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CEITER – New Learning
Practices and Learning
Analytics for
Educational Innovation
Tobias Ley
ERA Chair Professor for Learn...
New Learning and Teaching
Practices – how to measure
and support them
Some theory and some
Examples
New
Learning
Practices
“We are all CEITER”
CEITER
as a
Research
Platform
New Learning and Teaching
Practices – how to measure
and support them
Some theory and some
Examples
New
Learning
Practices
Estonian Lifelong Learning
Strategy
- “A change in the approach to learning”
- learning how to learn
- learning how to sol...
What are these New Teaching
and Learning Practices?
Collaborative, creative, problem-based learning
4Why?
- Meaningful and...
Example: Vocational Training
in the Construction Industry
Trainers Collaborate on
Creating Learning Resources
Embedding Le...
Some Theory
New Teaching and Learning
Practices
Behaviors, attitudes, personal theories ...
... all part of it, but it is more complex...
Tools have an intentionality
Villemard, 1910: À l' École, Bibliotèque national de France
http://expositions.bnf.fr/utopie/...
Shared Tools and Artefacts
- Individual: Cognition
- How our cognition and learning is mediated by use of tools
and artefa...
Why digital tools and
artefacts?
- Malleable representation, circulating reference
(Latour), inscription of meaning (Verbe...
What are the consequences
for research and practice?
- Measuring practices & Learning Analytics
- Considering holistic act...
Let’s have a look at the
Innovation Process
School
Teacher
Learning
Environment
Student
Learning
Policy
School
Teacher
Lea...
Examples
Institutional
Change
and Innovation
New Learning
Environments
Teachers and
Trainers:
Facilitators of
Learning
Learner
Inte...
Examples
- Institutional Change and Innovation
- Co-Designing New Practices: Learnmix, Creative Classroom,
Scenarios & LeP...
Co-Designing
Innovative Practices
Contextual
Inquiry
Co
Creation
Experi-
mentation
Evaluation
http://www.samsungdigipoore....
Learnmix: Practices of Using
Textbooks in Schools
- Rapid Ethnography
- 5 schools, 16 lessons, grades 4-12
- Questions
- D...
Learnmix: Practices of Using
Textbooks in Schools
- Outcome
- taxonomy for co-authorship levels of artifacts (consume,
ann...
Creative Classroom:
Co-designing new practices
Electronic Course Planning Environment LePlanner
(leplanner.net)
Digital Mirror
- Evaluating
- Digital infrastructure;
- Pedagogical innovation
- Systemic change
management and
leadership
New Learning Environments,
Tools and Practices
Energy saving simulator
http://www.tlu.ee/~raxsade/ecohouse/
Games and Prac...
How Healthcare professionals
take up innovation
Two practice staff visit a
NHS training on a new
guideline for dementia
St...
Tracing activities with an
artefact-actor network ...
... and feeding it back to
learners and teachers
How is learning happening in
these environments?
- Focus in the Cognitive Sciences has long been on
the mind as an autonom...
Coupling of individual and
collective learning
Personal
pattern
Epistemic Distributed CognitionCollective Distributed Cogn...
Coupling of individual and
collective learning
Personal
pattern
Epistemic Distributed CognitionCollective Distributed Cogn...
How is learning happening in
these environments?
- Empirical studies in field experiments in the
classroom and multiagent ...
“We are all CEITER”
CEITER
as a
Research
Platform
Evaluation of Educational
Research in Estonia (2007-11)
- “Whilst the breadth [of research] is impressive, the
Evaluation ...
Institutional
Change
and Innovation
New Learning
Environments
Teachers and
Trainers:
Facilitators of
Learning
Learner
Inte...
CEITER is building
Research Infrastructure
- Goals
- increase your chances of research funding
- increase your chances to ...
Some concrete steps
- Ph.D. Preschool at the School of Educational Science
and the School of Digital Technologies
- Buildi...
What comes
after CEITER?
Estonian Competence Center
for Educational Innovation
Com-
petence
Center
Applied
R&D
Teacher
Training
School &
Policy
Dev...
To realize the vision
- Identify Stakeholders
- Identify Funding
- Propose Structure
Wrapping up
- Learning and teaching is happening in activity
systems where individuals are tightly coupled with their
soci...
Tobias Ley
ERA Chair Professor for Learning
Analytics and Educational Innovation
Tallinn University, Estonia
tley@tlu.ee
s...
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2016-04-06 research seminar

2016-04-06 research seminar

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2016-04-06 research seminar

  1. 1. CEITER – New Learning Practices and Learning Analytics for Educational Innovation Tobias Ley ERA Chair Professor for Learning Analytics and Educational Innovation 06 April 2016
  2. 2. New Learning and Teaching Practices – how to measure and support them Some theory and some Examples New Learning Practices
  3. 3. “We are all CEITER” CEITER as a Research Platform
  4. 4. New Learning and Teaching Practices – how to measure and support them Some theory and some Examples New Learning Practices
  5. 5. Estonian Lifelong Learning Strategy - “A change in the approach to learning” - learning how to learn - learning how to solve problems - collaborative learning - creativity - entrepreneurship - “Improving the Access to a Digital Infrastructure for Learning” - Contributing to a Digital Turn in Education
  6. 6. What are these New Teaching and Learning Practices? Collaborative, creative, problem-based learning 4Why? - Meaningful and social activity in formal education - Societal problems require innovation and creativity - Faster reaction and appropriation of innovation - Jobs change quickly, it is not enough to learn once and then built on it a liftetime 4Why not? - There is no “one-size fits all” pedagogy
  7. 7. Example: Vocational Training in the Construction Industry Trainers Collaborate on Creating Learning Resources Embedding Learning into Workplaces Apprentices contribute to Learning ResourcesExtending Learning to the Companies
  8. 8. Some Theory
  9. 9. New Teaching and Learning Practices Behaviors, attitudes, personal theories ... ... all part of it, but it is more complex - the object of activity - tool-mediated - embedded in a culture - Tight coupling with our social and material environment serving an object of activity Opportunities Constraints Activity Tool Object Subject Fessl, Pata et al. (2016)
  10. 10. Tools have an intentionality Villemard, 1910: À l' École, Bibliotèque national de France http://expositions.bnf.fr/utopie/grand/3_95b1.htm
  11. 11. Shared Tools and Artefacts - Individual: Cognition - How our cognition and learning is mediated by use of tools and artefacts - Team: Collaborative learning - How a shared artefact becomes the object of activity - Organisation - How shared artefacts become means for organisational learning and change
  12. 12. Why digital tools and artefacts? - Malleable representation, circulating reference (Latour), inscription of meaning (Verbert), reification (Wenger) - Tracing of practices and activities, leaving digital traces - Opens up collaboration across time and space - Opens up possibilities of change
  13. 13. What are the consequences for research and practice? - Measuring practices & Learning Analytics - Considering holistic activities and activity systems - Tools that mediate activity, artefacts created in collaborative activity - Getting closer to “real-world” practices (classroom and out of classroom) - Looking at history and development over time - Instigating Change & Educational Innovation - co-design and organizational change
  14. 14. Let’s have a look at the Innovation Process School Teacher Learning Environment Student Learning Policy School Teacher Learning Environment Student Learning
  15. 15. Examples
  16. 16. Institutional Change and Innovation New Learning Environments Teachers and Trainers: Facilitators of Learning Learner Interaction and Cognition LearningAnalytics Digital Turn Teachers as Change Agents Problem-based, collaborative, creative Digtal Learning Ecosys Smart School Teacher Inquiry into student learning Modelling technology- mediated Social Learning and Creativity Distributed Cognition Designing learning environments for educational innovation DataInfrastructure Theory-drivenAlgorithmsandVisualization Realizing new learning environments for problem-based, collaborative, creative learning Realizing opportunities for data-driven research and evidence-based education Educational Innovation: Levels of Intervention
  17. 17. Examples - Institutional Change and Innovation - Co-Designing New Practices: Learnmix, Creative Classroom, Scenarios & LePlanner - Measuring: Digital Mirror in Estonian Schools - New Learning Environments - Patterns of game use in school - Tools for collaborative learning and knowledge building - Mobile technology for learning outside the classroom - Teachers - Professional learning in Learning Layers - Learning Analytics - Tracing learning in artefact actor networks - Individual and social cognition - Coupling of individual and collective knowledge
  18. 18. Co-Designing Innovative Practices Contextual Inquiry Co Creation Experi- mentation Evaluation http://www.samsungdigipoore.ee
  19. 19. Learnmix: Practices of Using Textbooks in Schools - Rapid Ethnography - 5 schools, 16 lessons, grades 4-12 - Questions - Digital artefacts and their use in the classroom - Pedagogical scenarios, knowledge building - Findings - Digital artefacts merely replace traditional tools (like blackboard) - No innovative knowledge building scenarios
  20. 20. Learnmix: Practices of Using Textbooks in Schools - Outcome - taxonomy for co-authorship levels of artifacts (consume, annotate, manipulate, submit, expand, remix, create) - develop innovative 5 learning scenarios, in which learner is given a role of being an active digital artefact creator/designer
  21. 21. Creative Classroom: Co-designing new practices Electronic Course Planning Environment LePlanner (leplanner.net)
  22. 22. Digital Mirror - Evaluating - Digital infrastructure; - Pedagogical innovation - Systemic change management and leadership
  23. 23. New Learning Environments, Tools and Practices Energy saving simulator http://www.tlu.ee/~raxsade/ecohouse/ Games and Practices of Using Games in Schools Mobile tools for out of classroom learning Collaborative Environments for knowledge building http://avastusrada.ee https://confer.zone/
  24. 24. How Healthcare professionals take up innovation Two practice staff visit a NHS training on a new guideline for dementia Staff collect materials from training and further research for their revalidation Other staff ask questions about the guideline Material and questions evolve into a local implementation plan for the practice Other regional practices and the CSU join the effort to learn about implementation problems and practices Implementation Plan Guideline X3-PVQX3-PJC X3-POZ Dementia
  25. 25. Tracing activities with an artefact-actor network ...
  26. 26. ... and feeding it back to learners and teachers
  27. 27. How is learning happening in these environments? - Focus in the Cognitive Sciences has long been on the mind as an autonomous information processor - How can cognition be modeled as being coupled with our social and material environment?
  28. 28. Coupling of individual and collective learning Personal pattern Epistemic Distributed CognitionCollective Distributed Cognition Individual Sensemaking and Pattern formation Enculturation of patterns Stabilization of Cultural pattern Individual stabilization to form personal pattern Aggregation to form Cultural Pattern Artefact- mediated Feedback
  29. 29. Coupling of individual and collective learning Personal pattern Epistemic Distributed CognitionCollective Distributed Cognition Individual Sensemaking and Pattern formation Enculturation of patterns Stabilization of Cultural pattern Encoding texts Interpreting meaning Verbalizing tags Semantic Stabilization in the use of tags and their meaning Recommendation of most popular tags Individual stabilization to form personal pattern Aggregation to form Cultural Pattern Interaction in social tagging environment Aggregation of tags in the Social Bookmarking System Artefact- mediated Feedback
  30. 30. How is learning happening in these environments? - Empirical studies in field experiments in the classroom and multiagent simulations - Individual learning tightly coupled to social processes of meaning making - Processes of convergence and divergence - How available and actionable is the knowledge that is acquired? - Creation of agents who autonomously learn individual learning history and make recommendations
  31. 31. “We are all CEITER” CEITER as a Research Platform
  32. 32. Evaluation of Educational Research in Estonia (2007-11) - “Whilst the breadth [of research] is impressive, the Evaluation Panel recommends a focus on greater depth in the next few years.” - International research funding and high impact publications - “educational research at Tallinn University still appears rather fragmented … the Evaluation Panel recommends to promote focus and coherence in educational research” - Creation of larger interdisciplinary research teams
  33. 33. Institutional Change and Innovation New Learning Environments Teachers and Trainers: Facilitators of Learning Learner Interaction and Cognition LearningAnalytics Digital Turn Teachers as Change Agents Problem-based, collaborative, creative Digtal Learning Ecosys Smart School Teacher Inquiry into student learning Modelling technology- mediated Social Learning and Creativity Distributed Cognition Designing learning environments for educational innovation DataInfrastructure Theory-drivenAlgorithmsandVisualization CINNOS HIK Digital Turn Realizing new learning environments for problem-based, collaborative, creative learning Realizing opportunities for data-driven research and evidence-based education Educational Living Lab SHEILA LAYERS HTK Educational Cloud HIK DLE for Learning LAYERS SocialSemantic Server& Dashboard Know-Center Institutionaland PolicyImplica- tionsforLA Educational Innovation: Levels of Intervention LAYERS IUT EDU HIK Austrian SF IUT PSY ... Teacher Cont’d Professional Education Planning Tools, e-Textbooks Teacher Professionalisation SocialSemantic Server& Dashboard Classroom Orchestration Creative Cognition in the Web Teachers as Change Agents Whole school innovation & assessment Teacher Training Cognitive Development CEITER Center of Excellence
  34. 34. CEITER is building Research Infrastructure - Goals - increase your chances of research funding - increase your chances to get good Ph.D. Students - increase your chances to get a higher visibility - How to achieve those goals - More systematic approach and capacity to apply for research funding and conduct projects - Improve Ph.D. training and funding for doctoral schools - Aligning and synergizing research at the University - Smart investment into infrastructure and labs - Build strategic partnerships with stakeholders in Estonia and abroad
  35. 35. Some concrete steps - Ph.D. Preschool at the School of Educational Science and the School of Digital Technologies - Building up training for applying for and running H2020 projects targeted at researchers (not administrators) - A vision for CEITER after 2020
  36. 36. What comes after CEITER?
  37. 37. Estonian Competence Center for Educational Innovation Com- petence Center Applied R&D Teacher Training School & Policy Develop- ment HTK HIK IUT H2020 H2020 EAS Uni Tartu Ministry EAS Companies Uni Tallinn …
  38. 38. To realize the vision - Identify Stakeholders - Identify Funding - Propose Structure
  39. 39. Wrapping up - Learning and teaching is happening in activity systems where individuals are tightly coupled with their social and material environment - Educational Innovation is a systemic process that spans several levels of analysis - Digital technology brings an opportunity - to trace new learning practices - to instigate innovation in education - We are all CEITER
  40. 40. Tobias Ley ERA Chair Professor for Learning Analytics and Educational Innovation Tallinn University, Estonia tley@tlu.ee skype tobias_ley Twitter @tobold http://tobiasley.wordpress.com

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