2. Prof Senteni’s bio
Professor Alain Senteni is currently the Director of Innovation & Entrepreneurship at Hamdan Bin Mohammed Smart University (HBMSU), in
Dubai (UAE), where he was the first appointed Dean of the School of e-Education (SEED) from 2009 to 2014. Previously he had been the
Director of the Virtual Centre for Innovative Learning Technologies (VCILT) and the Chairman of the Lifelong Learning Cluster (LLC) of the
University of Mauritius from 2001 to 2008.
Prof Alain received an Engineering Degree in Computer Science (1969), followed by a PhD (1989), and an HDR (1995) in Artificial Intelligence
in Education from the National Polytechnics Institute (INPT) in Toulouse (France). His academic career started in Canada as a professor of
Educational Technology at the Faculty of Education, University of Montreal, from 1989 to 1996.
Professor Senteni is an active member of the Technical Committee on Education of the International Federation for Information Processing
(IFIP). He chaired the Education Commission of the World Information Technology Forum (WITFOR) in Botswana (2005), Ethiopia (2007),
Vietnam (2009), and India (2012). He also chaired the e-Learning Excellence in the Middle-East Conference organized in Dubai by HBMSU,
every yearfrom 2009 to 2014.
Prof Senteni’s work and research interests focus on the integration of ICTs in educational systems of developing countries, and mor eand
more on innovation, creativity, and smart entrepreneurship. He was awarded in September 2011 an Honorary Doctorate in Education from
the University of Sherbrooke (Canada) for his contribution to international development and education in developing countries.
3. 3
In my talk, I will address some of these issues:
motivations for reforming education [WHY ?]
education, from craft to industry [HOW?]
new tools to increase access to education for all
new tools to increase learning opportunities
teaching, a profession in mutation
the new horizon of research in education
[WHAT WILL COME NEXT ?]
5. 5
an increased access to
education is urgently
needed
In 2014, an estimated 8.5 M children
still remain excluded from school
[Arab World Learning Barometer, 2014]
demography
6. Economic pressures and new models of
education are bringing unprecedented
competition to the traditional models of tertiary
education.
The global drive to increase the number of
students participating in undergraduate education
is placing pressure across the system.
economy
8. the world is
changing !
UAE National Media Council Yearbook 2009
“the challenge is to transform a centralised
bureaucratic system into a student centered,
decentralised learning environment.”
11. 19th century
transformation jobs
transformational work
[workers convert raw materials
into finished goods]
20th century
production jobs
21st century
interaction jobs
management, sales, teaching,
customer service [skilled
professionals whos spend a lot of
time interacting with other people]
evolution of the job market
from 19th to 21st century
13. Increasing diversity of
student profiles
In the US, less than half of the
students can be considered
full time students.
Students who can attend
campus five days a week nine-
to-five, are now a minority.
(Bates, 2013)
(Siemens, 2013)
23. 23
• closer to international standards
• seamless functional integration
• digital one stop shop
• scalable
24. the medium is
the message
Marshall McLuhan(1964)
Understanding Media
25. Connectivism: “The pipe is more important than the content in the pipe.”
Siemens, George. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning,
2(1), 3-10. doi: http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf
28. Dr. Larry Johnson, CEO, New Media Consortium:
“devices are becoming more mobile, more connected,
smaller, faster and more capable, so easy to use [...]
natural user interfaces [...] children can use before
they can even speak. ”
29. emerging trends (Siemens, 2013)
Participatory culture - Social/technical connectivity
(Rise of the Individual)
Transparency and surveillance culture
(Rise of Data and Analytics)
35. 35
territory size shows the proportion of people enrolled in tertiary education who live
there www.worldmapper.org
Data Visualisation Tools
worldmapper
39. 39
learning analytics is about collecting
traces that learners leave behind and
using those traces to improve learning
http://www.slideshare.net/erik.duval
40. 40
Learning analytics provide big data to test
measure learning activity continuously,
at run time, not a posteriori.
41. 41
what kind of data?
effort: time spent, ...
resource use: oer, url, ...
level type of communication...
system feedback: error messages, ...
quality: comment, rating, ...
51. 51
w e n e e d t o
( r e ) - d e s i g n
t h e l e a r n i n g
s p a c e !
52. create explicit links between
pedagogy and technology
http://www.unity.net.au/allansportfolio/edublog/?p=324
53. 53
Like other design professionals teachers have to work out creative and evidence-based
ways of improving what they do.
Every day, teachers design and test new ways of teaching, using learning technology to
help their students.
By representing and communicating their best ideas as structured pedagogical patterns,
teachers could develop this vital professional knowledge collectively.
From this unique perspective on the nature of teaching, Diana Laurillard argues that a
twenty-first century education system needs teachers who work collaboratively to design
effective and innovative teaching.
Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical
Patterns for Learning and Technology - New York/London: Routledge, 258 pp
teaching is becoming a design science
54. Diana Laurillard, Sept 2012 cc: by-nc-sa
innovative professional communities of teachers
Acknowledge teaching as ‘a design science’:
Teachers building on the designs of others (collaboration)
Articulating their pedagogy
Adopting, adapting, testing, improving learning designs
Co-creating and sharing learning designs
A computational representation of pedagogic design
55. Diana Laurillard, Sept 2012 cc: by-nc-sa
pedagogy is
expressed as
design plans
and learning
patterns
Timings
Short
description
Learning
outcome Colour-coded
content
Categorised
teaching-learning
activities
57. 57
Design-based research is based on synergetic relations
between researching, designing, and engineering.
Design-based research actively involves the
researchers through scientific processes of discovery,
exploration, confirmation, and dissemination.
Kelly, A. E. (2003). Research as design. Educational Researcher, 32(1), 3-4.
Feng Wang, Hannafin, M.J.(2005) Design-Based Research and Technology-Enhanced Learning Environments, ETR&D, Vol. 53, No. 4, pp. 5-23
