Technology and the Grand Challenge for Future Learning


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Workshop at the annual conference of the British Institute for Learning and Development

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  • Technology and the Grand Challenge for Future Learning

    1. 1. Technology and the Grand Challenge for Future LearningPeter Scott, Fridolin Wild<br />
    2. 2. WHO ARE WE?<br />
    3. 3. We are a group of people who are preparing the next break through in technology enhanced learning<br />foto: ESA<br />
    4. 4. SO WHAT?<br />
    5. 5. 5 Million EUR from the European Union, 6.4 Million EUR in total.<br />Well, we got substantial funding from the European Commission to (re-)structure the European Research Area in TEL. <br />
    6. 6.
    7. 7. The Open University, Milton Keynes, UK<br />Université Joseph Fourier, Grenoble, France<br />Ludwig-Maximilians-Universität, Munich, Germany<br />University of Bristol, Bristol, UK<br />University of Nottingham, Nottingham, UK<br />Leibniz Universität Hannover, Hannover, Germany<br />Knowledge Media Research Center, Tüebingen, Germany<br />Centre for Social Innovation, Vienna, Austria<br />EcolePolytechniqueFédérale de Lausanne, Lausanne, Switzerland<br />KatholiekeUniversiteit Leuven, Leuven, Belgium<br />ConsiglioNazionaledelleRicerche, IstitutoTecnologieDidattiche, Genova, Italy<br />Open University of the Netherlands, Heerlen, Netherlands<br />Know-Center, Graz, Austria<br />University of Freiburg, Freiburg, Germany<br />ATOS ORIGIN, Barcelona, Spain<br />SCIENTER, Bologna, Italy<br />We are 16 orgs from all over Europe<br />coordinated by<br />
    8. 8. AND LOTS OF FRIENDS :)<br />
    9. 9. In fact, we have been spending two years now making lots of friends.<br />
    10. 10. We call it: CAPACITY BUILDING.<br />
    11. 11. Alpine Rendez-Vous 2011<br />
    12. 12. SHAPING THE FUTURE<br />
    13. 13. WITH GRAND CHALLENGES<br />
    14. 14. Grand Challenges<br />Understandable & significantwith a clearly stated compelling case for contributing to long-term benefits for society <br />Challenging, timely, and achievable with concerted, coordinated efforts <br />Clearly useful in terms of impact and scale, if solved, with long-term benefits for many people and international in scope <br />Measurable and incrementalwith interim milestones that produce useful benefits as they are reached<br />
    15. 15. Which problem?<br />Main activities required?<br />Timeframe?<br />Measurable progress and success indicators?<br />Which capacities/resources needed?<br />foto: flickr/myoldpostcards<br />
    16. 16. Neurosciences, Technology & Learning (ARV’11)<br />Substantially improving motivation and learning of learners by systematically using game-based environments informed by our emerging understanding of the brain’s reward system<br />
    17. 17.
    18. 18. Reduce the drop-out rate in online learning by 10% employing recommender systems for learning’<br />‚Privacy, Data Protection, Surveillance in DataTEL: <br /> The DataTEL research must address issues with respect to data protection (or other relevant) legislation compliance, concerns with respect to individual privacy, as well as problems arising from surveillance (social sorting, cumulative disadvantages)’<br />data TEL (ARV’11)<br />
    19. 19. Exploring the Fitness and Evolvability of Personal Learning Environments (ARV’11)<br />Instant formation of learning networks<br />One tutor per learner<br />
    20. 20. Multiply effectiveness of your workforce<br />With the help of learning analytics that reflects and predicts all skills relevant <br />For having a flexible, adaptive, resilient, open, cooperative mindset<br />Thereby putting a soft skill focus on top of core knowledge<br />STELLAR Meeting of Minds ‘11<br />
    21. 21. Not person-solo<br />Assess person-plus <br />Ros Sutherland, University of Bristol<br />
    22. 22. NOW: HOW CAN YOU ENGAGE?<br />
    23. 23.
    24. 24. A few impressions:<br />Landing page<br />Aggregation from Feeds, Podcasts, Publications, …<br />24<br />
    25. 25. 25<br />What is this site about, video welcome messages<br />generics<br />Dedicated featured groups <br />podcast player<br />featured publications & burst search<br />New users<br />Latest groups <br />specifics<br />Featured activities<br />and blogs<br />The Landing Page<br />
    26. 26. 26<br />Activity<br />River<br />
    27. 27. 27<br />Introduction with link to more detailed information on pages<br />Interface to relevant publications<br />Discussion topics<br />aggregation possible<br />notifications<br />Pages<br />Group’s Blog Postings<br />An Example Group<br />ratings, …<br />Files & Bookmarks<br />
    28. 28. FOR WHAT AGAIN?<br />
    29. 29. TEL Framework: core research areas<br />(from the STELLAR delphi study with 576 global participants)<br />Connecting Learners<br />Computer-supported collaborative learning<br />Reducing the digital divide<br />Emotional and motivational aspects of TEL<br />Workplace learning<br />Connection between formal and informal learning<br />Interoperability<br />Informal learning<br />Improve practices of formal education<br />Contextualized learning<br />Personalization of learning<br />Ubiquitous & mobile<br />technology and learning<br />Orchestrating Learning<br />ContextualizingLearning<br />
    30. 30. A FEW KMi EXAMPLES<br />
    31. 31. An Open University Science book<br />scale and services<br /><br />
    32. 32.
    33. 33. An Open University Music book<br />Lyrics; Score; Listen; Think;Do<br /><br />
    34. 34. For 'signed in students'<br />Private AV for all L1 & L2 in 2011<br />
    35. 35. apps are easy<br />but hard to scale<br />Virtual Microscope with 4 rocks<br />
    36. 36. adding value to an app<br />in-app puchase<br />
    37. 37. live multi-party interaction<br />via Apple GameCentre™<br /><br />
    38. 38. 'in tablet' learning experience<br />what do you dream of that is missing?<br />pedagogy and design for<br />the post pc world?<br />
    39. 39. If TEL research could answer1 question for you …<br />
    40. 40. … in the next 5 years …<br />
    41. 41. what would that question be?<br />
    42. 42. //eof.<br />
    43. 43. 3rd STELLAR Delphi RoundVisionary Statements  5 Areas of Tension<br />Ubiquitous learning opportunities vs. Focused and critical processing of information<br />Digital divide despite technology spread<br />Data tracking for personalized learning vs. Data privacy<br />Approved practices vs. Continuous innovation in the classroom<br />Individual learning paths vs. Standardized learning paths<br />43<br />
    44. 44. Monitoring Web OUtreach<br /> visitors visits pages <br /> 44 556 57 656 292 937<br />