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• 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
