Technologies to support self-directed learning through

social interaction

Dragan Gašević@dgasevic March 15, 2016

Digital Learning Week 2016UniSA, Adelaide, SA, Australia

Joint work with Zoran Jeremic, Nikola Milikic, George Siemens, and Shane Dawson

Educational landscape today

“Non-traditional” studentsLong time to complete degrees

Large classroomsLong waiting lists

Confirmation of different needs

MOOCs

Learning does not i) happen only in school and

ii) end with graduation

Departing from credit hours & performance focus

Mastery learning through competency focus

http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning

Personalized learning

Learning PersonalizationThe Learner…

Barbara Bray & Kathleen McClaskey, Personalization v Differentiation v Individualization Chart (v3) (2013) , http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html

The Learner…

Learning Personalization

Barbara Bray & Kathleen McClaskey, Personalization v Differentiation v Individualization Chart (v3) (2013) , http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html

Social interaction in learning

Personal learning environmentsScaffolding?Assessment?

Credentialing?

How to tie all these different pressing concerns together?

PROSOLO DESIGN PRINCIPLES

Self-directed learning with

Self-directed learning with instructional, social, and technological scaffolding

Learners construct knowledgeLearners are agents

Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5–17.

Feedback, especially process and formative,

is a must

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Competency is a social object

Learners are unique and so are their profiles

Learning does not happen in a silo

Learning is credentialed based on evidence produced

Institutions learn too (as learning organizations)

Tenologies builds on

Existing learning technologies (LTI), social media, learning analytics,

machine learning, information retrieval, recommender systems,…

http://dalmooc.prosolo.ca

PROSOLO IMPLEMENTATION

Design-based approach iterative with interventions

Siadaty, M., Gašević, D., & Hatala, M. (2016). Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning. Computers in Human Behavior, 59, 469-482.

Effects of technological interventions

LESSONS AND DIRECTIONS

Individual and systemic

Adjustment to the new approach

External locus of control

Change of discourse needed!

From adaptive learningto adaptive learners

ChallengeMetacognitive skills

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-143823

Instructional design as the most active ingredient

Clark, R. E. (2009). Translating research into new instructional technologies for higher education: The active ingredient process. Journal of Computing in Higher Education, 21(1), 4-18.

Central role of instructors empowered with technology

Learning is not algorithmically driven!

Credentialing as a big opportunity

(if done right!)

Policy development necessary

Restructuring exiting educational resources

around competencies

Content frameworks across different disciplines

Thank you!

Dragan Gašević@dgasevic