Professor Richard Noss (Director) London Knowledge Lab, IOE Professor Diana Laurillard London...

• Professor Richard Noss (Director) London Knowledge Lab, IOE

• Professor Diana Laurillard London Knowledge Lab, IOE

• Professor Mike SharplesLSRI, Nottingham

About TEL• 2007-2012• £12m• 8 large-scale projects

• Interdisciplinary

TEL projects• Echoes – AI multimedia environment for ASD

children• Ensemble – Semantic technology for case-based

learning• hapTEL – Virtual dental workstation • Inter-Life – online world for aiding life transitions• LDSE – Learning design support environment for

teachers• MiGen – Microworld for improving algebra

understanding • Personal Inquiry – portable toolkit for science

investigations• SynergyNet – networked multi-touch table

classrooms

FlexibilityFlexibility

PersonalisationPersonalisation

InclusionInclusion

ProductivityProductivityResearch capacity building

Research capacity building

TEL themes

TEL themes

Filling an educational niche

• 30 people at a time• pencil and paper

• what people learn in schools has to be at least as powerful and engaging as what they learn at home

Building an educational niche means

building on the “new” culture

new cultural niches

exploring

communicating

creating

developing new educational niches is an

interdisciplinary task!

Building an educational niche: 1designing technology to learn the unlearnable

• complexity• connectivity• knowledge

hierarchies• inclusivity• engagement

Building an educational niche: 2

• teachers as designers

• microworlds for teachers

• adaptivity• productivity

leveraging technologies to align with 21stC pedagogy

Personal Inquiry Learning

Professor Mike Sharples

How do we connect…

learning in the classroom…

…and learning at home?

How do we connect…

learning about the world …

… and learning in the world?

Inside the classroomInside the classroom

Outside the classroomOutside the classroom

With thanks to ScienceScope

Low cost inquiry toolkit

• Calculator

• Timer

• Camera

• Audio recorder

• Accelerometer

• Location recorder

• Tilt sensor

• Communicator• Anemometer

Lower cost inquiry toolkit

Healthy Eating Inquiry• Photograph daily

eating• Tag with food content• Create tables of data • Reflect on data

collected by their group

Successful inquiry learning • Access

– A personal inquiry toolkit for each learner– Shared learning designs for successful inquiries

• Orchestration– Of the inquiry process

• Visualisation– Of the inquiry process and the emerging findings

• Support– In interpreting and sharing results

21st century knowledge

• 21st century knowledge will be socially constructed, through a diversity of methods and tools.

• The fundamental challenge is how to design and promote appropriate inquiry so the tools will enable new knowledge to be shared, validated and integrated

Convivial tools for teachers: A learning design support

environment (LDSE)

Professsor Diana Laurillard

Constructing, analysing, and sharing a learning design

• Convivial tools are those which give each person who uses them the greatest opportunity to enrich the environment with the fruits of his or her vision. (Illich, 1973:21 )

Constructing, analysing, and sharing a learning design

• We are making ‘convivial tools’ for teachers

• Enable teachers to construct, test and share their pedagogic ideas

• Give each teacher ‘the greatest opportunity to enrich the environment with the fruits of his or her vision’

Constructing a learning design

Drag different types of teaching and learning activities onto the timeline

Virtual lab

Analysing a learning design

Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

The designed learning experienceEffect of design on the learning experience, andthe cost of teaching

Comparing learning designs

Teacher time = 80 hours Learner time in class = 30 hoursComputer-supported = 65 hours Other contact = 5 hours

Teacher time = 80 hours Learner time in class = 30 hoursComputer-supported = 65 hours Other contact = 5 hours

The designed learning experience

Teacher time = 125 hours Learner time in class = 50 hoursComputer-supported = 0 hoursOther contact = 5 hours

Teacher time = 125 hours Learner time in class = 50 hoursComputer-supported = 0 hoursOther contact = 5 hours

The designed learning experience

Predominantly ‘learning through acquisition’

Predominantly ‘learning through practice’

Conventional teaching Using the NQuire toolkit

Patterns library

Tutorial: Using a search engineLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Sharing learning designs

Tutorial: On a system or processLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: The water cycleLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own

animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: The water cycleLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own

animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: Using a search engineLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: On a system or processLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

OER Library

Sharing learning designs 1

• 1st teacher specifies their design

• Once happy with it, submits to an online library

• Editor produces a generic version, removing content specific parts

• 2nd teacher downloads generic version, populates with own content

Sharing learning designsTutorial: On a system or processLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website

Tutorial: On a system or processLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: The water cycleLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own

animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: The water cycleLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own

animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteTutorial: The water cycle

Learning Outcome: A clear understanding of the role of the critical factors in the system

Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website

and collaborating to produce a better animation to post on their website

and collaborating to produce a better animation to post on their website

Tutorial: Using a search engineLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website

OER Library

Sharing learning designs 2

• 2nd teacher improves the design

• Once happy with it, submits to online library

• Editor produces a generic version, removing content-specific parts

• 1st teacher imports improved generic version, populates with own content

…Everybody wins

Convivial tools for teachers: A learning design support environment (LDSE)

Technology Enhanced Learning is possibleBUT

Technology will only really enhance learning when teachers have the tools to discover

together how to do it

https://sites.google.com/a/lkl.ac.uk/ldse/

www.tlrp.org/tel