Education Innovation; A Curated Conversation

Education Innovation 2011 A Curated Conversation Professor Richard Noss TEL & @FredGarnett London Knowledge Lab

Curating Conversations
Aggregate then Curate;
Richard Noss, Mike Sharples & Yvonne Rogers
Margaret Cox, Shaaron Ainsworth, Lydia Plowman
Liz Burd, Diana Laurillard, Kaska Porayska-Pomsta
Richard Cox, Nigel Ecclesfield, Andy Williamson
David Jennings, Gavin Dykes, Fred Garnett
Complexity, Authenticity, Engagement
Links to Resources

Richard Noss - TEL
Making the unlearnable learnable
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.
Design for learning is a key idea and runs through all our participants’ observations.

Mike Sharples - OU
Pocketing smart processing power
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. . .

Yvonne Rogers - OU
Haptics(1) touching the future
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.

Margaret Cox –Kings College
Haptics(2) redefining the present
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’

Shaaron Ainsworth -Nottingham
But it’s not just devices…
innovation in education depends as much on deepening our understanding of how people learn, as it does on advances in digital technology

Lydia Plowman - Stirling
And it’s not just universities…
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
We also need innovative products that recognise how young children learn, create and communicate

Liz Burd - Durham
& we know how to build innovative products
Such as the ‘multi-touch’ classroom called SynergyNet (that anticipated the iPad by some years)
SynergyNet has shown how technology has unearthed new forms of collaboration in classrooms

Innovation in Education
Some thoughts on devices and processes
New devices offer us new affordances
New user experiences enable us to rethink learning processes…
But we need to think about how to embed effective innovation in HE, and the changing roles of teaching staff

Diana Laurillard - LKL
And develop communities of innovation…
TEL-supported collaborative learning about pedagogy helps teachers share and build on each others’ best ideas.
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

Kaska Porayska-Pomsta -IoE
… so teachers can participate in design
The participation of teachers in the design of technologies for learning, from inception to completion, is the key to exploiting technology innovation
Providing tools for overcoming barriers to some children's learning & as a means to enhance teachers' own competencies.

Richard Cox - Sussex
& we have educational telemetry to support this
Widely-used, research-instrumented TEL systems collect large-scale and detailed information on students' learning
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

Nigel Ecclesfield - LSIS
But Learning Analytics need to be open
Innovation comes from open interactions between learners and practitioners.
The best provider organisations put these interactions at the heart of their purpose and mission.
Transformation and innovation happens outside the pathways of policy

Andy Williamson- Hansard
As learning is social & networked…
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.
Networks are not about cliques, they are about loose collectives. Learning needs to reflect this emerging phenomenon.

David Jennings - Agile
& access to learning is potentially free
The internet age blesses us with near-free provision of resources and tools for constructing our own learning experiences.
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.

Gavin Dykes - Cellcove
… 20 years to solve 20 challenges
People are most creative when young, our greatest social conscience is in our early teens, so let’s build on that...
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.

Fred Garnett - LKL
by moving criteria across contexts…
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
We need to develop ‘open platforms’ for innovation; new hubs & new communities which develop ‘generative innovations’

Innovation in Education
So we have three big ideas on innovation
Identify & define both new professional practices & new communities of innovation
Design learning processes with compelling new learner experiences that afford; complexity, authenticity, engagement
Identify design for learning strategies & tools that allow us to rise to the challenges of creating a 21 st Century Pedagogy

Education Innovation
More information on Educational Innovation
BIS Public Sector Innovation Blog
TEL Research Communities
TEL Projects
ALT-TEL Review for BIS

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Education Innovation; A Curated Conversation

by London Knowledge Lab

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