Becta Research Conference Sept. 2007
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Becta Research Conference Sept. 2007

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Becta Research Conference Sept. 2007 Becta Research Conference Sept. 2007 Presentation Transcript

  • Learning technologies: what works, what next
    • 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
    • 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.
  • 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
    • 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)
  • 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)
  • 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
  • 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)
  • 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)
  • 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
  • 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
  • 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
  • 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
  • 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
    • 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