Technology and the Grand Challenge for Future Learning
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This document summarizes a project funded by the European Union to research technology enhanced learning. A group of 16 organizations from across Europe received over €5 million to coordinate efforts in structuring the European research area for technology enhanced learning. The project aims to address major challenges in learning through collaborative work defining measurable goals and indicators of success.
Technology and the Grand Challenge for Future Learning
- 1. Technology and the Grand Challenge for Future LearningPeter Scott, Fridolin Wild
- 2. WHO ARE WE?
- 3. We are a group of people who are preparing the next break through in technology enhanced learningfoto: ESA
- 4. SO WHAT?
- 5. 5 Million EUR from the European Union, 6.4 Million EUR in total.Well, we got substantial funding from the European Commission to (re-)structure the European Research Area in TEL.
- 7. The Open University, Milton Keynes, UKUniversité Joseph Fourier, Grenoble, FranceLudwig-Maximilians-Universität, Munich, GermanyUniversity of Bristol, Bristol, UKUniversity of Nottingham, Nottingham, UKLeibniz Universität Hannover, Hannover, GermanyKnowledge Media Research Center, Tüebingen, GermanyCentre for Social Innovation, Vienna, AustriaEcolePolytechniqueFédérale de Lausanne, Lausanne, SwitzerlandKatholiekeUniversiteit Leuven, Leuven, BelgiumConsiglioNazionaledelleRicerche, IstitutoTecnologieDidattiche, Genova, ItalyOpen University of the Netherlands, Heerlen, NetherlandsKnow-Center, Graz, AustriaUniversity of Freiburg, Freiburg, GermanyATOS ORIGIN, Barcelona, SpainSCIENTER, Bologna, ItalyWe are 16 orgs from all over Europecoordinated by
- 8. AND LOTS OF FRIENDS :)
- 9. In fact, we have been spending two years now making lots of friends.
- 10. We call it: CAPACITY BUILDING.
- 14. Grand ChallengesUnderstandable & significantwith a clearly stated compelling case for contributing to long-term benefits for society Challenging, timely, and achievable with concerted, coordinated efforts Clearly useful in terms of impact and scale, if solved, with long-term benefits for many people and international in scope Measurable and incrementalwith interim milestones that produce useful benefits as they are reached
- 15. Which problem?Main activities required?Timeframe?Measurable progress and success indicators?Which capacities/resources needed?foto: flickr/myoldpostcards
- 16. Neurosciences, Technology & Learning (ARV’11)Substantially improving motivation and learning of learners by systematically using game-based environments informed by our emerging understanding of the brain’s reward system
- 18. Reduce the drop-out rate in online learning by 10% employing recommender systems for learning’‚Privacy, Data Protection, Surveillance in DataTEL: The DataTEL research must address issues with respect to data protection (or other relevant) legislation compliance, concerns with respect to individual privacy, as well as problems arising from surveillance (social sorting, cumulative disadvantages)’data TEL (ARV’11)
- 19. Exploring the Fitness and Evolvability of Personal Learning Environments (ARV’11)Instant formation of learning networksOne tutor per learner
- 20. Multiply effectiveness of your workforceWith the help of learning analytics that reflects and predicts all skills relevant For having a flexible, adaptive, resilient, open, cooperative mindsetThereby putting a soft skill focus on top of core knowledgeSTELLAR Meeting of Minds ‘11
- 21. Not person-soloAssess person-plus Ros Sutherland, University of Bristol
- 22. NOW: HOW CAN YOU ENGAGE?
- 24. A few impressions:Landing pageAggregation from Feeds, Podcasts, Publications, …24
- 25. 25What is this site about, video welcome messagesgenericsDedicated featured groups podcast playerfeatured publications & burst searchNew usersLatest groups specificsFeatured activitiesand blogsThe Landing Page
- 26. 26ActivityRiver
- 27. 27Introduction with link to more detailed information on pagesInterface to relevant publicationsDiscussion topicsaggregation possiblenotificationsPagesGroup’s Blog PostingsAn Example Groupratings, …Files & Bookmarks
- 28. FOR WHAT AGAIN?
- 29. TEL Framework: core research areas(from the STELLAR delphi study with 576 global participants)Connecting LearnersComputer-supported collaborative learningReducing the digital divideEmotional and motivational aspects of TELWorkplace learningConnection between formal and informal learningInteroperabilityInformal learningImprove practices of formal educationContextualized learningPersonalization of learningUbiquitous & mobiletechnology and learningOrchestrating LearningContextualizingLearning
- 30. A FEW KMi EXAMPLES
- 31. An Open University Science bookscale and serviceshttp://www.youtube.com/watch?v=Q1wGzp7E36k
- 33. An Open University Music bookLyrics; Score; Listen; Think;Dohttp://www.youtube.com/watch?v=kE9Zn90j5lw
- 34. For 'signed in students'Private AV for all L1 & L2 in 2011
- 35. apps are easybut hard to scaleVirtual Microscope with 4 rocks
- 36. adding value to an appin-app puchase
- 37. live multi-party interactionvia Apple GameCentre™http://www.youtube.com/watch?v=KXCHKYsi1q8
- 38. 'in tablet' learning experiencewhat do you dream of that is missing?pedagogy and design forthe post pc world?
- 39. If TEL research could answer1 question for you …
- 40. … in the next 5 years …
- 41. what would that question be?
- 42. //eof.
- 43. 3rd STELLAR Delphi RoundVisionary Statements 5 Areas of TensionUbiquitous learning opportunities vs. Focused and critical processing of informationDigital divide despite technology spreadData tracking for personalized learning vs. Data privacyApproved practices vs. Continuous innovation in the classroomIndividual learning paths vs. Standardized learning paths43
- 44. Monitoring Web OUtreach visitors visits pages 44 556 57 656 292 937
Editor's Notes
- #18: eBooks or Mentors?