the four problems of technology enhanced learning

The four problems of technology enhanced learning

Tak-Wai ChanTak-Wai ChanNational Central University, TaiwanNational Central University, Taiwan

(slightly updated a few places after the talk)(slightly updated a few places after the talk)

AIED2007 keynote

Dedicate to John Self!

One who inspired a generation of researchers & was a not-yet-known co-founder of the ICCEs!

Thanks for my graduate students!

To elicit 4 problems that researchers seem to have been trying to resolve in this century!

The future is found from the past and the present, especially from

the current research communities

I notice that the current research

communities are working towards 3 orientations; two existed already and one is emerging

These 3 orientations are leading to resolving the 4 problems

Three orientations of research(Chan, et. al. 2006; Chan, 2006)

Dream-based researchDream-based research exploring the potential implications of some emerging exploring the potential implications of some emerging

technologies technologies

Adoption-based researchAdoption-based research proving the feasibility of spreading our work in the real proving the feasibility of spreading our work in the real

world practiceworld practice

Humanity-based researchHumanity-based research developing an individual’s capacity developing an individual’s capacity almostalmost entirely entirely

from that individual’s perspectivefrom that individual’s perspective cultivating well being of the globe as learners’ valuecultivating well being of the globe as learners’ value

humancomputerinteraction

distancehuman

interaction

face-to-facehuman

interaction

standalone computers

Internet

mobile & wireless devices;wearable computing

CYBER PLATFORM

NATURAL PLATFORM

invisible & ubiquitous computing

outdoor: natural as classroom

context-aware physical environmentcontext-aware physical environment indoor: smart wall smart desk

digital tangiblesdigital tangibles

digital manipulativedigital toy

““The further backward you look, The further backward you look, the further forward you can see”the further forward you can see”

Winston ChurchillWinston Churchill

Sidney Pressey’s Teaching Machine in 1920’s

Whenever there is a dream, there is a day it comes true!

It was not Pressey’s machine, nor was it the first computer in 1946

Was it traditional CAI in 60’s ? Was it artificial intelligence in 70’s ? Was it multimedia and simulation in 80’s ? Was it Internet in 90’s ? Was it mobile & game in 00’s ?

This is the Dream-Based Research!

InnovatorsEarly

AdaptorsEarly

MajorityLate

MajorityLate

AdaptorsLaggards

Adoption cycle of innovations (Ryan,1948; Rogers,1958; Moore,1991)

innovators& visionaries

pragmatists conservatives

skeptics

InnovatorsEarly

AdaptorsEarly

MajorityLate

MajorityLate

AdaptorsLaggards


pragmatistsconservatives

skepticschasm

Chasm between innovators & visionaries and pragmatists (G. A. Moore, 1991)

InnovatorsEarly

AdaptorsEarly

MajorityLate

MajorityLate

AdaptorsLaggards


pragmatists

conservatives

skepticschasm

To cross the chasm–– synergy of technologies

Internet (90’)

Traditional CAI (60’)

Multimedia & Simulation (80’)

Artificial Intelligence (70’)

Mobile & Game (00’)

This is the Adoption-Based Research!

InnovatorsEarly

AdaptorsEarly

MajorityLate

MajorityLate

AdaptorsLaggards


pragmatists

conservatives

skepticschasm

How long is the time span, 50 or 100 years?

What happens after crossing the chasm?

Internet (90’)

Traditional CAI (60’)

Multimedia & Simulation (80’)

Artificial Intelligence (70’)

Mobile & Game (00’)

This is the Humanity-Based Research! 2000 2050 or 2100

More on Humanity-Based More on Humanity-Based ResearchResearch

‘‘Humanity’ ?Humanity’ ?

1.1. Stressing on individualityStressing on individuality individuality is the basis of humanity individuality is the basis of humanity the very existence of a class is for the sake of an the very existence of a class is for the sake of an

individualindividual the very existence of the learning partners is for the very existence of the learning partners is for

the sake of that individualthe sake of that individual thus, learning is not for the class as a whole, but thus, learning is not for the class as a whole, but

for an individualfor an individual optimize individual capacity development optimize individual capacity development

Teachers

Parents

Volunteers

Fellow Learners

EducationalAgents

ExpensiveEquipment

CognitiveTools

Student Database

ElectronicBooks

MuseumsDigital Libraries

Every thing is for the sake of the learner

Content

ComputationCommunity


2.2. Learning beyond knowledge acquisitionLearning beyond knowledge acquisition knowledge acquisition is a vehicle for fostering knowledge acquisition is a vehicle for fostering

other humanity qualitiesother humanity qualities cognitive, affective, social, attitudinalcognitive, affective, social, attitudinal

Beyond knowledge acquisitionBeyond knowledge acquisition

confidence

effortcaringinterestcritical thinking

(cognitive) (affective) (social) (attitudinal)

perseveranceleadershippassioncreativity

inner freedom

John Self spelled out this John Self spelled out this humanity issue:humanity issue:

““The defining characteristics of The defining characteristics of intelligent tutoring systems intelligent tutoring systems

research: ITSs care,” (Self, 1999)research: ITSs care,” (Self, 1999)

Classical ITS model (Self, 1974)Classical ITS model (Self, 1974)

domain knowledge

student model tutoring strategy

what

who how

domain knowledge

student model tutoring strategy

what

who why

comm

unicationinterface

how

whenwherewho (with)

pedagogical modellearner profile

Going beyond knowledge acquisitionGoing beyond knowledge acquisition

domain knowledge

student model student model

what

who

comm

unicationinterface

why how

whenwherewho (with)

pedagogical modellearner profilereflective affective cognitive

social

social

attitudinal


3.3. Building foundations for the better globeBuilding foundations for the better globe bettering yourselfbettering yourself nurturing a caring familynurturing a caring family incubating a humane society incubating a humane society fostering the peaceful and collaborative globe fostering the peaceful and collaborative globe

~ Da-Hseh~ Da-Hseh

What are we researchers doing?

Dream-Based Research?

Adoption-Based Research?

Humanity-Based Research?

Does AIED / ITS have a dream?Does AIED / ITS have a dream?

Yes, we didYes, we didBloom’s 2 sigma problemBloom’s 2 sigma problem

We still doWe still doAn extended dreamAn extended dream

Intelligent Tutoring System (ITS)(Carbonell, 1970)

Learning Companion System(Chan & Baskin, ITS1988)

Lifelong learning companion(Chan, 2000; Chan, et. al., 2001; Chou & Chan, 2003)

baby: learning companion as a magic cradlebaby: learning companion as a magic cradle

small kid: learning companion as a toysmall kid: learning companion as a toy

pupil: learning companion as a petpupil: learning companion as a pet

teenager: learning companion as a peerteenager: learning companion as a peer

adult: learning companion as a mentoradult: learning companion as a mentor

elder: learning companion as a petelder: learning companion as a pet

My animal companions – “Disneyficating the learner”

My-Pet-Our-Pet

Affectivedomain

Cognitivedomain

My-Pet’sattributes

Socialdomain

Telling the owner how to improve My-Pet’s attributes Topic levelTopic progress

Numericalvalue

Descriptivetext

Gaming on PDA

Character BuildingCharacter Building

Game1Game1

Game2Game2

Game3Game3

Affect EnrichmentAffect Enrichment

Game4Game4

Game5Game5

Game6Game6

Physical Companion (Shu, et. al., 2007)

domain knowledge


what

who why

comm

unicationinterface

how

whenwherewho (with)


AIED / ITS

AIED / ITS AIED / ITS

Does CSCL have a dream?Does CSCL have a dream?

Assumption 1:Assumption 1: Collaboration is a good thing, a good culture, so is collaborative Collaboration is a good thing, a good culture, so is collaborative

learninglearning

Assumption 2:Assumption 2: Collaborative learning is ‘usually’ effective learningCollaborative learning is ‘usually’ effective learning

CSCL CSCL DREAMDREAM:: Making every learning experience a collaborative and effective learning

Extended CSCL DREAM:Extended CSCL DREAM: How to make our globe a better one through collaborative learning

domain knowledge


what

who why

comm

unicationinterface

how

whenwherewho (with)


CSCL

CSCL

CSCL

AcronymsAcronyms

WMUTEWMUTE = =

WWireless, ireless, MMobile, and obile, and UUbiquitous biquitous TTechnologies in echnologies in EEducationducation

MLearnMLearn == MMobile obile LearnLearninging

DIGITELDIGITEL ==

DIDIgitalgital GGame & ame & IIntelligent ntelligent TToy oy EEnhanced nhanced LLearningearning

One-to-one Technology Enhanced Learning

Soloway & Norris, (WMTE2002, ITS2004)

1 student 1 student : : 1 pencil 1 pencil

1 student 1 student :: 1 book 1 book

1 student 1 student :: 1 computer 1 computer

Classroom dynamics will change

Classroom dynamics will change

Projector ScreenShared Display

Access Point

Configurable Desk

In the Campus

Outside the campus

Bird Watching

Zoo Visit

Linking a class to the outside ~ ITS 2000

EduCities

EduTowns

EduVillages

1:1 learning in physical spacevirtual learning community

(1.5 million people)

(2,500 schools)

(20,000 classes)

Seamless learning space

seamlessly learning across over seamlessly learning across over

learning scenarios from learning scenarios from

Physical Space X Social Space

Physical / Virtual Space: classroom, campus, home, museum, etc.Social Space: individual, small group, class, online community, agents, etc.

Does WMUTE / MLearn have a dream?Does WMUTE / MLearn have a dream?

WMUTE / MLearn WMUTE / MLearn DREAMDREAM

Assumption:Assumption: context-aware, authentic, and context-aware, authentic, and situated learning is good learning situated learning is good learning

Exploring this vast space of scenarios to Exploring this vast space of scenarios to find new scenarios or sequence of find new scenarios or sequence of scenarios for good learning experience scenarios for good learning experience

domain knowledge


what

who why

comm

unicationinterface

how

whenwherewho (with)


WMUTE/MLearn

WMUTE/MLearn

Does DIGITEL have a dream?Does DIGITEL have a dream?

DIGITEL DREAM:DIGITEL DREAM:

Every learning experience is fun, Every learning experience is fun, engaging, pleasurable and joyful!engaging, pleasurable and joyful!

All learning without fun must be DEAD!

Gaming will be a dominating pedagogy, subsuming individual and collaborative learning

domain knowledge


what

who why

comm

unicationinterface

how

whenwherewho (with)


DIGITEL

DIGITEL

AIED / ITS

CSCL

DIGITEL

Dream-Based Research Humanity-Based Research

Adoption-Based Research





WMUTE /MLearn



domain knowledge


what

who why

comm

unicationinterface

how

whenwherewho (with)


AdoptionBased

Research

We are doing very little “domain knowledge” component

We are all doing Dream-Based Research!

Some have started to do Adoption-Based Research

Humanity-Based Research is emerging

The Four Problems of Technology Enhanced Learning

The four problems

1.1. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem

2.2. TheThe school restructuringschool restructuring problemproblem the problem how school is being transformedthe problem how school is being transformed

3.3. TheThe lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem the extension of the ITS’s Holy Grail problemthe extension of the ITS’s Holy Grail problem

4.4. The The global educational goalglobal educational goal problem problem rethinking the educational goal from the global perspectiverethinking the educational goal from the global perspective

Why these problems?

May tell us unequivocally where we are heading to, both in the near or the farther future, say, tens or 100 years

the 3 research orientations are indeed leading towards to these goals

nurturing collective, global endeavor to resolve the problems

The four problems



Washington Post “Educational software, a $2 billion-a-year

industry that has become the darling of school systems across the country, has no significant impact on student performance, according to a study by the U.S. Department of Education….”

By Amit Paley, Thursday, April 5, 2007; Page A01

G11 website: www.g1to1.orgG11 website: www.g1to1.org

But many claims ofsuccessful research

An example: He Kekang from Beijing Normal University claiming a great leap in elementary classes

for learning Chinesetens of experimental classes; in cities and in poor

rural areas in China

Grade 4 students as good as Grade 6 students

How about Bloom’s 2-sigma problem?How about Bloom’s 2-sigma problem?

How about intelligent tutoring systems?How about intelligent tutoring systems?

The productivity problemcompared to traditional classrooms

2-sigma learning performance improvement summative assessment (Bloom, 1984) robust learning

retention transfer accelerated learning

2-sigma affect improvement assuming there could be objective measure on affect still not clear which affect attributes are most crucial … confidence (or efficacy) and interest must be included

Design-based research

1. Innovative pedagogy driven

2. Reporting rationales and lessons learnt in the design iteration process

3. Describing open-mindedly interesting users' behavior

Evidence-based research

1. Vigorous assessment driven

2. Theorizing some phenomena and then designing experiment

3. Explaining and/or further theorizing experiment findings

The Productivity Problem

The productivity problemcompared to traditional classrooms

2-sigma learning improvement summative assessment (Bloom, 1984) robust learning

retention transfer accelerated learning

2-sigma affect improvement assuming there could be objective measure on affect still not clear which affect attributes are most crucial … confidence (or efficacy) and interest must be included

Doubling teacher’s efficiency or halving teacher’s effort

“8-fold (2 x 2 x 2) improvement problem”

Definitions

lazy = lazy = less effort less effort worse or better result worse or better result

intelligently lazy = intelligently lazy = less effort less effort better result better result

diligent = diligent = more effort more effort better result better result

Our research now…from teachers’ point of view

better resultworse result

less effort

more effort

Our research in the future should direct more to teacher’s point of

view

Making people intelligently lazy

is the very essence of existence of technologyis the very essence of existence of technology

No one will buy a washing machine No one will buy a washing machine

if it can not make one intelligently lazy!if it can not make one intelligently lazy!

No one want to be labeled as “lazy”. No one want to be labeled as “lazy”.

What I mean is people want to be What I mean is people want to be “productive”!“productive”!

Definition

intelligent laziness quotientintelligent laziness quotient = = –––––––––––––––––––––––––––––––––––––––––––––––––– learners’ outcomelearners’ outcome

teacher’s effortteacher’s effort

max ( intelligent laziness quotient )max ( intelligent laziness quotient ) = = –––––––––––––––––––––––––––––––––––––––––––––––––– max ( learners’ max ( learners’

outcome )outcome ) min ( teacher’s effort )min ( teacher’s effort )

A necessary condition for resolving the productivity problem:

A FULL implementation of technology enhanced learning for

the whole curriculum

The four problems


2.2. TheThe school restructuringschool restructuring problemproblem the problem how the school is being transformedthe problem how the school is being transformed

Dream-Based Research /Adoption-Based Research

TheThe school restructuringschool restructuring problemproblemschools still existschools still exist

1.1. More and more informal learning to More and more informal learning to become parts of formal (school) learningbecome parts of formal (school) learning

online learningonline learning for homework for homework ubiquitous and seamless learningubiquitous and seamless learning to capture to capture

learning in everyday life activitylearning in everyday life activity game-based learninggame-based learning – a dominating – a dominating

pedagogy pedagogy

tutor’stutor

Gaming and small group learning will be Gaming and small group learning will be prevalent in 1:1 classroomsprevalent in 1:1 classrooms

reciprocal teaching & dyad competitive gamesreciprocal teaching & dyad competitive games

collaborator collaboratoropponent opponent tutortutee tutor tutee


2.2. ““school of their own”school of their own” teaching mainly by peersteaching mainly by peers

small group collaborative learning small group collaborative learning mutual peer tutoringmutual peer tutoring f2f or onlinef2f or online classrooms for 30 students will be very fewclassrooms for 30 students will be very few

the elder students mentoring the younger the elder students mentoring the younger both academic and daily life mattersboth academic and daily life matters cross-age interactions as many as same-age interactions cross-age interactions as many as same-age interactions schools are more like a villageschools are more like a village

strong demand on sense of knowledge ownership strong demand on sense of knowledge ownership and hence “ownership in learning”and hence “ownership in learning”

math of their own, language of their own, etc.math of their own, language of their own, etc.


3.3. ““school as embryo society” or “learning school as embryo society” or “learning as work”as work”

Epistemic games (David Shaffer): activities Epistemic games (David Shaffer): activities simulating professionals such as engineers, simulating professionals such as engineers, journalists, architects, etc.journalists, architects, etc.

Extending school to knowledge building Extending school to knowledge building society (Marlene Scandemaria & Carl society (Marlene Scandemaria & Carl Brieter)Brieter)

Technology enhanced drama or playTechnology enhanced drama or play early fostering of interest to future career and of early fostering of interest to future career and of

life commitmentlife commitment

The four problems




Dream-Based Research / Humanity-Based Research

One-to-one Technology Enhanced Learning

Extending Soloway & Norris’s claims

1 student 1 student : : 1 pencil 1 pencil1 student 1 student :: 1 book 1 book1 student 1 student :: 1 computer 1 computer1 student : 1 intelligent tutor1 student : 1 intelligent tutor1 student : 1 set of learning companions1 student : 1 set of learning companions1 student : 1 class (Yuan-Tseh Lee, 2000)1 student : 1 class (Yuan-Tseh Lee, 2000)1 student : 1 optimal curriculum1 student : 1 optimal curriculum

The four problems





Humanity-Based Research

The vast impact of digital technology in the longer future

Digital technology is the biggest thrust to change education in this century.

Despite being a slow process, technology will be changing every aspect of education ultimately.

Well being of the humankindWell being of the humankind The globe is at stake!The globe is at stake!

“Until our own generation, no one had grounds to worry whether the next human generation would survive or enjoy a planet worth living on.” (Jared Diamond, 1992)

Nuclear holocaust; earth resource exhaustion; mass-extinction of species; polarization of the society (MIT’s OLPC is an endeavor toward this), etc.

Should we just pursue Gross National Product? Or Bhutan’s Gross National Happiness: economy, culture,

environment, and governance?

We researchers are the designers of the education and hence the future society

We are very powerful, too powerful!

good citizens? gangsters?

What constitutes human nature?

Heredity, Development, Aggression, Sex, Altruism, Religion (Edward Wilson, 1978)

Many MMOGs design address wealth, fame, and power in the process of building identity

MMOG for learning must affect extensively learners’ value system

What is this global educational goal?

What should we do for the global educational goal problem?

A global, collective endeavor!

G11 website: www.g1to1.orgG11 website: www.g1to1.org

The four problems

1.1. TheThe productivityproductivity problemproblem AIED / ITS, WMUTE / MLearnAIED / ITS, WMUTE / MLearn

2.2. TheThe school restructuringschool restructuring problemproblem WMUTE / MLearn, CSCLWMUTE / MLearn, CSCL

3.3. The The lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem AIED / ITSAIED / ITS

4.4. The The global educational goalglobal educational goal problem problem DIGITEL, CSCLDIGITEL, CSCL

The four problems(Switch the order, considering time frame and urgency)





Summary

Describe 3 orientations of research Dream-Based Research, Adoption-Based Research,

Humanity-Based Research

Use Self’s architecture to analyze the current subfields

Describe 4 problems for the future global educational goal, productivity, school

restructuring, personal curriculum

Thank you!Thank you!

the four problems of technology enhanced learning

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