1. School of e-Education - hbmeu.ac.ae 1
teaching, design, and quality
shifting paradigms in education, from craftmanship to industry
b e s t p r a c t i c e s i n m a n a g e m e n t , d e s i g n a n d d e v e l o p m e n t o f e - c o u r s e sstandardsofexcellenceandcreativity
alain senteni | dean | school of e-education | hbmeu | dubai
Sunday, May 26, 13
2. 2
In this talk, I will try to answer a few questions raised in
the title of this conference, about :
the need for the education field to scale up
design as a new keyword in education
quality criteria for e-contents and online courses
research trends in educational technology innovation
Sunday, May 26, 13
4. 4
The size of each territory shows the relative proportion of the world's population living there.
http://www.worldmapper.org/index.html
Sunday, May 26, 13
5. 5
Territory size is proportional to the number of all children enrolled in primary education in that territory.
primary education
Sunday, May 26, 13
6. 6
Territory size is proportional to the number of all children enrolled in secondary education in that territory.
secondary education
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7. 7
tertiary education
Territory size shows the proportion of people worldwide enrolled in tertiary education, who live there.
Sunday, May 26, 13
8. 8
h t t p : / / w w w . g r o s s o s . c h / e / c r a f t s m a n s h i p . h t m l
Sunday, May 26, 13
12. 12
what happens when scaling up
from craftmanship to an industry ?
transformation
Sunday, May 26, 13
13. borrowed to Sir Ken Robinson on TED: Changing Education Paradigms
http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html
transformation
ODL
what happens when scaling up
from craftmanship to an industry ?
Sunday, May 26, 13
15. 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.
15
demography
why does education need to expand ?
Sunday, May 26, 13
16. 16
”the challenge is to transform
a centralized bureaucratic system
into a student-centred, decentralized
learning environment.”
UAE National Media Council Yearbook 2009
culture
why does education need to expand ?
Sunday, May 26, 13
17. 17
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.
why does education need to expand ?
Sunday, May 26, 13
18. 18
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?
pedagogy
why does education need to expand ?
Sunday, May 26, 13
19. Traditional systems of education
cater mainly for level 1
19
Logical Categories of
Learning and Communication
pedagogy
Gregory
Bateson
Sunday, May 26, 13
24. School of e-Education - hbmeu.ac.ae 24
cc. by. sa. McNaught (2011) eLEX
Sunday, May 26, 13
25. 25
Conole, Grainne (2010)
What would learning in an open world look like? A vision for the future
In: Edmedia Conference 2010, 29 June - 3 July 2010, Toronto, Canada.
Sunday, May 26, 13
26. 26
Learning Design & Open Practices
http://www.educause.edu/Resources/
BeyondOERShiftingFocustoOpenEd/224619
HE
Sunday, May 26, 13
27. 27
Like other design professionals (e.g. architects, engineers) 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 becoming a design science
Sunday, May 26, 13
28. Diana Laurillard, Sept 2012 cc: by-nc-sa
Innovative professional
learning communities of teachers
Acknowledge teaching as ‘a design science’:
• Teachers building on the designs of others (collaboration)
• Articulating their pedagogy
• Adopting, adapting, testing, improving learning designs
• Co-creating and sharing learning designs
• A computational representation of pedagogic design
K12
Sunday, May 26, 13
29. Diana Laurillard, Sept 2012 cc: by-nc-sa
pedagogy expressed
as design plans and
learning patterns
Timings
Short
description
Learning
outcome Colour-coded
content
Categorised
teaching-learning
activities
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30. 30
Q U A L I T Y C R I T E R I A
O F E - L E A R N I N G
C O N T E N T S
Sunday, May 26, 13
31. 31
e-contents are the spare parts in
the assembly line of the
instructional design process
Sunday, May 26, 13
32. 32
India PanAfrican
Network (2005)
MIT OCW
(2001)
(1st phase)
(ACEP - 2nd phase)
TTISSA
i n c r e a s e d
s u s t a i n a b i l i t y
3rd generation [process driven, learning as knowledge creation]
2nd generation [content driven, knowledge as a readymade product]
1st generation [technology driven]
some lessons learnt in the last 20 years
Sunday, May 26, 13
33. 33
3rd generation [process driven]
Knowledge as a dynamic process
Learning as knowledge creation
2nd generation [content driven]
Knowledge as a product
online courses development,
from a content-driven approach
to a process driven oneincreased sustainability
Sunday, May 26, 13
37. explicit links between pedagogy
and the technology that is used
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
http://www.unity.net.au/allansportfolio/edublog/?p=324
HOTS
Higher Order Thinking Skills
Sunday, May 26, 13
38. passive recipients
of the teacher’s
knowledge
top-down
transmission
traditional
curriculum
bottom-up
participation
user-generated
content
proactive
knowledge
builders
WIKIs
Web 2.0
Sunday, May 26, 13
41. passive recipients
of the teacher’s
knowledge
proactive
knowledge
builders
We want e-contents that will contribute to turn
passive learners into proactive knowledge builders
Sunday, May 26, 13
43. We want QA and accreditation frameworks
allowing to validate user-generated e-contents
and integrate them into academic programs.
traditional
curriculum
user-generated
content
WIKIs
Web 2.0
Sunday, May 26, 13
44. We want a mix of high quality e-contents
AND user-generated dynamic contents
AND reliable e-learning materials
AND engaging activities.
Sunday, May 26, 13
45. We want e-contents that can be
recycled, so that we do not need
to re-invent the wheel all the time.
Sunday, May 26, 13
50. 50
Learning objects (LOs) facilitate the (re)-use of educational content online.
Internationally accepted specifications and standards make them interoperable and
reusable by different applications and in diverse learning environments.
Metadata (tags, index) describe them, facilitate search and make them accessible.
Why Learning Objects ?
interoperable (thanks to standards)
reusable (thanks to CC, OER, etc)
easy to retrieve (thanks to metadata)
Sunday, May 26, 13
51. 51
Quality Criteria
Pedagogical Quality
Content clarity and conciseness, instructional strategies aligned to the
learning objectives, appropriate media according to target audience, etc…
Ergonomy
User-friendliness, motivating, visually attractive, built-in accessibility
features, etc..
Interoperability, reusability
Technical independence and robustness, metadata schema and tagging
procedures, conformance to standards
Karin Lundgren-Cayrol, Suzanne Lapointe,
Gilbert Paquette, LICEF, TÉLUQ - UQAM
Sunday, May 26, 13
55. LOs’ role
similar to
digital
text-books
Reference documents semester-wise
[syllabus, timetable, outcome-
assessment maps, etc]
[Selected LOs +
User Generated Contents]
Context will be
embedded THERE
long
in line with
course/program
review cycle
short semester
LIFE-CYCLE
Sunday, May 26, 13
56. 56
Equella
search engines
low level
close set of questions,
fully automated
discussion forums,
wikis, blogs, etc
high level
open-ended
questions
human interaction
interactivity
tools
Sunday, May 26, 13
57. 57
Open Educational Resources (OER)
are defined as “technology- enabled,
open provision of educational
resources for consultation, use and
adaptation by a community of
users for non-commercial
purposes.”
OERs
OERs
OERs
Sunday, May 26, 13
58. R E S E A R C H
T R E N D S
Sunday, May 26, 13
59. School of e-Education - hbmeu.ac.ae 59
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.
Sunday, May 26, 13
60. 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. ”
Sunday, May 26, 13
62. 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
Sunday, May 26, 13
64. School of e-Education - hbmeu.ac.ae 64
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]
Sunday, May 26, 13
66. 66
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
23
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68. 68
Massively Open Online Course (MOOCs)
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://cck11.mooc.ca/
Sunday, May 26, 13
69. School of e-Education - hbmeu.ac.ae 69
https://www.coursera.org/
Massive Open Online Course (MOOCs)
Sunday, May 26, 13
70. School of e-Education - hbmeu.ac.ae 70
Massive Open Online Course (MOOCs)
Sunday, May 26, 13
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H B M e U C o n g r e s s
6 t h e - L e a r n i n g C o n f e r e n c e
[ D u b a i , 7 - 9 M a r c h 2 014 ]
Leading Transformation to Sustainable Excellence
Leadership, design and technology for XXIst century learning
Sunday, May 26, 13
