Education Innovation; A Curated Conversation


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A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up

Published in: Education, Technology
  • An important message for government is that the TEL projects have confirmed that IT in education can have a positive impact on teaching and learning which has been reported in previous research studies since the 1970s. What has changed since then is that the technology is now pervading society so learners come with different skills and expectations even though the majoriy of young people have only a subset of IT skills often not the most advantages for learning, e.g. computer based modelling which enable learners to investigate scientific, economic etc relationships is a skill few teachers and learners acquire through using the Internet and an I-phone
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  • Thanks, eloquent and helpful...
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  • haptics is the sense of touch so is a one of the main senses 'feel no evil' and is the one which babies first explore with and which is now rebalancing activities and experiences in the adult world because of touch type devices, I-phone, I-pad, Wii games and so one. So haptic education devices link the new world with the human world taking learning into new sensory dimensions
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Education Innovation; A Curated Conversation

  1. 1. Education Innovation 2011 A Curated Conversation Professor Richard Noss TEL & @FredGarnett London Knowledge Lab
  2. 2. Curating Conversations <ul><li>Aggregate then Curate; </li></ul><ul><li>Richard Noss, Mike Sharples & Yvonne Rogers </li></ul><ul><li>Margaret Cox, Shaaron Ainsworth, Lydia Plowman </li></ul><ul><li>Liz Burd, Diana Laurillard, Kaska Porayska-Pomsta </li></ul><ul><li>Richard Cox, Nigel Ecclesfield, Andy Williamson </li></ul><ul><li>David Jennings, Gavin Dykes, Fred Garnett </li></ul><ul><li>Complexity, Authenticity, Engagement </li></ul><ul><li>Links to Resources </li></ul>
  3. 3. Richard Noss - TEL <ul><li>Making the unlearnable learnable </li></ul><ul><li>Digital technologies have a unique opportunity to shift innovation from its focus on how to learn and teach, to one that prioritises what is to be taught & who might gain access to hitherto ‘unlearnable’ ideas. </li></ul><ul><li>Design for learning is a key idea and runs through all our participants’ observations. </li></ul>
  4. 4. Mike Sharples - OU <ul><li>Pocketing smart processing power </li></ul><ul><li>Apparently simple devices like smart phones can ‘become scientific instruments that offer powerful tools to engage learners in exploring, reflecting on, and discussing their world. . . </li></ul>
  5. 5. Yvonne Rogers - OU <ul><li>Haptics(1) touching the future </li></ul><ul><li>Haptic technologies ‘help improve a diversity of abilities, and provide new opportunities for understanding how our minds & bodies work,’ allowing us to create new interactive user experiences. </li></ul>
  6. 6. Margaret Cox –Kings College <ul><li>Haptics(2) redefining the present </li></ul><ul><li>We can transform training experiences with haptics and take learning out of theory and into practice, as we have with hapTEL , now being used globally. Haptics are ‘devices that extend people's senses, minds and bodies’ </li></ul>
  7. 7. Shaaron Ainsworth -Nottingham <ul><li>But it’s not just devices… </li></ul><ul><li>innovation in education depends as much on deepening our understanding of how people learn, as it does on advances in digital technology </li></ul>
  8. 8. Lydia Plowman - Stirling <ul><li>And it’s not just universities… </li></ul><ul><li>start with preschool education if we want to bring up children who have the competences and enthusiasms to function and flourish in a digital world </li></ul><ul><li>We also need innovative products that recognise how young children learn, create and communicate </li></ul>
  9. 9. Liz Burd - Durham <ul><li>& we know how to build innovative products </li></ul><ul><li>Such as the ‘multi-touch’ classroom called SynergyNet (that anticipated the iPad by some years) </li></ul><ul><li>SynergyNet has shown how technology has unearthed new forms of collaboration in classrooms </li></ul>
  10. 10. Innovation in Education <ul><li>Some thoughts on devices and processes </li></ul><ul><li>New devices offer us new affordances </li></ul><ul><li>New user experiences enable us to rethink learning processes… </li></ul><ul><li>But we need to think about how to embed effective innovation in HE, and the changing roles of teaching staff </li></ul>
  11. 11. Diana Laurillard - LKL <ul><li>And develop communities of innovation… </li></ul><ul><li>TEL-supported collaborative learning about pedagogy helps teachers share and build on each others’ best ideas. </li></ul><ul><li>We can now give them the power tools they need to be a community of innovation , like the world of science – that’s how humans learn most efficiently </li></ul>
  12. 12. Kaska Porayska-Pomsta -IoE <ul><li>… so teachers can participate in design </li></ul><ul><li>The participation of teachers in the design of technologies for learning, from inception to completion, is the key to exploiting technology innovation </li></ul><ul><li>Providing tools for overcoming barriers to some children's learning & as a means to enhance teachers' own competencies. </li></ul>
  13. 13. Richard Cox - Sussex <ul><li>& we have educational telemetry to support this </li></ul><ul><li>Widely-used, research-instrumented TEL  systems collect large-scale and detailed information on students' learning </li></ul><ul><li>Data reveals individual differences in learning, underpins personalised learning systems & drives enhanced forms of social & vicarious learning.  Learning analytics and educational data-mining research communities are growing rapidly </li></ul>
  14. 14. Nigel Ecclesfield - LSIS <ul><li>But Learning Analytics need to be open </li></ul><ul><li>Innovation comes from open interactions between learners and practitioners. </li></ul><ul><li>The best provider organisations put these interactions at the heart of their purpose and mission. </li></ul><ul><li>Transformation and innovation happens outside the pathways of policy </li></ul>
  15. 15. Andy Williamson- Hansard <ul><li>As learning is social & networked… </li></ul><ul><li>Life today is social, networked and based on weak-ties. Twitter, Facebook, Blackberry Messaging are about crowd-sourcing , hive minds and the power of the network to spark, grow and develop ideas. </li></ul><ul><li>Networks are not about cliques, they are about loose collectives. Learning needs to reflect this emerging phenomenon. </li></ul>
  16. 16. David Jennings - Agile <ul><li>& access to learning is potentially free </li></ul><ul><li>The internet age blesses us with near-free provision of resources and tools for constructing our own learning experiences. </li></ul><ul><li>In the right circumstances kids do this without outside intervention; with grown-ups it's more complicated - we need some basic designs and communities of practice to enable grassroots innovation. </li></ul>
  17. 17. Gavin Dykes - Cellcove <ul><li>… 20 years to solve 20 challenges </li></ul><ul><li>People are most creative when young, our greatest social conscience is in our early teens, so let’s build on that... </li></ul><ul><li>Let’s pay much more attention to engaging students’ creativity and social conscience in challenge-based learning aimed at improving life by doing real things for family and community, supported through social technology. </li></ul>
  18. 18. Fred Garnett - LKL <ul><li>by moving criteria across contexts… </li></ul><ul><li>Innovation is a heutagogic process enabling us to move out of our subject disciplines & play with the form of what we do, as an ongoing interdisciplinary process </li></ul><ul><li>We need to develop ‘open platforms’ for innovation; new hubs & new communities which develop ‘generative innovations’ </li></ul>
  19. 19. Innovation in Education <ul><li>So we have three big ideas on innovation </li></ul><ul><li>Identify & define both new professional practices & new communities of innovation </li></ul><ul><li>Design learning processes with compelling new learner experiences that afford; complexity, authenticity, engagement </li></ul><ul><li>Identify design for learning strategies & tools that allow us to rise to the challenges of creating a 21 st Century Pedagogy </li></ul>
  20. 20. Education Innovation <ul><li>More information on Educational Innovation </li></ul><ul><li>BIS Public Sector Innovation Blog </li></ul><ul><li>TEL Research Communities </li></ul><ul><li>TEL Projects </li></ul><ul><li>ALT-TEL Review for BIS </li></ul>