Innovation in Teaching

Alan Dix

Lancaster University

www.hcibook.com/alan

note

NOT…presenting best solutionsor best practice

WILL talk about … reflecting on experiencedeveloping solutions

examples ...

• driving lesson

• p-learning and e-learning

• just-in-time theory

driving lesson

what happened

• removed external judgement– I didn’t know intention

• allowed personal feedback– she did know

• enabled “play” and experiment– not goal directed

repeat 3[forward 50 right 60]

LOGO and Papert

• simple programming language• plus turtle

http://el.www.media.mit.edu/groups/logo-foundation/

draw a triangle?

Montessori

• self correcting materials• instant feedback• no judgement

http://www.montessori-ami.org/http://www.modern-montessori.com/

computers

• rapid feedback– before bad habits form– e.g. spelling checkers

… but not correctors!

• low judgement …

computer personality

• work at Dundee– questionnaires and interviews– personal questions (medical)

• electronic versions– simple questionnaires – keyword based (like Elisa)– the more human-like the better– but better than real human

p-learning and e-learning

p-learning(physical learning)

• lectures

• tutorials and labs (20-30)

• small groups tutorials ?

• individual tutorials

p-learning e-learning

• lectures web

• labs ?

• tutorials bulletin boards & chat

• individual one-to-one email

deconstruction and reconstruction

p-learning

e-learning

deconstruction reconstruction

deconstructionfind the real objectives

• lecture• information, motivation, demonstration

• group tutorial• collaboration, individual feedback

• lab+ personal experience, physical materials

reconstruction

• potential media & meetingse-learning:

web, CD-ROM, video, email, bulletin boards, chat, webcam, streaming video/audio

p-learning:weekend course, summer camp, monthly evening meeting, paper materials and books

reconstruction

• potential media & meetingse-learning: web, CD-ROM, video, email, webcam,

bulletin boards, chat, streaming video/audiop-learning: weekend course, monthly evening meeting,

summer camp, paper materials and books

• match with objectives e.g. weekend course for motivation, group

formation, demonstrations and hands on

just-in-time theory

mini-case studies

• context– week-log intensive course

• when technology doesn’t work …– analyse why– use it as extended examples

Excel modes

• wouldn’t closewhy?

• theory:– hidden mode– closure

www.hcibook.com/alan/casestudy/excel-mode/

does it work?

• weakness– knowing it is ‘teaching’ time

• strengths– ‘real’ example– introduces theory when relevant

ecological validity

• examples– one issue at a time– a good ‘solution’– from theory to practice

ecological validity

• examples– one issue at a time– a good ‘solution’– from theory to practice

• mini-case study– lots of relevant issues– no easy solution – tradeoffs– from practice to theory

passing on knowledge

• case studies, examples, patterns– good for use in practice– but how to generalise– textbooks full of theory!

• just-in-time theory– appropriate theory when needed

just-in-time theory

• appropriate theory– given when needed

• contextualised theory– apply theory in actual context– including trade-offs

• situated theory– make new theory if necessary

recap ...

• driving lesson– feedback, play and judgement

• p-learning and e-learning– metamorphose fundamental learning

• just-in-time theory– ecologically valid examples,

theory when it matters