Hacking Education Prof. dr. Frederik
Questier Vrije Universiteit Brussel Unicef Innovation Lab Kosovo 7th of September 2012

This presentation can be found
at http://questier.com http://www.slideshare.net/Frederik_Questier

My background

Vrije Universiteit Brussel

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Hacking Education What's in a
title? ➢ Hacking solving a problem in an extraordinary, innovative way ➢ Education means through which the knowledge and habits of a group of people sustain from one generation to the next 7

why ?
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How can we educate our
students for the unknown future? 9

The best way to predict
the future is to invent it. (Alan Kay, 1971) 10

innovation? Politics Education Science 1km/h
10km/h 100km/h 11

“Schools we have today were
designed around commonsense assumptions that had never been scientifically tested” R. Keith Sawyer 12

Information Society ?
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Knowledge Society
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information scarcity → information abundance
! Total information is now doubling every year ! 15

Surveys How much of the
knowledge you need for your job is in your own head? >75% | 75-50% | 50-25% | 25-10% 16

Surveys How much of the
knowledge you need for your job is in your own head? 1986 75% → 2010 10% 17

The longer one studies, the
more one comes to realize how much one does not know 18

% tested genius in Divergent
Thinking (used to generate creative ideas by exploring many possible solutions) Source: Breakpoint and Beyond by George Land and Beth Jaman 19

Evolution of organizations Source: Jessica
Lipnack and Jeffrey Stamps, Virtual Teams http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf 20

Network society
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Demand for new skills? ➢
Social skills ➢ communicating, networking, teamwork ➢ international, intercultural ➢ Creativity ➢ Entrepeneurship ➢ Information technology skills ➢ Handle information overload ➢ ... ➢ ➢ Learning to learn → Life Long Learning! 23

Knowledge -> Skills -> Competences
Competences are the ability to use ➢ knowledge ➢ skills ➢ attitudes in new, complex, authentic situations 24

“Staff are digital immigrants, students
are digital natives” (Prensky) ? 25

Discrepancy? What are students used
to? What is their classroom experience? control no control action passive instant feedback little, late feedback rich media poor media always online offline social interactions working together = cheating 26

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Why change the way we
teach and learn? We have new scientific knowledge about teaching and learning 29

how ?
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Evolution in learning theories Behaviourism
Learning = change of behaviour Stimulus → response Learner is passive receiver of knowledge Mind = black box Cognitivism Focuses on how the brain works Metacognition, learning strategies Motivation Constructivism Knowledge is actively constructed by the learner New knowledge is linked to prior knowledge Learners discover themselves facts and relationships Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation Constructionism Constructing an artifact or something that can be shared leads to better learning Connectivism Learning is a process of connecting nodes or information sources Knowledge and learning may reside in non-human appliances Try to see connections between fields, ideas, and concepts Know-what & Know-how → Know-where 31

Educational innovation? Traditional learning New
Learning teacher oriented student oriented (passive) knowledge transfer (active) knowledge construction; interaction focus on knowledge focus on competences individual learning collaborative learning focus on course contents also focus on learning process (learning to learn, reflection) teacher = expert teacher = coach teacher directs also self-directed learning selective education adaptive education students focus on good scores attention for (intrinsic) motivation surface learning deep (natural) learning 32

Educational innovation? Traditional learning New
Learning abstract, school-like examples & tasks authentic contexts evaluation by teacher self/co/peer-assessment, ... summative evaluation + formative evaluation (learning from mistakes and feedback) linear curriculum flexible curriculum independent courses and disciplines connexion, integration, interdisciplinarity supply oriented demand oriented uniform education differentiated education (adapted to e.g. learning styles) classroom flexible learning environment (also online & virtual) course materials powerful learning environments formal learning + informal learning behaviorism and cognitivism Social constructivism (and connectivism) 33

How can we improve teaching
and learning with ICT? Don't apply traditional teaching methods in new technologies! Substitution? (dropping your coursebook online) Transformation! 34

Seek the synergy! Theories about
learning and technologies have evolved towards very similar concepts 35

Model Jonassen for (constructive) learning
environments → Technologies can support the intentional construction, in a collaborative way, of complex contextualized artifacts and the conversation and reflection about it 36

One Laptop Per Child
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Open educational resources (OER) digitised
materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research

Believing that OER can widen
access to quality education, particularly when shared by many countries and higher education institutions, UNESCO champions OER as a means of promoting access, equity and quality in the spirit of the Universal Declaration of Human Rights.

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Learning Analytics Gephi export, learning
interactions, R. Carlos, F. Questier 70

We all can learn from
Learning Analytics! ➢ The Learning Analytics Cycle, by Doug Clow, http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/ 71

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Is this ICT supported learning
paradigm shift possible without teacher learning/training?

Research studies show that how
much and how effectively teachers integrate ICT in their teaching process depends mainly on their educational vision (not age, gender, ...) 75

Copyright acknowledgements ➢ Screenshot http://www.chamilo.org/
➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ Question! CC-by by Stefan Baudy ➢ http://users4.jabry.com/vortex/misc/DivergentThinking.gif ➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png ➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech ➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/ ➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/

DARE
TO SHARE
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Active/Manipulative - Collaborative - Complex
- Constructive - Contextualized - Conversational - Intentional - Reflective Questions? Thank you! Pyetje? Faleminderit! See also http://questier.com 78