library and
a repository
Being a change agent
Resistance to change
Things I have learned
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Some thoughts onDigital Literacies,
Learning Environmentsand MOOCs
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The Digital Natives
Myth?
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Peter Steiner in The New Yorker July 5, 1993.[
@HughDavis
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Computers are not technology – just part of life
Gravitate towards collaborative activity
Prefer Nintendo approach to learning (trial and error)
Multitasking is a way of life
Typing preferred to handwriting
Stay connected
The Internet is better than TV
Zero tolerance for delays
Digital Natives (??)
Jason Frand, The Information Age Mindset:
Changes in Students and Implications for Higher
Education. EDUCAUSE Review 35:5, 2000
Diana Oblinger. Understanding the New Students:
Boomers, Genn-Xers and Millenials, Educause,
July/Aug 2003
Mark Prensky, Digital natives, digital immigrants. On
the Horizon, 9(5), 1-6. 2001
http://www.kappit.com/tag/jokes-for-kindergarten-children/
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Teaching Staff View?
They don’t
know how
to work
unguided
They read
less so
they know
less
They
cannot
write a
coherent
essayThey never
spend
enough time
on task
They don’t prepare for
exams
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Information
Literacy
Networks
(of People)
Collaboration
Social
Networking
Communication
Digital Academic
Practices
Digital
Workpractices
Beliefs and
Practices
Business
Models Digital
Citizenship
ICT
Skills
Media
Literacy
Identity and
Reputation
Street Wisdom
on the Digital
Highway
Evaluating
Affordances
Finding,
evaluating,
processing,
organising,
analysing,
presenting
Using applications
and services
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Information
Literacy
Networks
(of People)
Collaboration
Social
Networking
Communication
Digital Academic
Practices
Digital
Workpractices
Beliefs and
Practices
Business
Models Digital
Citizenship
ICT
Skills
Media
Literacy
Identity and
Reputation
Street Wisdom
on the Digital
Highway
Evaluating
Affordances
• The learner is given the stuff via the network
• The learner finds stuff on the network
• The learner finds stuff from the network (of people)
• The learner is part of the network and contributes
• Stuff
• ontology
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Information
Literacy
Networks
(of People)
Collaboration
Social
Networking
Communication
Digital Academic
Practices
Digital
Workpractices
Beliefs and
Practices
Business
Models Digital
Citizenship
ICT
Skills
Media
Literacy
Identity and
Reputation
Street Wisdom
on the Digital
Highway
Evaluating
Affordances
Digital Literacies are the skills needed to live, learn, work, collaborate,
influence and lead in the virtual and digital world
@HughDavis
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Digital “residents” create their own toolsets
• Manage their learning
• Set their own goals
• Manage content
• Communicate and
collaborate with
other learners
and (micro)tutors
The Personal Learning Environment
31CITE
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My (cloud) Tools
32CITE
The Student of Wine Example
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RSS Feeds, Forums, Twitter
Contributing Knowledge and Ontology
Podcasts
And Podcasks!
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Although students may work naturally with
technology..
• Literacy in the Virtual World is a complex thing
• The curriculum must provide opportunities and
experiences that develop these skills, use
authentic tools and grow PLNs
My Point is….
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R
o
u
t
l
e
Rethinking pedagogy for a digital age: designing and delivering e-learning
H Beetham, R Sharpe, Routledge, 2007
Margaryan, A., Littlejohn, A. and Vojt. G. (2011). Are digital natives a
myth or reality? University students’ use of digital technologies.
Computers and Education, 56(2), 429-440
Institute for Learning Innovation and Development
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We are running a Digital Literacies
Programme to help both staff and
students
• develop their digital profile
• extend their Personal networks
• evaluate tools for their needs
The Disruption of MOOCs?
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Regarding MOOCs which statement closest matches your position
A. MOOCs? What are they?
B. Heard of them. Never done one
C. I had a go at one or two – doesn’t work for me
D. I’ve done a few – helpful
E. I’m a MOOC addict
@HughDavis
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Massive - some have 10,000s registered.
Open = free
anyone can register
Online although many have a parallel blended incarnation
Course - that runs at a given time with a given cohort
(but not necessarily accredited for anything)
-
What is a MOOC?
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Short (often 4-8 weeks, 3 hrs /week)
No formal assessment and feedback
Video, reading and collaborative activities
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Brand and Recruitment Materials?
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New Markets?
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Informal
Learning
YouTube,
iTunesU
Non Formal
Learning
MOOCs
OERs
Formal
Learning
Modules
Formal
Learning
Whole
Programmes
Pulling Students through from the Informal to the Formal
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Provide a public service
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http://iberry.com/cms/OER.htm
Democratising Education
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Padagogically Simplistic
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Patterns for Social Learning
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@HughDavis
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Marketing people are happy to get email lists
But much more than that….
The massive cohorts give us new opportunities for experimenting in and
understanding learning and assessment
• Adaptive feedback
• Adaptive learning paths
• Adaptive Content
• Gameification
• Peer Review
• Self Review
Big Data
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Mike Wheatley http://siliconangle.com
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MOOCs in campus based learning
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External non-paying MOOCers
MOOC
activity
Paying Students
The Embedded MOOC
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Fully accredited programmes offered as MOOCs
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@HughDavis
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In future learning will be much more on-line
MOOCs are a phase on the way to us understanding how to do online
learning better
MOOCs are not about to displace “place-based” Universities
(although they may change our behaviours)
Don’t get bogged down in business models
My point is …
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Does the web change the way we
learn?
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Should 7-8 year olds be required to learn tables by rote?
A. Yes
B. A bit
C. No
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Remembering and finding things out
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Personal
Learning
Network
@HughDavis
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Increased student engagement e.g.
Flipped Classroom
Increased collaboration – and open
learning
More online learning (particularly
post-grad)
More emphasis on
doing/making/creating and less on
imitating
Less emphasis on
“remembering/knowing” and more on
“knowing how to find out”
Curriculum helping students to learn
skills needed for employment in the
virtual world
The Future of Learning - with the Web
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We are preparing students for jobs that don’t yet exist, using work-practices
we don’t yet know supported by tools not yet invented.(slight misquote of Richard Riley, Secretary of Education under Bill Clinton)
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Thank you!
Hugh Davis@HughDavis
http://users.ecs.soton.ac.uk/hcd
hcd@soton.ac.uk
Special thanks to:
• Bridget Wilkinson
• Martina Johnson
• Natasha Webb
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