Challenges for Research and Practice in Technology Enhanced Learning: Emerging themes from the UK TEL research
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5 March 2010 (Friday) | 14:00 - 15:00 | http://citers2010.cite.hku.hk/abstract/31 | Prof. Richard NOSS, Professor of Mathematics Education & Co-director and Director of TLRP-TEL Research Programme, London Knowledge Lab
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Challenges for Research and Practice in Technology Enhanced Learning: Emerging themes from the UK TEL research
- 1. Research Challenges for Technology Enhanced Learning Professor Richard NossCo-director: London Knowledge LabInstitute of Education, University of LondonDirector: UK Technology-enhanced Learning (Teaching and Learning Research Programme, Phase 4)
- 2. Computers are transforming education Discuss!
- 3. what are the challenges?
- 5. Aim of my talk to think about the design and evaluation of technology-enhanced learning (TEL) as a window on learning in general understanding to design designing to understand
- 7. what can we make the computer “do”? what does the computer “do”?
- 8. Personalisation exploiting the adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities. developing tools to help individual learners gain information and turn it into knowledge
- 9. personalisation ...showing that it is possible to design an intelligent system for learning about mathematical generalisation that respects exploration and investigation TEL programme: Noss et al.
- 10. personalisation The learner has iteratively constructed an expression of a dynamically-changing pattern The system ‘generalises’ the pattern and shows what would happen for different instances helping the learner to ‘keep an eye on the general”. The system constructs advice, guidance and feedback the graphocentriccurriculum TEL programme: Noss,et al
- 11. supporting learning in university courses with semantic web tools personalisation turning information into knowledge for multiple identities and learning styles TEL Programme: Carmichael et al.
- 12. Productivity Achieving higher quality and more effective learning in affordable and acceptable ways
- 13. productivity LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discovery of innovative pedagogical designs that exploit the potential of TEL TEL programme: Laurillard et al
- 14. productivity The teacher as learner uses the LDSE to build, test, share and reflect on a learning design building evolutionary change into revolutionary transformation ...which is used by the system to adapt to the learner
- 15. productivity ...developing and evaluating a virtual learning system based on haptic and synthetic devices TEL programme: Cox et al.
- 16. productivity revisiting transfer evaluating skills and concepts
- 17. Flexibility Learning opportunities are available in a more seamless and accessible environment that can link classroom, home, workplace, and community. Build virtual worlds that support learning in the real world and connect them with everyday culturally embedded artefacts
- 18. Personal Inquiry flexibility using mobile and desktop computers, children engage in scientific processes of gathering and assessing evidence, conducting experiments and engaging in informed debate rethinking complexity and hierarchy Myself My environment My community TEL Programme: Sharples et al
- 19. flexibility an educational environment of web-based and mobile technologies to support the development of a virtual space for young people and their teachers engaged in activities to develop transition skills TEL programme: Lally et al
- 20. flexibility looked-after children school university transition exploiting (!) learners’ culture a safe environment in which familiar technologies connect with the virtual world
- 21. Inclusion Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods. Improving learning for those whose learning styles do not fit the ‘one size’ of mainstream education
- 22. inclusion TEL programme: Porayska-Pomsta et al.
- 23. inclusion compressing social & psychological phenomena
- 24. inclusion TEL programme: Burd et al.
- 25. inclusion make learning more inclusive through redefining social space
- 26. constructionism: seeking 21c. pedagogy
- 27. TEL research programme: www.tlrp.org/tel London Knowledge Lab: www.lkl.ac.uk
Notes de l'éditeur
- but we are now at a turning point:ubiquity, portability, software knowledge, adaptivity – design. research
- bring tel into mainstream education/look as a research questionnew technologies encourage new looks at knowledge
- Turning information into knowledgeUnderstanding new forms of knowledgeCreating empowering technologies for formal and informal learningExploring the changing cultures of new media
- nothing! still lots of research on ‘effects’ – and its converse: nothing to learn.
- designing peresonalised tools to turn info into knowledge
- 1. ldse Focusing on teachers’ productivity as a research issue12. haptel productivity in terms of safety, time taken, novelty of conceptual domain
- Haptics is the study of human touch and interaction with the external environment via touch sensitive devices
- transfer!
- what is the effect of noise on bird feedingcomplexity is important but not tractable without technologyvesel
- Technology compresses social phenomena
- a structuring resource rather than only a means of expression (Jack Goody)rethinking collaboration – cscl
- The learner learns about the domain through constructing somethingThe system learns about the learner through the interaction and constructs theadvice, guidance, and tasks the learner needsThe researcher and teachers opens a window on how the learner learns by analysing human/computer-generated dataThe software developer learns how to model the domain, and prototypes a revisedsystem