odl res tr 061212

School of e-Education - hbmeu.ac.ae

Prof Alain Senteni, School of e-Education DeanThursday December 6th, 2012 [13:00-14:00]

Research trends in ODL, e-Learning and Technology-Enhanced Education

Thursday, December 6, 12

School of e-Education - hbmeu.ac.ae 2

ABSTRACT

The seminar will present findings from several international reports such as the Horizon Report, the Observatory on Borderless Higher Education, the Delphi study on technology-enhanced learning (TEL) carried out as part of the European Network of Excellence STELLAR (Sustaining Technology Enhanced Learning Large-scale multidisciplinary Research, or other recent reports e.g. on the emergence of Massive Open Online Courses (MOOCS) who may or may not change the landscape of education in the next few years. We will try to highlight the main issues and questions underlying these trends, and identify the consequences on our ways of learning and teaching, allowing us to discuss and outline some research strategies in a young institution whose aim is to contribute to the evolution of educational practices and the standards that govern them.

Dr. Larry Johnson, CEO of the New Media Consortium : “I am increasingly concerned that educational institutions are basing their strategic technology planning on a vision of a world that no longer exists...”

Why research on ODL, eL, and TEE ?

To become innovation incubators in post-industrial information societies, schools and universities need first to overcome the genetic flaws of institutions designed in the nineteenth century to answer the emerging needs of the industrial revolution.

borrowed to Sir Ken Robinson on TED: Changing Education Paradigmshttp://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

transformation

Among1.5 billion people living in the Arab Gulf neighbourhood, more than 50% are under the age of 25.

Some 80 million young people in the Arab world are seeking jobs.

demography

why does education need to expand ?

How to secure economic and social transformations while preserving cultural identity and keeping control on the resources ?

”the challenge is to transform a centralized bureaucratic system into a student-centred,

decentralized learning environment.” UAE National Media Council Yearbook 2009

culture

How to secure broad access and high quality while reducing costs ?

economy

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.

How to support learning and knowledge emergence, beyond the borders of traditional systems of education?

What pedagogies will help passive learners to become active knowledge producers ?

creativity?leadership?entrepreuneurship?

pedagogywhy does education need to expand ?

Traditional systems of education cater mainly for level 1

Bateson’s Logical Categories of Learning and Communication

pedagogy

entrepreuneurship and leadership require more of levels 2 and 310

pedagogy

the knowledge creation metaphor of learning

Paavola, S., Hakkarainen, K. (2005) The Knowledge Creation Metaphor, An Emergent Epistemological Approach to Learning, Science & Education, 14: 535–557 Springer.Engeström, Y. (1996) Developmental work research as educational research, Nordisk Pedagogik 16(no 3): pp. 131-143.

pedagogy

Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching.Dividing learning into fixed units such as credit hours limits innovation across the board.Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies. Most academics are not using new and compelling technologies for learning and teaching, nor for organizing their own research.Simply staying organized and current presents a challenge in a world where information, software tools, and devices proliferate at the rate they do today.

pedagogy

Individual Group Capability

Discipline Open-Ended Exploration

Competition Cooperation

ActionReflection

Just-In-Time LearningPreparatory Learning

Intrinsic MotivationExtrinsic Motivation

Supportive FacilitationEvaluative Assessment

Outcome FocusedProcess Focused

ADVANCING INVENTIVE CREATIVITY THROUGH EDUCATION (Massachusetts Institute of Technology, 2003)web.mit.edu/invent/n-pressreleases/downloads/education.pdf

How to research in ODL, eL, and TEE ?

from a developmental perspective, research can be defined as a scientific approach to face these challenges, resolve these dilemmas, provide some data and/or outline solutions in this transformation process.

data collection problem solving

Connecting learners is concerned with the potential of ICT to connect people with others who may be in some way relevant to their learning. It includes using ICT for knowledge building and sharing, communication and collaboration. How to develop new ways of knowledge building using ICT ? How to design and organise technologies to make new ways of communicating possible?

Orchestrating learning uses the metaphor of orchestration to conceptualise the role of the teacher in organizing learning situations and making them productive. How to support teachers in orchestrating TEL ? How to use digital technologies to orchestrate learning?

Contextualising virtual learning environments and instrumentalising learning contexts. This section discusses the importance of the context in TEL. How to design ICT to take into account the cultural context ? How mobile technologies can provide learners with novel experiences in a wider range of contexts ?

European Network of Excellence STELLAR (Sustaining Technology Enhanced Learning Large-scale multidisciplinary Research): Delphi study on Technology-Enhanced Learning (TEL)

research sub-themes at the intersection of technology and learning

CONNECT ORCHESTRATE CONTEXT

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, 2003).

• Feng Wang, Hannafin, M.J.(2005) Design-Based Research and Technology-Enhanced Learning Environments, ETR&D, Vol. 53, No. 4, 2005, pp. 5-23 ISSN 1042-1629

• Kelly, A. E. (2003). Research as design. Educational Researcher,32(1), 3-4.

trendy research methodologies in ODL, eL, TEE

The design-based research paradigm cuts across most reports and publications about research trends in ODL, eLearning, and Technology-Enhanced Education.

cc. by. sa. McNaught (2011) eLEX

Methods for Development Work

and Research

Developmental work research (expanding activity theory in practice)

trendy research methodologies in ODL, eL, TEE

key trends and examples

What research on ODL, eL, and TEE ?

Computers as we know them are in the process of a massive reinvention because we increasingly expect media to be touchable and interactive.

Increasingly, students want to use their own technology for learning.

Lecture capture, podcasting, and cheap personal video recorders increasingly make it much easier to prepare lecture-style content for students to see/hear before coming to class.

The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.

Key Trends [Technology]

A second ‘big issue’ that has come of age is thus higher education virtualization, with mobile technology and innovative learning gaining more solid ground as social sharing processes continue to make education inroads in 2011.

Dr. Larry Johnson, CEO of the New Media Consortium : “devices 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. ”

Marshall McLuhan

the medium is the message ?

M. McLuhan(1964) Understanding Media

Fake interview with Marshall McLuhan (1911-1980) published in WIRED by Gary Wolf http://www.v2.nl/archive/articles/marshall-mcluhan-interview-2013-1996

ubiquity

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.People expect to be able to work, learn, and study whenever and wherever they want to.There is a new emphasis in the classroom on more challenge-based active learning.The world of work is increasingly collaborative, driving changes in the way student projects are structured.

Key Trends [Pedagogy]

not desi

rable Key Trends [Pedagogy]

socioconstructivism(Lev Vygotski)

constructivism(Jean Piaget)

situated cognition(J. Lave, E. Wenger)

(Schneider, 2005)

Activity-Based Learning

Learning Design & Open Practices

Authentic

Situation

desirable

The malleability of OERs allow to use them as building blocks in creative activities [open practices] that will make them become meaningful in a different context than the one they were initially designed for.

context free !

Key Trends [Pedagogy]

Gráinne Conole and Juliette Culver (2009) Cloudworks: Social networking for learning design, Australasian Journal of Educational Technology 2009, 25(5), 763-782.

Can we apply the best of Web 2.0 principles to an educational context? Can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs?

Cloudworks is a new social networking site which aims to provide a mechanism for sharing, discussing and finding learning and teaching ideas and designs. The key associated concepts are 'clouds' and 'cloudscapes', the notion of 'social objects' in social networking and a framework for 'sociality' for transforming user practice online.

Learning Design & Open Practices

http://www.educause.edu/Resources/BeyondOERShiftingFocustoOpenEd/224619

Like other design professionals – architects, engineers, programmers – 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 now a design science

Diana Laurillard, Sept 2012 cc: by-nc-sa

Teachers as an innovative professional learning community

Acknowledge teaching as ‘a design science’:

• Teachers building on the designs of others

• Articulating their pedagogy

• Adopting, adapting, testing, improving learning designs

• Co-creating and sharing learning designs

• A computational representation of pedagogic design

Categorised teaching-learning activities

Expressing pedagogy as design plans

Timings

Short description

Learning outcome

Colour-coded content

Categorised teaching-learning activities

Expressing pedagogy as design plans

Timings

Short description

Learning outcome

Colour-coded content

a computational representationThursday, December 6, 12

Diana Laurillard, Sept 2012 cc: by-nc-sa36

From design idea to adoption to implementation

Design for trainee teachers, in PPC

[Automatic export to Moodle and other VLEs under development]

Design for trainee teachers, in PPC Design exported to Moodle for teachers

Design adapted for trainee medics

Design exported to Moodle for medics

Enabling teachers to express pedagogy directly in a VLE

Enabling teachers to find, adopt and adapt existing designs

Reuse reduces teaching costs for online courses

Key Trends [OER integration]

http://sidecap.wetpaint.com/

ACP-EU Cooperation Programme in Higher Education (EDULINK) 2007-2010.

Staff Improvement in Distance Education for Caribbean, African and Pacific universities

example

1. Identify the main generic headings for course content

(key topics for discussion and learning)

2. Search for relevant

resources that can be re-used

for these headings

3. Write ‘wrap-around’ materials that contextualise

and support the learning resources

4. Add your new materials to the common

pool (if required)

5. Select the format for

sharing (wiki etc)

✓ the process of repurposing in course design

23Thursday, December 6, 12

Key Trends [business models]

41Thursday, December 6, 12

Massive Open Online Course (MOOCs)

http://www.youtube.com/watch?v=eW3gMGqcZQc

http://cck11.mooc.ca/

https://www.coursera.org/

Thank you for your attention

odl res tr 061212

science education

undergraduate education

education dean

landscape of education

technologyenhanced education

new models of education

borderless higher education

education paradigms

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