The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.

1. ARE WE CURRENTLY MOVING FROM THE AGE
OF MOBILISM TO AGE OF ARTIFICIAL
INTELLIGENCE, LEARNING ANALYTICS AND
ROBOTICS? YES, WE ARE
HOW TO COUPLE EMERGENT TECHNOLOGY WITH
LEARNING AND TEACHING?
Jari Laru, Dr in Education. University Lectorer, Technology Enhanced Learning, Research Unit for Learning and Educational
Technology (http://www.oulu.fi/let) Faculty of Education, University of Oulu, Finland
The 13th annual International Technology, Education and Development Conference, INTED2019,
IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon
2020 project session: Innovation procurement to steer user-driven innovations for digital learning.

2. This presentation is
based on ”prediting
future of edtech 2030”
slideset
https://www.slideshare.
net/larux/predicting-
future-of-edtech-2030-
v2

3. Future of work? 2070*
* Children who start in primary school this year will be in working life until 2070

4. https://medium.com/@shivsoni377/the-difference-between-augmented-reality-virtual-reality-and-mixed-reality-
a028bdd81f9d?fbclid=IwAR17d57MG4e9-ClKnGKEk8Sv9tSn87Uac2Gqx28pnw2NIM8gq_-zEwcYy_g
Rich interfaces & Environments: virtual assistants
and xReality

5. Pjotos: Pixabay & Wikipedia
Artificial intelligence: threat or possibility?

6. Frey, C. B., & Osborne, M. A. (2013). The future of employment:
How susceptible are jobs to computerisation? Oxford, UK: Oxford
Martin School. Available
at http://acikistihbarat.com/Dosyalar/effect-of-computerisation-on-
Labour market and computerisation (AI)

7. Neelen & Kirchner (2017). A THREE STAGE PLAN TO PREPARE OUR YOUTH FOR JOBS THAT DON’T
EXIST (YET).https://3starlearningexperiences.wordpress.com/2017/08/18/a-three-stage-plan-to-prepare-our-youth-for-jobs-that-dont-exist-yet/
However, what is truly ‘21st century’ is the
enormous increase in information (and
information resources) and the challenge
around the question whether or not the
information is reliable. Therefore, Kirschner
argues, the only skills that are truly
‘21st century’ are:
• Information literacy: also known as
information problem-solving skills including
searching for, identifying, evaluating (the
quality and reliability of information sources),
and effectively using the information that has
been obtained; and
• Information management: the ability to
capture, curate, and share information.
How to prepare our Youth for jobs that don’t exist yet?

8. Near term future (present)
Not-so—distant future
(research and R&D)
Distant Future
Technology
Enhanced Learning
Technology Enhanced &
Augmented
Learning Processes
No idea 
Today ”Tomorrow” ”No ETA, surprise”
Three ”futures” of educational technology: A-
B-C

9. To adress 21st centyry challenges and opportunities,
Woolf (2010) suggests..
● User modeling
● Mobile and network tools
● Rich interfaces and
environments, including
gamification and
intelligent systems
● Educational data mining
● Personalizing education
● Assessing student learning
● Diminishing boundaries
● Developing altenative
teaching strategies
● Enhancing the role of
stakeholders
● Adressing policy changes
Technology should be used for:New designs that include:
Woolf B.P., A roadmap for education technology, National
Science Foundation, Washington, DC, 2010, https://hal.
archives-ouvertes.fr/hal-00588291.
Technology is not answer, unless it
can be used for
?

10. Example of smart Learning Environment [metatutor]
Adaptive learning materials: early steps
Chew, S. W., Cheng, I. L., & Chen, N. S. (2018). Exploring challenges faced by different
stakeholders while implementing educational technology in classrooms through expert
interviews. Journal of Computers in Education, 5(2), 175-197.
Metatutor Environment (left side:) Azevedo, R., Harley, J., Trevors, G., Duffy, M., Feyzi-
Behnagh, R., Bouchet, F., & Landis, R. (2013). Using trace data to examine the complex roles of
cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent
systems. In International handbook of metacognition and learning technologies, Springer New
York, p. 431
..towards developing ”smart learning environment”
• That monitors learners’ learning process and
their progress,
• adapting to their learning patterns and needs,
• suggesting and feeding learners with relevant
information what they need in different forms
that suits each learner’s learning preference
and style
Future: Automated real-time adaptive learning
environment?

11. https://www.oulu.fi/eudaimonia/node/50067

12. https://www.slamproject.org/uploads/5/7/5/1/57512023/j%C3%A4rvel%C3%A4
-keynote_lak_2017-final_optimized.pdf
101 hours of video, 266 216 000 data points of
physiological data, 236 000 EdX log events…
Collaboration with LA, data-mining and signal
processing experts => Methodological
development (LA) => Data vizualisation
SLAM PROJECT https://www.slamproject.org/
Järvelä, S. , Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J. Miller, M. & Laru, J. (2016, in
press). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and
group-level shared regulatory activities. International Journal of Computer Supported Collaborative
Learning.
Järvelä, S., Malmberg, J. & Koivuniemi, M. (2016). Recognizing socially shared regulation by using
the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1-11.
DOI: 10.1016/j.learninstruc.2015.10.006
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J. & Sobocinski, M. (2016). How do types of
interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning
and Instruction 43, 39-51. DOI:10.1016/j.learninstruc.2016.01.005
Järvelä, S., Malmberg, J., Sobocinski, M., Haataja, E., & Kirschner, P. (2016). What multimodal data
can tell us about the self-regulated learning process? Submitted.
Malmberg, J., Järvelä, S., Holappa, J., Haataja, E., & Siipo, A. (2016). Going beyond what is visible
–What physiological measures can reveal about regulated learning in the context of collaborative
learning. Submitted.
Malmberg, J., Järvelä, S., & Järvenoja, H. (2016). Capturing temporal and sequential patterns of
self-, co-, and socially shared regulation in the context of collaborative learning. Submitted.
Pijeira-Díaz, H. J., Drachsler, H., Järvelä, S., & Kirschner, P. A. (2016). Investigating collaborative
learning success
with physiological coupling indices based on electrodermal activity. Proceedings of the Sixth
International Conference on Learning Analytics and Knowledge. ACM.
DOI:10.1145/2883851.2883897
Pijeira-Díaz, H. J., Drachsler, H., Kirschner, P. A., & Järvelä, S. (2018). Profiling sympathetic arousal
in a physics course: How active are students? Journal of Computer Assisted Learning, (April), 1–12.
DOI:10.1111/jcal.12271
Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2018). Linking Learning
Behavior Analytics and Learning Science Concepts: Designing a Learning Analytics Dashboard for
Feedback to Support Learning Regulation. Computers in Human Behavior.
DOI:10.1016/j.chb.2018.05.004
Sobocinski, M., Malmberg, J. & Järvelä, S. (2016). Exploring temporal sequences of regulatory
phases and associated interaction types in collaborative learning tasks. Submitted.

13. Educational robots
Educational robot is not just a tool used in the
class, but more general learning companion
• Ability to have fully context aware whereby it
would be to feed learner’s preference (Mishra,
2015)
• Ability to understand and attain learning
patterns and characteristics of the learners
• Would be able to react to the learner’s input
• Robot would grow together with child,
learning the child’s living style and learning
habits

14. D. Hood, S. Lemaignan and P.
Dillenbourg. The CoWriter
Project: Teaching a Robot how
to Write. 2015 Human-Robot
Interaction Conference,
Portand, USA, 2015.
Educational robots: example robot which
can teach children to write
See the project: https://chili.epfl.ch/page-92073-en-html/robotics/cowriter/

15. https://medium.com/@shivsoni377/the-difference-between-augmented-reality-virtual-reality-and-mixed-reality-
a028bdd81f9d?fbclid=IwAR17d57MG4e9-ClKnGKEk8Sv9tSn87Uac2Gqx28pnw2NIM8gq_-zEwcYy_g
Rich interfaces & Environments: virtual assistants
and xReality

16. To adress 21st centyry challenges and opportunities,
Woolf (2010) suggests..
● User modeling
● Mobile and network tools
● Rich interfaces and
environments, including
gamification and
intelligent systems
● Educational data mining
● Personalizing education
● Assessing student learning
● Diminishing boundaries
● Developing altenative
teaching strategies
● Enhancing the role of
stakeholders
● Adressing policy changes
Technology should be used for:New designs that include:
Woolf B.P., A roadmap for education technology, National
Science Foundation, Washington, DC, 2010, https://hal.
archives-ouvertes.fr/hal-00588291.
Technology is not answer, unless it
can be used for
?

17. DISTANT FUTURE (No ETA,
surprise)
We have no idea about it.

18. Next generation hardware and software: tool for
living (so easy, intuitive and supportive)

19. NOW:
Technology enhanced learning
SOON: (future)
Technology enhanced/augmented
learning processes
www.oulu.fi/let
https://twitter.com/LET_Oulu

20. https://www.linkedin.com/in/jarilaru
https://www.researchgate.net/profile/Jari_Laru
https://twitter.com/larux
Thank You!