international challenges for technology enhanced learning
TRANSCRIPT
![Page 1: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/1.jpg)
International Challenges for Technology Enhanced Learningand how to address them in Europe
Mike Sharples, Institute of Educational Technology
![Page 2: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/2.jpg)
Challenge 1
“There must be an ‘industrial revolution’ in education, in which educational science and the ingenuity of educational technology combine to modernize the grossly inefficient and clumsy procedures of conventional education.”
Sidney Pressey (1933). Psychology and the New Education
Sidney Pressey
2
Pressey’s Self-testing machineImage copyright OSU photo archives
![Page 3: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/3.jpg)
Challenge 1
Efficient education
3
![Page 4: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/4.jpg)
Example: Active learning
● Problem solving exercises
● Personal response systems
● Studio and workshop sessions
plus
● Lab classes
● Formative assessment
4
“average examination scores
improved by about 6% in active learning sections, … students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with
active learning”Freeman, S., Eddy, S. L., McDonough, M., Smith, M.
K., Okoroafor, N., Jordt, H., & Wenderoth, M. P.
(2014). Active learning increases student performance
in science, engineering, and mathematics.
Proceedings of the National Academy of
Sciences, 111(23), 8410-8415.
![Page 5: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/5.jpg)
Example: Productive failure
●Students who explored first then watched a lecture performed significantly better than lecture-first
●Learning by productive failure has been implemented in over 26 Singapore schools
Learning by exploring complex problems
5
Students explore a problem, producing a
range of answers
Teacherexplains the
correct answer using students’
solutions as examples
Productive failure
Teacher presents the
topic and shows how to solve
problems
Students try to solve problems
related to the topic
Lecture-first teaching
www.manukapur.com/research/productive-failure/
Schneider, B., & Blikstein, P. (2016). Flipping the Flipped Classroom: A Study of the Effectiveness of Video Lectures Versus Constructivist Exploration Using Tangible User Interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17.
![Page 6: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/6.jpg)
Example: Spaced learning
6
http://www.innovationunit.org/sites/default/files/Spaced_Learning-downloadable_1.pdf
Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: a spaced learning pattern from memory research in education. Frontiers in Human Neuroscience, 7, 589.
Based on behavioural and laboratory studies of how Long Term Memories are encoded (DNA synthesis in the synapses of the brain)
Three short learning episodes spaced by 10 minutes of physical activity (e.g. clay modelling)
A controlled study found similar learning outcomes from one hour of spaced learning compared to a four-month course of classroom teaching
Studies are now being repeated in 15 schools
Teacher-led presentation
Students recall key concepts
10 minuteactive break
10 minuteactive break
Students apply
knowledge
![Page 7: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/7.jpg)
Challenge 2
“…providing the 100,000,000 university places now needed by young people in emerging economies desperate for higher education. … The demand for education will continue to rise; we cannot afford to scale up at the current per student cost, in any sector, in any country.”Diana Laurillard, What is the problem for which MOOCs are the solution? Blog post, May 14, 2014. https://ioelondonblog.wordpress.com/2014/05/14/what-is-the-problem-for-which-moocs-are-the-solution/
7
![Page 8: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/8.jpg)
Challenge 2
Cost-effective and open education
8
![Page 9: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/9.jpg)
Effective: Online and blended learning
US DoE 2009 meta-study of comparisons of online and face to face teaching in higher education
On average, students in online learning conditions performed better than those receiving face-to-face instruction
Bigger effect in studies that blended online and face-to-face
Blended conditions often included additional learning time and instructional elements not received by students in control conditions
Distinguish hype from reality
B. Means et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education
![Page 10: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/10.jpg)
Blended learning
Blending campus and onlineBlending free and accredited/paid-forBlending across locations and settingsEmbracing multiple cultures and languagesCombining new methods of teaching, learning and assessment
Distinguish hype from reality
![Page 11: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/11.jpg)
Costs of classroom vs online education
Total costs for 20 hours First Run SubsequentClassroom €47000 €10000MOOC €35000 €12000
(Informed estimates)
11
Total cost per student for 20 hours
First Run Subsequent
Classroom (200 students)
€235 €50
MOOC (5000 students) €7 €2.5
Total cost per student for 20 hours with tuition
First Run Subsequent
Classroom (200 students)
€250 €65
SPOC (500 students) €80 €35
![Page 12: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/12.jpg)
“Significant innovations [in TEL] are developed and embedded over periods of years rather than months. Sustainable change is not a simple matter of product development, testing and roll-out”Scanlon, E. et al. (2013). Beyond prototypes: Enabling innovation in technology enhanced learning. Open University, Milton Keynes.
12
Challenge 3
![Page 13: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/13.jpg)
Challenge 3
Sustained innovation
13
![Page 14: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/14.jpg)
Improved Educational
Practices
Objectives and strategies for
institutional change
Learning Analytics
Agile development
Sustained innovationDouble loop organisational learning
Learning design
![Page 15: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/15.jpg)
Learning design
Improved Educational
Practices
Objectives and strategies for
institutional change
Theories of effective education
Theory-informed
innovation
Learning Analytics
Design-based research
Agile development
Educational evaluation and insight
Sustained innovationDouble loop organisational learning
![Page 16: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/16.jpg)
Challenge 4●To remain globally competitive and develop
engaged citizens, our schools should weave 21st century competencies and expertise throughout the learning experience.
●Beyond these essential core academic competencies, there is a growing body of research on the importance of non-cognitive competencies as they relate to academic success.
●Non-cognitive competencies include successful navigation through tasks such as forming relationships and solving everyday problems. They also include development of self-awareness, control of impulsivity, executive function, working cooperatively, and caring about oneself and others.
16
US Office of Educational Technology, (2016). Future Ready Learning: Reimagining the Role of Technology in Education
![Page 17: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/17.jpg)
Challenge 4
Develop education for the future
17
![Page 18: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/18.jpg)
New landscape for education
Hybrid and blended learning
Connecting formal and informal education
Open social networked learning
Adaptive learning technologies
Learning analytics
Global marketplace
![Page 19: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/19.jpg)
The future will be very different to the past
19https://www.indiegogo.com/projects/meet-the-pilot-smart-earpiece-language-translator-headphones-travel#/
![Page 20: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/20.jpg)
How to address these challenges in Europe?
20
![Page 21: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/21.jpg)
Efficient education
21
●Replicate promising TEL studies from around the worldProductive failure? Spaced learning? Mastery learning? Dynamic formative assessment?
●Build a European TEL evidence base for educators and policy makersBased on common standards for analysing learning
![Page 22: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/22.jpg)
Cost-effective and open education
22
● Now more than ever we need open global education, bringing people around the world into conversations for learning
● Open education platform for blended learning (Open edX?)
● Modern European gateway to multilingual educational resources
Modelled on ClassCentral?
![Page 23: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/23.jpg)
Sustained innovation
23
●Sustained programme of funding for European TEL research
● Building on excellence (from ProLearn, Kaleidoscope, Stellar, Orphée networks)
● Network of partner schools and colleges to test innovations
● Focus on interaction of new technology with innovative pedagogy
● Collaborative endeavour of educational technologists, computer scientists, psychologists, neuroscientists, social scientists
![Page 24: International Challenges for Technology Enhanced Learning](https://reader038.vdocuments.mx/reader038/viewer/2022110108/589a1dba1a28ab2a678b605b/html5/thumbnails/24.jpg)
Education for the future
24
●Engage with TEL as a multi-billion Euro industry
●Develop lifelong learning supportConnect learning in informal and formal settings
●European investment in educational future for a digital world
(guided by best evidence)