Research Challenges for Technology Enhanced Learning<br />Professor Richard NossCo-director: London Knowledge LabInstitute...
Computers are transforming education<br />Discuss!<br />
what are the challenges?<br />
Aim of my talk<br />to think about the design and evaluation of technology-enhanced learning (TEL) as a window on learning...
what can we make the computer “do”?<br />what does the computer “do”?<br />
Personalisation<br />	exploiting the adaptive capabilities of advanced digital technologies to achieve a better match with...
personalisation<br />...showing that it is possible to design an intelligent system for learning about mathematical genera...
personalisation<br />The learner has iteratively constructed an expression of a dynamically-changing pattern<br />The syst...
supporting learning in university courses with semantic web tools<br />personalisation<br />turning information into knowl...
Productivity<br />Achieving higher quality and more effective learning in affordable and acceptable ways <br />
productivity<br />LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discover...
productivity<br />The teacher as learner uses the LDSE to build, test, share and reflect on a learning design<br />buildin...
productivity<br />...developing and evaluating a virtual learning system based on haptic and synthetic devices<br />TEL pr...
productivity<br />revisiting transfer<br />evaluating skills and concepts<br />
Flexibility<br />Learning opportunities are available in a more seamless and accessible environment that can link classroo...
Personal Inquiry<br />flexibility<br />	using mobile and desktop computers, children engage in scientific processes of gat...
flexibility<br />an educational environment of web-based and mobile technologies to support the development of a virtual s...
flexibility<br />looked-after children<br />school university transition<br />exploiting (!) learners’ culture<br />a safe...
Inclusion<br />Improving the reach of education and lifelong learning to groups and individuals who are not best served by...
inclusion<br />TEL programme: Porayska-Pomsta et al.<br />
inclusion<br />compressing social & psychological phenomena<br />
inclusion<br />TEL programme: Burd et al.<br />
inclusion<br />make learning more inclusive through redefining social space<br />
constructionism: seeking 21c. pedagogy<br />
TEL research programme: www.tlrp.org/tel<br />London Knowledge Lab: www.lkl.ac.uk<br />
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Challenges for Research and Practice in Technology Enhanced Learning: Emerging themes from the UK TEL research

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5 March 2010 (Friday) | 14:00 - 15:00 | http://citers2010.cite.hku.hk/abstract/31 | Prof. Richard NOSS, Professor of Mathematics Education & Co-director and Director of TLRP-TEL Research Programme, London Knowledge Lab

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  • but we are now at a turning point:ubiquity, portability, software knowledge, adaptivity – design. research
  • bring tel into mainstream education/look as a research questionnew technologies encourage new looks at knowledge
  • Turning information into knowledgeUnderstanding new forms of knowledgeCreating empowering technologies for formal and informal learningExploring the changing cultures of new media
  • nothing! still lots of research on ‘effects’ – and its converse: nothing to learn.
  • designing peresonalised tools to turn info into knowledge
  • 1. ldse Focusing on teachers’ productivity as a research issue12. haptel productivity in terms of safety, time taken, novelty of conceptual domain
  • Haptics is the study of human touch and interaction with the external environment via touch sensitive devices
  • transfer!
  • what is the effect of noise on bird feedingcomplexity is important but not tractable without technologyvesel
  • Technology compresses social phenomena
  • a structuring resource rather than only a means of expression (Jack Goody)rethinking collaboration – cscl
  • The learner learns about the domain through constructing somethingThe system learns about the learner through the interaction and constructs theadvice, guidance, and tasks the learner needsThe researcher and teachers opens a window on how the learner learns by analysing human/computer-generated dataThe software developer learns how to model the domain, and prototypes a revisedsystem
  • Challenges for Research and Practice in Technology Enhanced Learning: Emerging themes from the UK TEL research

    1. 1. Research Challenges for Technology Enhanced Learning<br />Professor Richard NossCo-director: London Knowledge LabInstitute of Education, University of LondonDirector: UK Technology-enhanced Learning (Teaching and Learning Research Programme, Phase 4)<br />
    2. 2. Computers are transforming education<br />Discuss!<br />
    3. 3. what are the challenges?<br />
    4. 4.
    5. 5. Aim of my talk<br />to think about the design and evaluation of technology-enhanced learning (TEL) as a window on learning in general<br />understanding to design<br />designing to understand<br />
    6. 6.
    7. 7. what can we make the computer “do”?<br />what does the computer “do”?<br />
    8. 8. Personalisation<br /> exploiting the adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities.<br /> developing tools to help individual learners gain information and turn it into knowledge <br />
    9. 9. personalisation<br />...showing that it is possible to design an intelligent system for learning about mathematical generalisation that respects exploration and investigation<br />TEL programme: Noss et al.<br />
    10. 10. personalisation<br />The learner has iteratively constructed an expression of a dynamically-changing pattern<br />The system ‘generalises’ the pattern and shows what would happen for different instances helping the learner to ‘keep an eye on the general”.<br />The system constructs advice, guidance and feedback<br />the graphocentriccurriculum<br />TEL programme: Noss,et al<br />
    11. 11. supporting learning in university courses with semantic web tools<br />personalisation<br />turning information into knowledge<br />for multiple identities and learning styles<br />TEL Programme: Carmichael et al. <br />
    12. 12. Productivity<br />Achieving higher quality and more effective learning in affordable and acceptable ways <br />
    13. 13. productivity<br />LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discovery of innovative pedagogical designs that exploit the potential of TEL<br />TEL programme: Laurillard et al<br />
    14. 14. productivity<br />The teacher as learner uses the LDSE to build, test, share and reflect on a learning design<br />building evolutionary change into revolutionary transformation<br />...which is used by the system to adapt to the learner<br />
    15. 15. productivity<br />...developing and evaluating a virtual learning system based on haptic and synthetic devices<br />TEL programme: Cox et al. <br />
    16. 16. productivity<br />revisiting transfer<br />evaluating skills and concepts<br />
    17. 17. Flexibility<br />Learning opportunities are available in a more seamless and accessible environment that can link classroom, home, workplace, and community. <br />Build virtual worlds that support learning in the real world and connect them with everyday culturally embedded artefacts<br />
    18. 18. Personal Inquiry<br />flexibility<br /> using mobile and desktop computers, children engage in scientific processes of gathering and assessing evidence, conducting experiments and engaging in informed debate<br />rethinking complexity and hierarchy<br />Myself<br />My environment<br />My community<br />TEL Programme: Sharples et al<br />
    19. 19. flexibility<br />an educational environment of web-based and mobile technologies to support the development of a virtual space for young people and their teachers engaged in activities to develop transition skills<br />TEL programme: Lally et al<br />
    20. 20. flexibility<br />looked-after children<br />school university transition<br />exploiting (!) learners’ culture<br />a safe environment in which<br />familiar technologies connect <br />with the virtual world<br />
    21. 21. Inclusion<br />Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods. <br />Improving learning for those whose learning styles do not fit the ‘one size’ of mainstream education<br />
    22. 22. inclusion<br />TEL programme: Porayska-Pomsta et al.<br />
    23. 23. inclusion<br />compressing social & psychological phenomena<br />
    24. 24. inclusion<br />TEL programme: Burd et al.<br />
    25. 25. inclusion<br />make learning more inclusive through redefining social space<br />
    26. 26. constructionism: seeking 21c. pedagogy<br />
    27. 27. TEL research programme: www.tlrp.org/tel<br />London Knowledge Lab: www.lkl.ac.uk<br />

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