New learning paradigms and learning technologies
1 like446 views
This document discusses new learning paradigms and technologies that can improve education. It suggests universities should change how they educate students to better prepare them for an unknown future with rapid technological changes. Modern teaching approaches are more student-centered, collaborative, and focus on developing skills for lifelong learning compared to traditional teaching. Educational technologies can augment teaching by supporting complex, contextualized learning activities. The document outlines strategies universities can take to promote educational innovation, such as establishing an innovation center, formalizing collaboration between faculties, and developing an educational vision.
New learning paradigms and learning technologies
- 1. New learning paradigms and learning technologies What’s in it for your university? Prof. dr. Frederik Questier - Vrije Universiteit Brussel Presented at: Bahir Dar University, Ethiopia 04/2017 Arba Minch University, Ethiopia, 03/2017 Jimma University, Ethiopia, 06/2015 …
- 2. This presentation can be found at http://questier.com http://www.slideshare.net/Frederik_Questier
- 4. Werken met portfolio's 04/10/05 | pag. 4
- 5. Background ➢ Former institutional responsibility for ➢ E-learning environment ➢ Educational staff training ➢ Educational innovation ➢ Educational technologies ➢ Teaching ➢ Research ➢ Consultancy ➢ Passion for open solutions
- 6. Objectives of this workshop ➢ Inspiration ➢ Reflection ➢ Formulate priorities for your university
- 7. General objective of universities? Improving society through education and research
- 9. 10 Resistance to change? Teachers teach like their teachers...
- 10. 11
- 11. Why should we change or improve our education?
- 12. 13 “Schools we have today were designed around commonsense assumptions that had never been scientifically tested” R. Keith Sawyer
- 13. 14
- 14. 15
- 15. 16 % tested genius in Divergent Thinking (used to generate creative ideas by exploring many possible solutions) Source: Breakpoint and Beyond by George Land and Beth Jaman
- 16. 17 innovation? Politics Education Science 1km/h 10km/h 100km/h
- 17. 18 The only constant in life is change Change is accelerating
- 18. 19 information scarcity → information abundance ! Total information is now doubling every year !
- 19. 20 Surveys How much of the knowledge you need for your job is already in your head? >75% | 75-50% | 50-25% | <25%
- 20. 21 Surveys How much of the knowledge you need for your job is already in your head? 1986 75% → 2010 10%
- 21. 22 The longer one studies, the more one comes to realize how much one does not know
- 22. 23 How can we educate our students for the unknown future?
- 23. 24
- 24. 25 The best way to predict the future is to invent it. (Alan Kay, 1971)
- 30. 36 The demands for jobs and skills are changing
- 31. 37 Dilemma of schools: the skills that are easiest to teach and test are also the ones that are easiest to digitize, automate and outsource (Levy and Murnane)
- 32. 38 Demand for new skills? ➢ Social skills ➢ communicating, networking, teamwork ➢ international, intercultural ➢ Creativity ➢ Entrepreneurship ➢ Information technology skills ➢ Handle information overload ➢ ... ➢ ➢ Learning to learn → Life Long Learning!
- 33. 39 Knowledge → Skills → Competences Competences are the ability to use ➢ knowledge ➢ skills ➢ attitudes in new, complex, authentic situations
- 35. 41 ?
- 36. 42 “ The digital native and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection… the profound changes taking place need to be situated in diversity rather than dichotomy ” Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial.
- 37. 43
- 38. 44 Discrepancy? What are students used to? What is their classroom experience? control no control action passive instant feedback little, late feedback rich media poor media always online offline social interactions working together = cheating
- 39. 45
- 40. 46
- 41. 47
- 42. 48 Our scientific knowledge about teaching and learning has changed
- 43. 49 Evolution in learning theories Behaviourism Learning = change of behaviour Stimulus → response Learner is passive receiver of knowledge Mind = black box Cognitivism Focuses on how the brain works Metacognition, learning strategies Motivation Constructivism Knowledge is actively constructed by the learner New knowledge is linked to prior knowledge Learners discover themselves facts and relationships Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation Constructionism Constructing an artifact or something that can be shared leads to better learning Connectivism Learning is a process of connecting nodes or information sources Knowledge and learning may reside in non-human appliances Try to see connections between fields, ideas, and concepts Know-what & Know-how → Know-where
- 44. 50CC by Wlonline
- 45. 51
- 46. 52 Educational innovation? Traditional teaching Modern teaching teacher oriented student oriented (passive) knowledge transfer (active) knowledge construction; interaction focus on knowledge focus on competences individual learning collaborative learning focus on course contents teacher = expert teacher = coach teacher directs also self-directed learning selective education adaptive education students focus on good scores attention for (intrinsic) motivation surface learning deep (natural) learning also focus on learning process (learning to learn, reflection)
- 47. 53 Educational innovation? Traditional teaching Modern teaching abstract, school-like examples & tasks authentic contexts evaluation by teacher self/co/peer-assessment, ... summative evaluation linear curriculum flexible curriculum independent courses and disciplines connexion, integration, interdisciplinarity supply oriented demand oriented uniform education classroom course materials powerful learning environments formal learning + informal learning behaviorism and cognitivism + formative evaluation (learning from mistakes and feedback) differentiated education (adapted to e.g. learning styles) flexible learning environment (also online & virtual) Social constructivism (and connectivism)
- 48. 54 Education can be augmented with technologies
- 49. Improving education? The 2 sigma challenge Xiangen Hu, Will Lancaster, Trends and Future, Directions of e-Learning
- 50. 56 How can we improve teaching and learning with ICT? Don't apply traditional teaching methods in new technologies! Substitution? (dropping your coursebook online) Transformation!
- 51. 57 Seek the synergy! Theories about learning and technologies have evolved towards very similar concepts
- 52. 58 Model Jonassen for (constructive) learning environments → Technologies can support the intentional construction, in a collaborative way, of complex contextualized artifacts and the conversation and reflection about it
- 53. 59 Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Case kit (Ugent, Jan Velghe)
- 54. 60 Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
- 55. 61 Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
- 57. ICT supported
- 58. ICT supported
- 60. 66 Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Competition + collaboration
- 61. 67
- 65. 72
- 66. 73
- 67. 74
- 70. Open educational resources (OER) digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research
- 71. Believing that OER can widen access to quality education, particularly when shared by many countries and higher education institutions, UNESCO champions OER as a means of promoting access, equity and quality in the spirit of the Universal Declaration of Human Rights.
- 72. Good teachers know how to create learning materials Great teachers know how to mix and reuse
- 73. Creative Commons ➢ www.creativecommons.org ➢ 6 combinations of ➢ Commercial – no commercial use allowed ➢ Modifications – no modifications allowed ➢ Sharealike – not sharealike Share what you want, keep what you want
- 77. 88
- 78. 89
- 79. 90
- 80. 91
- 81. 92
- 82. 93
- 83. 94 55550 Flemish primary and secondary teachers sharing teaching materials
- 84. 95
- 85. 96
- 86. 97
- 87. 98
- 88. 99
- 89. 100
- 90. 101
- 91. 102
- 92. 103
- 93. 104
- 94. 105
- 95. 106
- 96. 107
- 97. 108 Find the right blend!
- 98. 112 ➢ An individual teacher typically does not have ➢ the competences ➢ the time ➢ the budget to create one of the most advanced blended courses
- 99. 113 The way to do it Design teams with mixed competences Extra muros collaboration Reuse and share Student centred Activitating Motivating
- 100. E-learning challenges at your university?
- 101. 116
- 102. 117
- 103. 118
- 105. 120 How to get every teacher to apply innovative teaching? ➢ Innovators ➢ will start if no barriers ➢ Early adopters – early majority ➢ will start when you show them best practices ➢ The rest ➢ will need in situ support
- 107. Werken met portfolio's 04/10/05 | pag. 122
- 108. 123 Unified Theory of Acceptance and Use of Technology (UTAUT) Venkatesh, V.; Morris; Davis; Davis (2003), "User Acceptance of Information Technology: Toward a Unified View", MIS Quarterly 27 (3), pp. 425–478
- 109. 124 Research studies show that how much and how effectively teachers integrate ICT in their teaching process depends mainly on their educational vision (not age, gender, ...)
- 110. 125 Teachers modern educational vision → Teacher's educational ICT use
- 111. 126
- 112. 127
- 113. 128
- 115. 130
- 116. 131
- 117. 132 Build an educational innovation center ➢ Expertise center ➢ Resources for experimentation ➢ Research approach ➢ Mixed team ➢ Educational scientists ➢ Educational technologists ➢ Provide services to teaching staff and students ➢ E-learning environment ➢ Training of teacher staff ➢ Facilitation of innovation
- 118. 133 Formalize contact with faculties ➢ Educational innovation steering committee ➢ members from ➢ each faculty ➢ central academic services ➢ and/or ➢ in each faculty ➢ an active, full time responsible for educational innovation
- 119. 134 Collaborate with edu researchers ➢ Researchers / teachers from faculty of educational sciences could ➢ assist with advice ➢ help in training teacher staff ➢ elaborate research projects around local context ➢ involve internship and thesis students
- 120. 135 Educational mission and vision on teaching / learning ➢ Get it written ➢ Get it known ➢ Get it implemented ➢ ask on every curriculum reform ➢ ask every new teacher to elaborate her vision on it
- 121. 136 Perform a teacher needs analysis Our results ➢ Didactical support for which tasks? (56%-30%) ➢ Adapt to the way students learn most efficiently ➢ Development of activating tasks ➢ Use of ICT in education ➢ Development of efficient learning materials ➢ Motivating my students ➢ Translate competences to evaluation ➢ Giving feedback to my students ➢ Translate competencies to effective learning activities ➢ Formulating end competences for my courses ➢ Adapt to the prior knowledge of my students
- 122. 137 Perform a teacher needs analysis Our results ➢ Didactical support in which way? (66%-33%) ➢ Online self study courses ➢ Workshops ➢ Individual support of an educational advisor ➢ Intervision ➢ Project group ➢ Individual coaching/mentoring by an experienced colleague ➢ Formal training 'academical didactics'? ➢ 57% 'yes'
- 123. 138 Disseminate best practices ➢ Website, news letter, books, ... ➢ Yearly day of Educational Innovation ➢ External keynotes ➢ Workshops from internal innovators ➢ Panel discussions ➢ Poster sessions
- 124. 139
- 125. 140 Provide didactical seminar for (new) teachers ➢ yearly ➢ 4 days residential → 1 year programme ➢ 'mandatory' for new teachers ➢ reflection about personal educational vision ➢ didactical methods ➢ Introduction to educational technologies ➢ feedback with video recordings
- 126. 141 Provide workshops ➢ How to motivate my students? ➢ How to make my courses more interactive? ➢ Peer assessment for group projects ➢ E-learning platform ➢ Student portfolio ➢ Formulation & analysis of Multiple Choice tests ➢ Copyrights, free licences & plagiarism ➢ Digital formats ➢ Open learning with wiki’s, Wikipedia, wiki courses, ... ➢ Open Source Software & reusable learning resources ➢ Voice techniques
- 127. 142 Provide question driven support ➢ Face to face advise and consultancy ➢ E-mail helpdesk ➢ helpdesk@amu.edu.et ➢ OTRS (Open Source Trouble Ticket System)
- 128. 143 Facilitate innovation projects ➢ Open call for projects in colleges ➢ Provide funding ➢ Anything from small seed money to 2y 1 FTE ➢ Challenge: continuation after the funding ➢ Dissemination ➢ Scalability ➢ Implementation in other programmes ➢ Or: assign central people that can go from project to project
- 129. 144 Facilitate communication between students and staff Firstname.Familyname@bdu.edu.et yearcode@bdu.edu.et coursecode@bdu.edu.et + variants for 'ad valvas' and 'work students' Software: GNU mailman : www.lists.org
- 130. 145 Learning Management System prerequisite Educational database Students Teachers Courses Unique stable codes!
- 131. 146 Involve your LMS users
- 132. 147 Evolution in E-learning? e-learning 1.0 e-learning 2.0 closed source software open source software solitary platform integrated in ICT-environment closed to outer world open where useful, closed where necessary only own institution connected with other institutions focus on technology focus on pedagogy consumption interaction courses communities teacher oriented student centered content management knowledge management upload of materials authoring environment tools intelligent assistant institutional learning environment personal learning environment
- 133. 148 Your LMS should be ➢ A learning environment ➢ Easy to use ➢ Self explanatory ➢ Pre-populated ➢ Automated ➢ An information hub ➢ A communication hub ➢ Social ➢ A community ➢ Addictive
- 134. What do people see in your LMS? your students? your teachers? other staff? external people?
- 135. Werken met portfolio's 04/10/05 | pag. 150
- 136. 151 Restrictions in e-learning policies examples ➢ 4.1.3. Students and Members of academic staff have access to designated courses in which they are involved. ➢ 4.2.3. Student access to courses will continue by default for six (6) weeks after the completion of the relevant semester.
- 138. 153 Let's avoid the empty box feeling!
- 139. 154 Learning Object Repositories S. Ternier et al., Interoperability for Searching Learning Object Repositories: The ProLearn Query Language, D-Lib Magazine, 2008, Volume 14 Number 1/2, doi:10.1045/january2008-ceri
- 140. 155 We all can learn from Learning Analytics! ➢ The Learning Analytics Cycle, by Doug Clow, http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/
- 141. 156 Learning Analytics Gephi export, learning interactions, R. Carlos, F. Questier
- 142. 157 Tin Cap API
- 143. 158
- 144. 159 Open Badges
- 146. 162 ➢ An individual teacher typically does not have ➢ the competences ➢ the time ➢ the budget to create one of the most advanced blended courses
- 147. 163 The LMS ➢ will become ➢ the centre of learning ➢ the face of your university ➢ crucial ➢ corner stone infrastructure
- 148. 164 The way to do it Design teams with mixed competences Extra muros collaboration Reuse and share Student centred Activitating Motivating
- 149. 165 Murphy's law Anything that can go wrong will go wrong ➢ power interruptions and surges ➢ overheating (air-conditioning failure) ➢ hardware failure ➢ network interruptions and congestions ➢ bugs ➢ broken updates ➢ unintentional deletes ➢ dirty/faulty data input ➢ security breaches ➢ viruses ➢ fire, flooding, theft
- 150. 166 Scale (up) adequately Prepare for disaster recovery Have separate test and backup setups
- 151. 167 Recommendations for an open infrastructure ➢ Implement national or institutional portals and repositories for: ➢ Free Open Source Software ➢ E-learning materials ➢ Scientific publications ➢ Research data ➢ Open up and connect your Virtual Learning Environments ➢ OERs ➢ Roaming for students and staff Share experiences and collaborate
- 152. Nominal group technique What should YOUR university do to improve teaching and e-learning? 1.Silent generation of ideas 2.Sharing ideas 3.Discussion for clarification of ideas if needed 4.Ranked voting (priority 1, 2, 3) 5.Ranking
- 153. Results for Bahir Dar University 2017 Votes Ideas 20 staff training 19 committed higher management & technical staff to introduce e-learning 17 well organized elearning system in BDU 13 improve ICT Infrastructure & datacenter 9 videoconferencing system 9 advanced smart classrooms 9 formulating content preparation training center 6 solve management problems 6 educated ICT experts 4 teacher collaboration 2 (OTRS) ticketing system
- 154. Results for Arba Minch University 2017Votes Ideas 26 Awareness creation and change of attitude, including higher management 13 Staff training in e-learning 9 Establish interactive e-learning environment 9 Language and communication lab 8 Better internet infrastructure by adding more access points 8 Open source digital signage system 8 Integration of e-learning, SMIS and library systems 6 More computer classrooms, including e-learning labs 4 Facilitate communication with other universities and institutional cooperation 3 Comprehensive e-learning guideline 3 Reducing power outages 2 Update curricula to embrace e-learning teaching learning processes 2 Formulation of e-learning policies and strategies 2 Incentives for innovators 1 Resource sharing facility 1 Educational innovation and service center 1 Localization of systems 1 Add or improve tools in the e-learning environment 1 Login on elearning (and not mail) when connecting to internet 0 Institutional e-learning day 0 Provide Open Source training
- 155. 171 Results for Cuba Network 2017 17 Unique and central coordination for e-learning strategies at the university 13 National e-learning policy 6 Reduce restrictions 4 Methodological and technical support strategies about tools & didactical elements 3 Train managers in the Moodle platform for experimenting the use & facilities of the platform 2 Increase awareness among managers on the importance of e-learning 2 Improving interoperability between different information systems 2 Include ICT-courses in each pre-graduate curriculum 2 Intra- & Inter-university conferences about educational innovation & technologies 2 ICT-edu training for teachers, managers and students 1 Research about educational technologies Training about learning analytics (including Social Network Analysis) Stimulate post-graduate courses as a laboratory to start full distance teaching Strengthening knowledge transfer and collaboration with external people Proper compensation and recognition of excelling teaching staff members Incorporate more pedagogical experts in training staff
- 156. Copyright acknowledgements ➢ Screenshot http://www.chamilo.org/ ➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ http://users4.jabry.com/vortex/misc/DivergentThinking.gif ➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png ➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech ➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/ ➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/ ➢ Paul Schatzkin, http://www.cohesionarts.com/tag/distractions/ ➢ OPEN, CC-by-nc-sa by Tom Maglieryr ➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2 ➢ Empty box, CC by-nc-nd by Mike Bitzenhofer ➢ Open arrow, CC-by-nd by ChuckCoker ➢ Share matches CC-by-nc-nd by Josh Harper ➢ Question mark CC-by by Stefan Baudy ➢ Social Icons by Iconshock http://www.iconshock.com/social-icons/
- 157. This presentation was made with 100% Free Software No animals were harmed Questier.com Frederik AT Questier.com www.linkedin.com/in/fquestie www.diigo.com/user/frederikquestier www.slideshare.net/Frederik_QuestierQ uestions? A m eseginalehu!