The 12 th Cambridge International Conference on Open and Distance Learning 25 -28 September 2007 Technology in the service of our educational ambitions: Bringing it into the mainstream Diana Laurillard
What do we know about using new technologies for learning and teaching? A ten year perspective What progress have we made in learning and teaching? - A ten year perspective What are the 21 st century ambitions for education? - a national and international perspective To what extent does technology change the nature of learning? Why has there been so litte technology-based innovation? Bringing technology into the mainstream of learning and teaching
UK: 10 years of progress in L&T for HE E-Learning in UK e-Universities Fellowship Network Centres and Learning Teaching in Learning good. Teaching Support Fund TLRP/Technology Enhanced Learning. HE National Teaching. Academy for innovation Higher Education Enhancement. HEFCE, in Institute of strategiesand. Teaching and JISCL&T Teaching. Student Survey Df. ES, Scheme Learning and mechanisms Quality We now havefor. Excellence of. Research Programme
21 st century ambitions for HE
HE ambitions for learning and teaching Expansion but no compromise on quality Inclusive and flexible teaching and learning Df. ES HE strategy, 2003 Access to a world class higher education system for all those with the potential to benefit High quality teaching, more personalisation of learning. Df. ES 5 -year strategy, 2005 Enhancing excellence in learning and teaching Widening participation and fair access Enhancing the contribution of HE to economy and society Sustaining a high quality HE sector HEFCE strategy, 2006
Student demand Wider participation in UK has been successful in the sense that “for a given level of prior attainment (A level point score), participation of young people in higher education does not vary significantly by socio-economic background” (Vignoles et al) One new university per week to keep pace with world population growth (Daniel, 1996) In many countries, demand already far exceeds supply, which perpetuates elitism, as high quality HE is only affordable by the rich (Bates, 2001) 1998 - 2004: international students in UK rose by 50% to 350, 000; : UK share of HE market dropped from 16% to 11% (HEPI, 2007) Demand for international HE places: 2. 1 m in 2003; 5. 8 m by 2020 (OBHE, 2004)
Stakeholder requirements Only 37% employers believe graduates have the requisite skills (Manpower, 2005) Demand for high skill workers has risen broadly in line with their supply, but needs to continue “Sustaining current trends in HE will be incredibly challenging” - from 29% in 2005 to 40% in 2020 at Level 4 (Leitch Report, 2006) New higher education growth should not be more of the same, but new types of programme offering specific, job-related skills such as Foundation Degrees (HE White Paper, 2005) New kinds of skills are needed in the workplace - techno-skills (Kent, Bakker et al 2005)
Worldwide ambitions for education “No child left behind” (USA) “Every child matters” (UK) “Education for all” (UN) These necessarily translate into ambitions for HE How could it be possible to train and support the teachers needed without ODL and new technology?
Learning technologies: What have we learned? Positives Students have a new range of techno-skills, self acquired, but useful for HE Interactive, adaptive, communications technologies can offer extensive opportunities for active learning Technology can scale up high quality interactions for larger numbers of students Negatives Technology becomes the driver of educational change - the solution in search of a problem (blogs, wikis, podcasts) It is used mainly to make traditional teaching more efficient (learning management systems) The idea of the ‘information age mindset’ undermines the development of knowledge
To what extent does technology change the nature of learning?
There is a common thread in the development - the learner as active agent the learning process - the learner as active agent in in the learning process of our understanding of learning 1890. . 1940. . 1960. . 1980. . 2000. . John Dewey Jean Piaget Lev Vygotsky Jerome Bruner Paulo Freire Gordon Pask Terry Winograd Seymour Papert Lauren Resnick John Seely Brown Ference Marton Roger Säljö John Biggs Jean Lave share a common conception of the learning process Inquiry-based education Constructivism Mediated learning Discovery learning Learning as problematization Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning
How might technology support active learning? Inquiry-based education Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning Inquiry-based Construction Conceptual understanding Taking tests Problem-solving Narrative Literacy Game authoring Techno-computing skill-learning Fieldwork Communication Collaboration Learning identities Conceptual networks Manipulation skills Informal interests Self-worth Modelling Scenarios Evaluating evidence [From Round 1 project proposals for TLRP/TEL]
Technology? Games Tools Cultural tools Adaptive ITS Avatars Embodied interaction Augmented cognition Pers L Environment Learner models Portable devices Conversation agents Editable digital artefacts Digital data tracking Haptic devices Virtual objects Online communities Adaptive support Simulation Collaborative technology What is meant by Enhanced? Learning? Inquiry-based Only form of access to learning Construction Alternative modes or pathways Conceptual u/s Taking tests Personalised guidance Problem-solving More flexible learning Replacing less active methods Narrative Literacy Improve quality of interaction Game authoring More practice in skills Skill-learning Visualisation in situ Fieldwork Adaptive personalisation Communication Constructive personalisation Collaboration Sharing and peer support Learning identity More engaging activities Conceptual networks Better quality assessment Manipulation skills Scaling up Frameworks for learning design Informal interests Self-worth Modelling Scenarios Evaluating evidence [From Round 1 project proposals for TLRP/TEL]
To what extent does technology change the nature of learning? - ‘what it takes to learn’ will not change - what is learned will change - how it is learned will change - technology makes more feasible the idea of learning as an active, interactive, adaptive, personalised, situated, collaborative process
Why is there so little technology-based innovation?
New media and delivery technologies for knowledge development - recent history 1970 s | Interactive computers - new medium for articulating ideas Local drives & discs - local storage with the user WIMP interfaces - devices for ease of access to content | Internet - mass production / distribution of content | Multimedia - elaborated forms of content Worldwide Web - wide access to extensive content | Laptops - personal portable access to the medium | Email - mass delivery of messages | Search engines - easier access to extensive content | Broadband - rich content / immediate communication 2000 s 3 G mobiles - low-cost access to elaborate content Blogs - personal mass publishing 1980 s 1990 s |
Old media and delivery technologies for knowledge development - not so recent history 0 Writing - new medium for articulating ideas 1400 s Paper - local storage with the user 1600 s Indexes, paragraphs - devices for ease of access to content 1400 s Printing 1800 s Photos, sound, film - elaborated forms of content 1900 s Libraries - wide access to extensive content 1500 s Published books - personal portable access to the medium 1800 s Postal services - mass delivery of messages 1900 s Bibliographies - easier access to extensive content 1940 s Television, phones - rich content / immediate communication 1950 s Paperbacks - low-cost access to elaborate content 1700 s Pamphlets - personal mass publishing - mass production / distribution of content
Old media and delivery technologies against the new… 0 Writing Interactive computers 1970 s 1400 s Paper Local drives & discs 1600 s Indexes, paragraphs WIMP interfaces 1400 s Printing Internet | 1800 s Photos, sound, film Multimedia | 1900 s Libraries Worldwide Web 1500 s Published books Laptops | 1800 s Postal services Email | 1900 s Bibliographies Search engines | 1940 s Television, phones Broadband | 1950 s Paperbacks 3 G mobiles 2000 s 1700 s Pamphlets Blogs | 1980 s 1990 s |
Old media and delivery technologies against the new… 0 Writing Interactive computers 1970 s 1400 s Paper Local drives & discs 1400 s Printing WIMP interfaces 1500 s Published books Internet | 1600 s Indexes, paragraphs Multimedia | 1700 s Pamphlets Worldwide Web 1800 s Photos, sound, film Laptops | 1800 s Postal services Email | 1900 s Libraries Search engines | 1900 s Bibliographies Broadband | 1940 s Television, phones 3 G mobiles 2000 s 1950 s Paperbacks Blogs WIMP interfaces Local drives & discs Interactive computers | 30 years | 1980 s 1990 s
Bringing technology into the mainstream of learning and teaching
What does it take to bring TEL into the mainstream? A collective understanding of ‘what it takes to learn’ The teaching community responsible for innovation Mainstream teaching in HE problematised, like research: Support for some personal development in how to teach - Online learning design tools The means to build on the work of others - Online communities of practice; learning resource repositories The means to experiment and reflect on results - Learning activity system to run and monitor performance The means to articulate and disseminate their contribution - Digital representation of learning design
Desirable futures for learning and teaching in HE What would we like to see? Innovation in teaching focused on educational ambitions Clear strategy to link research, teaching and innovation Technology understood as an enabler of scale and quality What should we avoid? Innovation in teaching left to specialists or commerce Efforts to innovate are non-strategic Technology used as a driver of innovation in teaching
Desirable futures for learning and teaching in HE What are the barriers to success? Innovation in teaching left to the commercial world specialists or commerce - RAE? Efforts to innovate that are non-strategic - leadership? Technology used as a driver of innovation in teaching - commerce? We have the capability… We have the technology… …We lack the capacity to innovate …We lack the leadership to develop teaching as we do research
Three questions Would it help to mainstream technology in ODL if 1. Its use were focused on the principal difficult ambitions of education? 2. Academics were more clearly given professional responsibility and rewards for effective innovation using TEL? 3. Academics were supported as they are for research? - Support for some personal development in how to teach - The means to build on the work of others - The means to experiment and reflect on results - The means to articulate and disseminate their contribution
London Pedagogy Planner (www. wle. org. uk/d 4 l/) - a tool to support learning design decision-making - enables lecturers to experiment with the effects on learning experience of different combinations of conventional and technology-based learning Return
Phoebe: phoebe-app. conted. ox. ac. uk - a community-owned learning design resource Return
JORUM (www. jorum. ac. uk) - a community-owned learning object repository Return
wise. berkeley. edu - an editable, runnable learning activity system Return
www. lamsinternational. org Understanding processes within a system through a role-play activity to explain it Link to repository for explanation of the system, simulation, video, etc…. Role-play group activity Vote on the best explanation Chat room to compare explanations - Designing the ‘pedagogic form’ of collaborative learning Return
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