Odl res tr 061212

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Odl res tr 061212

  1. 1. School of e-Education - hbmeu.ac.ae Prof Alain Senteni, School of e-Education Dean Thursday December 6th, 2012 [13:00-14:00] 1 Research trends in ODL, e-Learning and Technology-Enhanced Education Thursday, December 6, 12
  2. 2. 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. Thursday, December 6, 12
  3. 3. 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 ? Thursday, December 6, 12
  4. 4. 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 Paradigms http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html Open transformation Thursday, December 6, 12
  5. 5. 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. 5 demography why does education need to expand ? Thursday, December 6, 12
  6. 6. 6 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 why does education need to expand ? Thursday, December 6, 12
  7. 7. 7 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 ? Thursday, December 6, 12
  8. 8. 8 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 ? Thursday, December 6, 12
  9. 9. Traditional systems of education cater mainly for level 1 9 Bateson’s Logical Categories of Learning and Communication pedagogy Thursday, December 6, 12
  10. 10. entrepreuneurship and leadership require more of levels 2 and 310 pedagogy Thursday, December 6, 12
  11. 11. 11 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 Thursday, December 6, 12
  12. 12. 12 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 Thursday, December 6, 12
  13. 13. Individual Group Capability Discipline Open-Ended Exploration Competition Cooperation ActionReflection Just-In-Time LearningPreparatory Learning Intrinsic MotivationExtrinsic Motivation Supportive FacilitationEvaluative Assessment Outcome FocusedProcess Focused enduringdilemmas ADVANCING INVENTIVE CREATIVITY THROUGH EDUCATION (Massachusetts Institute of Technology, 2003) web.mit.edu/invent/n-pressreleases/downloads/education.pdf enduringdilemmas Thursday, December 6, 12
  14. 14. 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 Thursday, December 6, 12
  15. 15. 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? 15 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 Thursday, December 6, 12
  16. 16. School of e-Education - hbmeu.ac.ae 16 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. Thursday, December 6, 12
  17. 17. School of e-Education - hbmeu.ac.ae 17 cc. by. sa. McNaught (2011) eLEX Thursday, December 6, 12
  18. 18. Methods for Development Work and Research Developmental work research (expanding activity theory in practice) trendy research methodologies in ODL, eL, TEE Thursday, December 6, 12
  19. 19. key trends and examples What research on ODL, eL, and TEE ? Thursday, December 6, 12
  20. 20. School of e-Education - hbmeu.ac.ae 20 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. Thursday, December 6, 12
  21. 21. 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. ” Thursday, December 6, 12
  22. 22. Marshall McLuhan the medium is the message ? M. McLuhan(1964) Understanding Media Thursday, December 6, 12
  23. 23. 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 Thursday, December 6, 12
  24. 24. Thursday, December 6, 12
  25. 25. Thursday, December 6, 12
  26. 26. School of e-Education - hbmeu.ac.ae 26 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] Thursday, December 6, 12
  27. 27. 27 not desirable Key Trends [Pedagogy] Thursday, December 6, 12
  28. 28. 2 socioconstructivism (Lev Vygotski) constructivism (Jean Piaget) situated cognition (J. Lave, E. Wenger) 28 (Schneider, 2005) Activity-Based Learning Learning Design & Open Practices Authentic Situations desirable Thursday, December 6, 12
  29. 29. 29 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] Thursday, December 6, 12
  30. 30. 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? 30 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. Thursday, December 6, 12
  31. 31. 31 Learning Design & Open Practices http://www.educause.edu/Resources/ BeyondOERShiftingFocustoOpenEd/224619 Thursday, December 6, 12
  32. 32. School of e-Education - hbmeu.ac.ae 32 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 Thursday, December 6, 12
  33. 33. 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 Thursday, December 6, 12
  34. 34. Categorised teaching-learning activities Diana Laurillard, Sept 2012 cc: by-nc-sa Expressing pedagogy as design plans Timings Short description Learning outcome Colour-coded content Thursday, December 6, 12
  35. 35. Categorised teaching-learning activities Diana Laurillard, Sept 2012 cc: by-nc-sa Expressing pedagogy as design plans Timings Short description Learning outcome Colour-coded content Thursday, December 6, 12
  36. 36. Diana Laurillard, Sept 2012 cc: by-nc-sa a computational representation Thursday, December 6, 12
  37. 37. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC [Automatic export to Moodle and other VLEs under development] Thursday, December 6, 12
  38. 38. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC Design exported to Moodle for teachers Design adapted for trainee medics Design exported to Moodle for medics [Automatic export to Moodle and other VLEs under development] Thursday, December 6, 12
  39. 39. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC Design exported to Moodle for teachers Design adapted for trainee medics Design exported to Moodle for medics [Automatic export to Moodle and other VLEs under development] Enabling teachers to express pedagogy directly in a VLE Thursday, December 6, 12
  40. 40. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC Design exported to Moodle for teachers Design adapted for trainee medics Design exported to Moodle for medics [Automatic export to Moodle and other VLEs under development] Enabling teachers to express pedagogy directly in a VLE Enabling teachers to find, adopt and adapt existing designs Thursday, December 6, 12
  41. 41. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC Design exported to Moodle for teachers Design adapted for trainee medics Design exported to Moodle for medics [Automatic export to Moodle and other VLEs under development] 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 Thursday, December 6, 12
  42. 42. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC Design exported to Moodle for teachers Design adapted for trainee medics Design exported to Moodle for medics [Automatic export to Moodle and other VLEs under development] 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 Thursday, December 6, 12
  43. 43. Diana Laurillard, Sept 2012 cc: by-nc-sa 36 From design idea to adoption to implementation Design for trainee teachers, in PPC Design exported to Moodle for teachers Design adapted for trainee medics Design exported to Moodle for medics [Automatic export to Moodle and other VLEs under development] 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 Thursday, December 6, 12
  44. 44. 37 Key Trends [OER integration] Thursday, December 6, 12
  45. 45. http://sidecap.wetpaint.com/ http://sidecap.wetpaint.com/ 39 ACP-EU Cooperation Programme in Higher Education (EDULINK) 2007-2010. Staff Improvement in Distance Education for Caribbean, African and Pacific universities example 38 Thursday, December 6, 12
  46. 46. 39 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 Thursday, December 6, 12
  47. 47. 40 Key Trends [business models] Thursday, December 6, 12
  48. 48. 41 Thursday, December 6, 12
  49. 49. 42 Massive Open Online Course (MOOCs) http://www.youtube.com/watch?v=eW3gMGqcZQc http://cck11.mooc.ca/ Thursday, December 6, 12
  50. 50. School of e-Education - hbmeu.ac.ae 43 https://www.coursera.org/ Massive Open Online Course (MOOCs) Thursday, December 6, 12
  51. 51. School of e-Education - hbmeu.ac.ae 44 Massive Open Online Course (MOOCs) Thursday, December 6, 12
  52. 52. School of e-Education - hbmeu.ac.ae 45 Thank you for your attention Thursday, December 6, 12

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