session 1 -- global challenges in education
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Global Challenges in Education
Inclusive education and MDGs (Millennium Development Goals)
The Challenges
The challenge of Numbers
The challenge of Quality
The challenge of Access
The challenge of pedagogy
But the most important is the challenge of the change of
mindset.
Some Present Day Challenges Inclusive education: imparting quality
education to increasing numbers…developing learning metrics
Moving from the art of teaching to the science of learning
Building in the students the capacity ‘to learn how to learn’
Adopting 21st century communication tools for enhanced learning experience
Three Questions for this age?What does it mean to know (something)?
How does a learner know that he has learnt (what he set out to learn)?
What are the attributes of ‘an educated person’ in the 2nd half of the 21st Century?
The 3 A’s of Traditional Education
……and good learning would happen;
It does happen…….BUT
dmit a few naturally occurring good learners
A
ppoint some naturally occurring good faculty
A
ccommodate them in a nice campus
A
Limitations of the Traditional Model It is not replicable It is not scalable It is not sustainable Hence not suitable
for inclusive education
Only a technology empowered model will have the above attributes
Moving from a Mere Lecture to the Creation of a Learning Event
It is not enough that a lecture was taken What about the learning transactions? Did learning take place? Did an interest in learning take
place? Did the learner learn how to learn? Did the learner learn how to think? Can the learner find meaning in large
amounts of data?
When the Learner is Ready, the Teacher will Appear
Learning moments Epiphanic moment Eureka moment Jaw-dropping
moment The moment of truth The Sputnik moment The ‘aha’ moment
Tell me
Excite me about what I am going to learn, and describe it in clear terms, and then tell me about it.
Show me
Videos Demos Animations Pictures Images Diagrams Mindmaps
Let me
Give me tasks to provide evidence of my learning
Tell me more
Give me feedback for me to improve my learning
Show me more
Extensions and Applications
Let me explore
Let me find out more on my own and also reflect upon my learning
What does it take to create a ‘WOW’ Learning Experience
Learning Theories Cognitive Learning Styles Sensory Learning Styles Creating the ‘Teachable
Moment’
When the Learner is ready, the Teacher
will appear
The 5 Fundamental Learning Styles
Deductive
Inductive
Discovery
Incidental
Apprentice
1
2
3
4
5
Sensory Learning Styles
Verbal Learners
Visual Learners
Auditory Learners
Kinesthetic Learners
Why Students Fail to Learn? Learned helplessness Learning goals not articulated Not ready for the present learning
intervention Lack of adequate reading and
comprehension rate Not devoting time required for
the learning tasks Inadequacy of available learning
technologies
The Three Modes of Teaching
MODE - 1
The Three Modes of Teaching
MODE - 2
The Three Modes of Teaching
MODE - 3
Elements of the Solution : Technology based Pedagogy Nano-learning Objects delivering well designed
learning experience categorised as learning moments: epiphanic, eureka, sputnik, aha….
Live real world learning with no prescribed curriculum and constructing learning from latest research, leading technologies ,in domains where no text-books are available.
Personalised Learning Support Network (PLSN)
Apps, Tablets and Robots
Learning to Learn?
Information Seeking (Search Skills)
Information Organizing Skills
Information Presentation Skills
Reflecting on one’s learning.
Teacher & Learner Support System
Virtual Classroom
Modern Classroom
New Age Teacher
Access Device
Social Media
Classroom anywhere
Education as Readinessfor the Future : 2050
The Future is Completely Different from the Past
In the past, educated persons have demonstrated different knowledge and skill sets.
I have been exploring what would be the attributes of an ‘educated person’ in the future.
Some research led me to views of leading Institutions (Harvard and Princeton) and thought leaders on the same.
Oliver Van Demille’s [American author and Educator] ‘A Thomas Jefferson Education’ included Harvard’s list, in addition to two others.
The Best Education will Come from the Web
Bill Gates (6th August 2010)
But Why?
He believes the web is where people will be learning in five years from now, not Colleges and University.
During his chat he said: Five years from (6th August 2010) now on the web for free you’ll be able to find the best lectures in the world. It will be better than any single University.
Gates’ reasoning is based on the assumption that education away from the classroom should count as credit. So if MIT release courses on the web, a student should be able to study them at home and get credit for doing so.
Thomas Friedman: Author and Columnist
"Globalisation and Information Technology revolution have gone to a whole new level. Thanks to Cloud Computing, robotics, 3G wireless connectivity, Skype, Google, Facebook, Linked in, Twitter, the iPad and cheap Internet enabled Smartphones, the world has gone from connected to hyper-connected. This is the single most important trend in the world today."
Some more Thought Leaders
“Learning how to Learn is life’s most important skill.” —Tony Buzan, originator of Mindmaps
“ The illiterates of the 21st Century will not be those who cannot read or write, but those who cannot, learn, unlearn and relearn.”
—Alvin Toffler , American author and futurist
Harvard’s List of 10 Skills of an Educated Person
1. The ability to define problems without a guide.
2. The ability to ask hard questions which challenge prevailing assumptions.
3. The ability to quickly assimilate needed data from masses of irrelevant information.
4. The ability to work in teams without guidance.
5. The ability to work absolutely alone.
6. The ability to persuade others that your course is the right one.
7. The ability to conceptualize and reorganize information into new patterns.
8. The ability to discuss ideas with an eye toward application.
9. The ability to think inductively, deductively and dialectically.
10. The ability to attack problems heuristically.
Another List of core ‘Human Skills’ Information-Assimilation – how to find, consume,
and comprehend information and identify what’s most important in the face of a problem or challenge.
Writing – how to communicate thoughts and ideas in written form clearly and concisely.
Speaking – how to communicate thoughts and ideas to others clearly, concisely, and with confidence.
Mathematics – how to accurately use concepts from arithmetic, algebra, geometry, calculus, and statistics to analyze and solve common problems.
Decision-Making – how to identify critical issues, prioritize, focus energy/effort, recognize fallacies, avoid common errors, and handle ambiguity.
Human Skills (cont…)
Rapport – how to interact with other people in a way that encourages them to like, trust, and respect you.
Conflict-Resolution – how to anticipate potential sources of conflict and resolve disagreements when they occur.
Scenario-Generation – how to create, clarify, evaluate, and communicate a possible future scenario that assists in decision-making, either for yourself or another person.
Planning – how to identify the necessary next steps to achieve an objective, account for dependencies, and prepare for the unknown and inevitable change via the use of contingencies.
…Finally
Self-Awareness – how to accurately perceive and influence your own internal states and emotions, including effective management of limited energy, willpower, and focus.
Interrelation – how to recognize, understand, and make use of key features of systems and relationships, including cause-and-effect, second and third-order effects, constraints, and feedback loops.
Skill Acquisition – how to go about learning a desired skill in a way that results in competence by finding and utilizing available resources, deconstructing complex processes, and actively experimenting with potential approaches.
Princeton’s list of Skills
The ability to think, speak, and write clearly. The ability to reason critically and systematically. The ability to conceptualize and solve problems. The ability to think independently. The ability to take initiative and work independently. The ability to work in cooperation with others and learn
collaboratively The ability to judge what it means to understand something
thoroughly. The ability to distinguish the important from the trivial, the enduring
from the ephemeral. Familiarity with the different modes of thought (including
quantitative, historical, scientific, and aesthetic.) Depth of knowledge in a particular field. The ability to see connections among disciplines, ideas and cultures. The ability to pursue life long learning.
George Wyth College’s List
The ability to understand human nature and lead accordingly.
The ability to identify needed personal traits and turn them into habits.
The ability to establish, maintain, and improve lasting relationships.
The ability to keep one’s life in proper balance.
The ability to discern truth and error regardless of the source or the delivery.
The ability to discern true from right.
The ability and discipline to do right.
The ability and discipline to constantly improve.
Consensus on an Educated Person
There’s a remarkably strong consensus from independent sources (inside and outside academia) about what it means to be an “educated” person.
An “educated” person is one equipped to deal with most common life situations. Skills related to these areas are the skills that will be most useful throughout the course of life.
Education is Multi-dimensional Education is an ongoing process that is
not synonymous with certification: such programs almost universally skip teaching these “fuzzy” skills in favor of other skills that can be assessed more easily.
“Education” does not end with the award of a Degree.
The true test of these skills is how an individual responds in situations that call for them through life.
Traditional Education
Traditional formal education systems have almost no concern with these areas, and may actually be counterproductive.
Current trends in centralisation and standardisation are leading to less emphasis in these areas over time, not more.
Continuous Self-improvement
To improve in each of these areas, you must invest time, energy, and resources learning these skills on your own.
Investment in learning skills related to these areas is most likely to pay dividends in real-world situations, either in money or overall life satisfaction.
It is your duty to yourself!
What are you practicing right now? What skills are you actively
developing? Are these efforts contributing to your
development as an “educated” person, or are they coming in the way?
Educational Measurement, Learning Metrics & Learning
Analytics
Measurement Defined
Process of quantifying individual’s achievement, personality, attitudes, habits and skills
Quantification appraisal of observable phenomena
Process of assigning symbols to dimensions of phenomena
An operation performed on the physical world by an observer
Process by which information about the attributes or characteristics of things are determined and differentiated
Evaluation Defined
Qualitative aspect of determining the outcomes of learning. Process of ranking with respect to attributes or trait Appraising the extent of learning Judging effectiveness of educ. experience Interpreting and analyzing changes in behavior Describing accurately quantity and quality of thing Summing up results of measurement or tests giving
meaning based on value judgments Systematic process of determining the extent to which
instructional objectives are achieved Considering evidence in the light of value standard and in
terms of particular situations and goals which the group of individuals are striving to attain.
Function of MeasurementsInstructionala) Principal (basic purpose)
to determine what knowledge, skills, abilities, habits and attitudes have been acquired
to determine what progress or extent of learning attained
to determine strengths, weaknesses, difficulties and needs of students
b) Secondary (auxiliary functions for effective teaching and learning) to help in study habits formation to develop the effort-making capacity of students to serve as aid for guidance, counselling, and prognosis
Cont…
Administrative/Supervisory to maintain standards to classify or select for special purposes to determine teachers efficiency, effectiveness of
methods, strategies used (strengths, weaknesses, needs); standards of instruction
to serve as basis or guide for curriculum making and developing
to serve as guide in educational planning of administrators and supervisors
to set up norms of performance to inform parents of their children’s progress in school to serve as basis for research
Functions of Evaluation
Evaluation assesses or make appraisal of
Educational objectives, programs, curricula, instructional materials, facilities
Teacher Learner Public relations of the school Achievement scores of the learner Evaluation conducts research
Principles of Evaluation
Evaluation should be Based on clearly stated objectives Comprehensive Cooperative Used Judiciously Continuous and integral part of the
teaching – learning process
Types of Evaluation used in Classroom Instruction Diagnostic Evaluation – detects pupil’s learning
difficulties which somehow are not revealed by formative tests. It is more comprehensive and specific.
Formative Evaluation – It provides feedback regarding the student’s performance in attaining instructional objectives. It identifies learning errors that needed to be corrected and it provides information to make instruction more effective.
Placement Evaluation – It defines student’s entry behaviors. It determines knowledge and skills he possesses which are necessary at the beginning of instruction.
Summative Evaluation – It determines the extent to which objectives of instruction have been attained and is used for assigning grades/marks and to provide feedback to students.
Qualities of a Good Measuring InstrumentValidity
Content, concurrent, predictive, construct
Reliability Adequacy, objectivity, testing condition,
test administration proceduresUsability (practicality) ease in administration,
scoring, interpretation and application, low cost, proper mechanical make – up
Tests
Classification of Tests
According to manner of response:Oral and Written
According to method of preparation:Subjective/essay and Objective
According to nature of answerIntelligence test, Personality test, Aptitude test, Prognostic test, Diagnostic test, Achievement test, Preference test, Accomplishment test, Scale test, Speed test, Power test, Standardized test, Teacher – made test, Placement test
Classification of Measuring Instrument
Standard Tests Psychological test – Intelligence test,
Aptitude test, Personality (Rating scale) test, Vocational and Professional Interest Inventory
Educational Test
Teacher – made test Planning, Preparing, Reproducing,
Administering, Scoring, Evaluating, Interpreting
Evaluating with the use of ITEM Analysis
Effectiveness of distractorsA good distractor attracts the student in the lower group than in the upper group
Index of discriminationThe index of discrimination may be positive if more students in the high group got the correct answer and negative if more students in the low group got the correct answer.
Index of difficultyDifficulty refers to the of getting the right answer of each item. The smaller the percentage, the more difficult the item is.
Types of Teacher – Made TestsEssay type Advantages: easy to construct, economical, minimize guessing,
develops critical thinking, minimize cheating and memorizing, develops good study habits
Objective type Recall type – simple recall, completion type Recognition type – alternate response (true/false, yes/no,
right/wrong, agree/disagree); Multiple choice (stem-and-options variety, setting-and-options variety, group-term variety, structured – response variety, contained-option variety)
Matching type Rearrangement type Analogy type – purpose, cause and effect, synonym relationship,
antonym relationship, numerical relationship Identification type
Multiple Choice Test
Stem-and-options variety : the stem serves as the problem
Setting-and-options variety : the optional respon-ses are dependent upon a setting or foundation of some sort, i.e. graphical representation
Group-term variety : consist of group of words or terms in which one does not belong to the group
Structured: response variety: makes use of structured response which are commonly use in classroom testing for natural science subjects
Contained-option variety: designed to identify errors in a word, phrase, sentence or paragraph.
Table of Specifications (TOS) It is the teacher’s blue print. It determines the content validity of
the tests. It is one- way table that relates the
instructional objectives to the course content
It makes use of Bloom’s Taxonomy in determining the Levels of Cognitive Domain
TOS Matrix
TopicTime
spent Levels of Cognitive Abilities
K C A HANo. of Test
Items %
Step 1Identify the topics to be tested from the syllabus
Step 2 Determine the time spent in hours for each topic
Step 9 Compute the number of items per topic per level
Step 10Determine the test item placement and indicate it in the cell per topic per level
Step 6 Determine the number of test items per topic
Step 4Find the % time spent for each topic
TotalStep 3 Find the total time spent
Step 7 Allocate % marks for the different levels Step 8 Compute number of items per levels
Step 5 Determine the total test items
100%
Measures of Central Tendency: Mean
Mean – The most widely used and familiar average. The most reliable and the most stable of all measures of central tendency. Advantage: It is the best measure
for regular distribution.Disadvantage: It is affected by
extreme values What is the mean?
75,60,78, 75 76 75 88 75 81 75
Measures of Central Tendency: Median
Median – The scores that divides the distribution into halves. It is sometimes called the counting average. Advantage: It is the best measure when the
distribution is irregular or skewed. It can be located in an open-ended distribution or when the data is incomplete (ex. 80% of the cases is reported)
Disadvantage: It necessitates arranging of items according to size before it can be computed
What is the median? 75,60,78, 75 76 75 88 75 81 75
Measures of Central Tendency: Mode
Mode – the crude or inspectional average measure. It is most frequently occurring score. It is the poorest measure of central tendency. Advantage: Mode is always a real value
since it does not fall on zero. It is simple to approximate by observation for small cases. It does not necessitate arrangement of values.
Disadvantage: It is not rigidly defined and is inapplicable to irregular distribution
What is the mode of these scores? 75,60,78, 75 76 75 88 75 81 75
Point Measures
Quartiles
Deciles
Percentiles
Quartiles
Point measures where the distribution is divided into four equal parts.
Q1 : N/4 or the 25% of distribution
Q2 : N/2 or the 50% of distribution
(this is the same as the median of the
distribution)
Q3 : 3N/4 or the 75% of distribution
Deciles
Point measures where the distribution is divided into 10 equal groups.
D1 : N/10 or the 10% of the distribution D2 : N/20 or the 20% of the distributionD3 : N/30 or the 30% of the distribution D4 : N/40 or the 40% of the distributionD5 : N/50 or the 50% of the distribution
D…. D9 : N/90 or the 90% of the distribution
Percentiles
Point measures where the distribution is divided into 100 equal groupsP1 : N/1 or the 1% of the distributionP10 : N/10 or the 10% of the distribution
P25 : N/25 or the 25% of the distribution P50 : N/50 or the 50% of the distributionP75 : N/75 or the 75% of the distributionP90 : N/90 or the 90% of the distributionP99 : N/99 or the 99% of the distribution
Measures of Variability or Scatter Range: R = highest score – lowest score Quartile Deviation : QD = ½ (Q3 – Q1)
It is known as semi inter quartile range
It is often paired with median Standard Deviation:
It is the most important and best measure of variability of test scores.
A small standard deviation means that the group has small variability or relatively homogeneous.
It is used with mean.
Mean
Mean = fM f
fM – total of the product of the frequency (f) and midpoint (M)
f – total of the frequencies
Median
Median = L + c [N/2 - cum f<] fcL – lowest real limit of the median
classcum f< – sum of cum f ‘less than’
up to but below median class
fc – frequency of the median class
c – class interval N – number of cases
Mode
Mode = LMo + c/2 [ f1 – f2 ]
[2fo – f2 – f1]
LMo – lower limit of the modal class
c – class interval
f1 – frequency of class after modal class
f2 – frequency of class before modal class
f0 – frequency of modal class
Learning Analytics
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.
A related field is educational data mining..
The Drivers of Learning Analytics
The increasing interest in 'big data' for business intelligence
The rise of online education Emergence of Virtual Learning Environments
(VLEs), Content Management Systems (CMSs), and Management Information Systems (MIS) for education
Manifold increase in digital data regarding student background (often held in the MIS) and learning log data (from VLEs).
The Techniques and Methods of Learning Analytics
Learning Analytics uses several techniques and approaches from different disciplines.
Mathematical techniques (network and graph theory).
Sociological approaches to social networks.
Statistical methods for predictive modeling of successful learner behaviour.
Learning Analytics is :
Application of 'business intelligence' techniques to educational data.
The optimisation of systems to support learning.
About getting to know whether a student is engaged/understanding even if we can’t see them?
The Focus of Learning Analytics Increasing focus on evidencing progress This focus leads to a teacher stakehold
in the analytics An increasing emphasis on the
pedagogic dimension This pressure is increased by the
economic desire to improve engagement in online education for the deliverance of high quality - affordable - education.
Work in Progress
Sociologists like Wellman and Watts...and mathematicians like Barabasi and Strogatz.
The work of these individuals has provided us with a good sense of the patterns that networks exhibit (small world, power laws), the attributes of connections (in early 70's,
Granovetter explored connections from a perspective of tie strength and impact on new information), and the social dimensions of networks (for example, geography still matters in a digital networked world).
Methods for Learning Analytics Social network analysis (SNA) - "the mapping and
measuring of relationships and flows between people, groups, organizations, computers, URLs, and other connected information/knowledge entities.
The nodes in the network are the people and groups while the links show relationships or flows between the nodes. SNA provides both a visual and a mathematical analysis of human relationships.
Management consultants use this methodology with their business clients and call it Organizational Network Analysis [ONA]
Features in Learning Analytics
Discourse analytics aims to capture meaningful data on student interactions which (unlike 'social network analytics') aims to explore the properties of the language used
Social Learning Analytics which is aimed at exploring the role of social interaction in learning, the importance of learning networks, discourse used to sense make, etc.
Disposition Analytics which seeks to capture data regarding student's dispositions to their own learning, and the relationship of these to their learning. For example, "curious" learners may be more inclined to ask questions - and this data can be captured and analysed for learning analytics.
Cont…
Impact of interaction Prediction Personalization & Adaptation Intervention Information visualization, typically in
the form of so-called learning dashboards
Some Examples of Learning Analytics Software Tools
SNAPP - a learning analytics tool that visualizes the network of interactions resulting from discussion forum posts and replies.
LOCO-Analyst - a context-aware learning tool for analytics of learning processes taking place in a web-based learning environment
SAM - a Student Activity Monitor intended for Personal Learning Environments
Software that is currently used for learning analytics applies functionality of web analytics software, to learner interactions with content.
Ethical Issues and Concerns Concerns have been raised regarding the
ethics of data collection, analytics, reporting and accountability
Data ownership Communications around the scope and role
of Learning Analytics The necessary role of human feedback and
error-correction in Learning Analytics systems Data sharing between systems,
organisations, and stakeholders
