Learning technologies: what works, what next Mike Sharples Learning Sciences Research Institute University of Nottingham [email_address]

Mike Sharples

Learning Sciences Research Institute

University of Nottingham

[email_address]

What works 40 years of learning technology Presentation tools Online learning resources Blended learning Skills training Simulations Formative assessment Classroom response systems Engagement Instructional/learning design Classroom management

Presentation tools

Online learning resources

Blended learning

Skills training

Simulations

Formative assessment

Classroom response systems

Engagement

Instructional/learning design

Classroom management

Software's Benefits On Tests In Doubt Study Says Tools Don't Raise Scores Educational software, a $2 billion-a-year industry that has become the darling of school systems across the country, has no significant impact on student performance, according to a study by the U.S. Department of Education Washington Post, April 5, 2007

Software's Benefits On Tests In Doubt

Study Says Tools Don't Raise Scores

Educational software, a $2 billion-a-year industry that has become the darling of school systems across the country, has no significant impact on student performance, according to a study by the U.S. Department of Education

Washington Post, April 5, 2007

“ Effectiveness Of Reading And Mathematics Software Products: Findings From The First Student Cohort” Mathematica Policy Research, Inc. and SRI International evaluated 16 reading and math products used by 9,424 students in 132 schools Compared students who received the technology with those who did not, as measured by their scores on standardized tests No significant difference for reading or math 1 year study: average intervention was 17 hours Drill and practice packages with little to no immediate student feedback nor student assessment (with exception to the Cognitive Tutor - one of the five packages in the study) Didn’t publish the results from individual products. Teacher training was given by the developers in how to use the software, but not how to use the software effectively for pedagogy or content learning.

Mathematica Policy Research, Inc. and SRI International evaluated 16 reading and math products used by 9,424 students in 132 schools

Compared students who received the technology with those who did not, as measured by their scores on standardized tests

No significant difference for reading or math

1 year study: average intervention was 17 hours

Drill and practice packages with little to no immediate student feedback nor student assessment (with exception to the Cognitive Tutor - one of the five packages in the study)

Didn’t publish the results from individual products.

Teacher training was given by the developers in how to use the software, but not how to use the software effectively for pedagogy or content learning.

Is e-learning effective? “ In considering the results of evaluative research in computer-assisted learning software, one has to avoid confounding the medium with the method. Generally, computer-assisted learning is under pinned by an older, neo-behaviourist theory of learning, one that has been displaced in the classroom by more social constructivist views of learning.” A review of the Literature on Computer-Assisted Learning, particularly Integrated Learning Systems, and Outcomes with respect to Literacy and Numeracy , Parr, 2003

“ In considering the results of evaluative research in computer-assisted learning software, one has to avoid confounding the medium with the method. Generally, computer-assisted learning is under pinned by an older, neo-behaviourist theory of learning, one that has been displaced in the classroom by more social constructivist views of learning.”

A review of the Literature on Computer-Assisted Learning, particularly Integrated Learning Systems, and Outcomes with respect to Literacy and Numeracy , Parr, 2003

Innovation needs to be led by effective methods of teaching and learning, not by new technologies Co-evolution of learning and technology

Innovation needs to be led by effective methods of teaching and learning, not by new technologies

Co-evolution of learning and technology

Methods for successful learning Formative assessment (Wiliam) Small group collaboration and peer learning (Johnson & Johnson; Dillenbourg)

Formative assessment (Wiliam)

Small group collaboration and peer learning (Johnson & Johnson; Dillenbourg)

Mobile Computer Supported Collaborative Learning: EduNova MCSCL developed by Pontificia Universidad Cat ólica de Chile Wireless handheld computers Tested in schools, teacher training, university students Significant differences in learning outcomes Trials in other countries including UK (Wolverhampton)

MCSCL developed by Pontificia Universidad Cat ólica de Chile

Wireless handheld computers

Tested in schools, teacher training, university students

Significant differences in learning outcomes

Trials in other countries including UK (Wolverhampton)

S 2 S 1 S 3 S 2 S 1 S 3 S 2 S 1 S 3 Computer-supported collaboration Mobile computer-supported collaboration Face-to-face collaboration

Computer-supported collaboration

Mobile computer-supported collaboration

Face-to-face collaboration

4 . The teacher can monitor and discuss the individual and group learning activity.

¿ Qué son los ácidos nucleicos? Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias No sé Cadena de monosacáridos unidos por enlaces glucosídicos ¿ Qué son los ácidos nucleicos? Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias No sé Cadena de monosacáridos unidos por enlaces glucosídicos ¿ Qué son los ácidos nucleicos? Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias No sé Cadena de monosacáridos unidos por enlaces glucosídicos ¡¡Pónganse de acuerdo!! OK ¡¡Pónganse de acuerdo!! OK ¡¡Pónganse de acuerdo!! OK

¿ Qué son los ácidos nucleicos? Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias No sé Cadena de monosacáridos unidos por enlaces glucosídicos ¿ Qué son los ácidos nucleicos? Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias No sé Cadena de monosacáridos unidos por enlaces glucosídicos ¿ Qué son los ácidos nucleicos? Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias No sé Cadena de monosacáridos unidos por enlaces glucosídicos ¡¡CORRECTA!! OK ¡¡CORRECTA!! OK ¡¡CORRECTA!! OK

3 C’s of Effective Learning Construction Successful learning is constructive process (Brown & Campione, 1996) that involves seeking solutions to problems and relating new experiences to existing knowledge Conversation Central to learning is conversation, with teachers, with other learners, with ourselves as we question our concepts, and with the world as we carry out experiments and explorations and interpret the results (Pask, 1976) Control Learning is most successful when we are in control, carrying out an active and continuing cycle of experimentation and reflection (Kolb, 1984)

Construction

Successful learning is constructive process (Brown & Campione, 1996) that involves seeking solutions to problems and relating new experiences to existing knowledge

Conversation

Central to learning is conversation, with teachers, with other learners, with ourselves as we question our concepts, and with the world as we carry out experiments and explorations and interpret the results (Pask, 1976)

Control

Learning is most successful when we are in control, carrying out an active and continuing cycle of experimentation and reflection (Kolb, 1984)

PI: Personal Inquiry Support for inquiry science learning between formal and informal settings, KS3 School for introducing and framing issues, and planning inquiries Outside, home and science centres for semi-structured investigations Construction Students design the methods of inquiry Conversation In classroom, at home, with peers, with experts Control ‘ Scripted’ inquiry learning (dynamic lesson plans supported by mobile devices)

Support for inquiry science learning between formal and informal settings, KS3

School for introducing and framing issues, and planning inquiries

Outside, home and science centres for semi-structured investigations

Construction

Students design the methods of inquiry

Conversation

In classroom, at home, with peers, with experts

Control

‘ Scripted’ inquiry learning (dynamic lesson plans supported by mobile devices)

What next? 1960s Teaching machines 1970s Computer-assisted learning 1980s Microcomputers in education 1990s VLEs and RLOs 2000s Web 2.0 Programmed learning Intelligent tutoring systems Logo and constructionism Networked learning Web 2.0

1960s Teaching machines

1970s Computer-assisted learning

1980s Microcomputers in education

1990s VLEs and RLOs

2000s Web 2.0

Programmed learning

Intelligent tutoring systems

Logo and constructionism

Networked learning

Web 2.0

Web 2.0 Is not A new Virtual Learning Environment Giving lessons on how to blog Podcasting lectures Students cheating in exams by sharing answers Is A term invented by Tim O’Reilly The Web as a software platform Social networked interaction Innovation by pulling together features from distributed, independent developers (“mashups”) The power of community Construction , conversation , and control by web users

Is not

A new Virtual Learning Environment

Giving lessons on how to blog

Podcasting lectures

Students cheating in exams by sharing answers

Is

A term invented by Tim O’Reilly

The Web as a software platform

Social networked interaction

Innovation by pulling together features from distributed, independent developers (“mashups”)

The power of community

Construction , conversation , and control by web users

Web 2.0 for learning TITLE: Ralph Barthel Creating, sharing, mixing narrative video YouTube video content Mojiti video annotation Multiple paths – new scenes, new tellings Social networked construction of multiple-path video

Creating, sharing, mixing narrative video

YouTube video content

Mojiti video annotation

Multiple paths – new scenes, new tellings

Social networked construction of multiple-path video

Issues Tension between learning outside and within formal education Ownership who owns the technology, the content, the learning? Privacy in an always-connected world Assessment of learning beyond the classroom

Tension between learning outside and within formal education

Ownership

who owns the technology, the content, the learning?

Privacy

in an always-connected world

Assessment

of learning beyond the classroom

How to separate home and school? Home invasion of school Disruptive devices Mobile phones, cameras, games consoles Disruptive activities Texting, photoing, videoing, web browsing School invasion of home Parental access to the school intranet Assessment of non-school learning Pervasive monitoring of children’s activity

Home invasion of school

Disruptive devices

Mobile phones, cameras, games consoles

Disruptive activities

Texting, photoing, videoing, web browsing

School invasion of home

Parental access to the school intranet

Assessment of non-school learning

Pervasive monitoring of children’s activity

Mobiles to monitor children Parents could soon keep a much closer eye on what children are up on their way to and from school thanks to a mobile monitoring system. Guardian Angel is a product which allows parents to map out the exact route a child takes to school. It will send text alerts to their mobile phone if the child deviates too far from that route or takes too long getting there. BBC News website 23 rd March 2003 Ambient Mobile Assessment utilises a new mobile services architecture to deliver interactive “smart” messaging automatically to send assessment questions and receive multiple choice responses via email or SMS which can then be auto-responded to with feedback, suggestions for further learning, or reinforcing targeted questions with full reporting capability. www.ambientperformance.com

Mobiles to monitor children

Parents could soon keep a much closer eye on what children are up on their way to and from school thanks to a mobile monitoring system. Guardian Angel is a product which allows parents to map out the exact route a child takes to school. It will send text alerts to their mobile phone if the child deviates too far from that route or takes too long getting there.

BBC News website 23 rd March 2003

Ambient Mobile Assessment

utilises a new mobile services architecture to deliver interactive “smart” messaging automatically to send assessment questions and receive multiple choice responses via email or SMS which can then be auto-responded to with feedback, suggestions for further learning, or reinforcing targeted questions with full reporting capability. www.ambientperformance.com

What next? Context Location-aware guides, language learning, science inquiry, environmental simulations Location-based social networks, sharing impressions and experiences in context Wide-area educational gaming Lifelong learning support Technology-enabled learning spaces E.g. buildings that teach about energy conservation Web 3.0 Ambient intelligence

Context

Location-aware guides, language learning, science inquiry, environmental simulations

Location-based social networks, sharing impressions and experiences in context

Wide-area educational gaming

Lifelong learning support

Technology-enabled learning spaces

E.g. buildings that teach about energy conservation

Web 3.0

Ambient intelligence