The document discusses innovative approaches to education, emphasizing the need to adapt teaching methods to prepare students for an unknown future. It highlights the shift from traditional knowledge transfer to a focus on competencies and collaborative, contextualized learning in the digital age. Additionally, it stresses the importance of integrating technology in teaching while recognizing the role of educators in facilitating this transformation.

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

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

3. My background

4. Vrije Universiteit Brussel

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7. 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
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8. why ?
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9. How can we educate
our students for
the unknown future?
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10. The best way
to predict the future
is to invent it.
(Alan Kay, 1971)
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11. innovation?
Politics Education Science
1km/h 10km/h 100km/h
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12. “Schools we have today
were designed around commonsense assumptions
that had never been scientifically tested”
R. Keith Sawyer
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13. Information Society ?
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14. Knowledge Society
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15. information scarcity → information abundance !
Total information is now doubling every year ! 15

16. Surveys
How much of the knowledge
you need for your job
is in your own head?
>75% | 75-50% | 50-25% | 25-10%
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17. Surveys
How much of the knowledge
you need for your job
is in your own head?
1986 75% → 2010 10%
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18. The longer one studies,
the more one comes to realize
how much one does not know 18

19. % 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
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20. Evolution of organizations
Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams
http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf
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21. Network society
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23. 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!
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24. Knowledge -> Skills ->
Competences
Competences
are the ability to use
➢ knowledge
➢ skills
➢ attitudes
in new, complex, authentic situations
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25. “Staff are digital immigrants,
students are digital natives”
(Prensky)
?
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26. 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
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29. Why change the way
we teach and learn?
We have new scientific knowledge
about teaching and learning
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30. how ?
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31. 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
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32. 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
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33. 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)
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34. How can we improve
teaching and learning with ICT?
Don't apply traditional teaching methods
in new technologies!
Substitution?
(dropping your coursebook online)
Transformation!
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35. Seek the synergy!
Theories about learning
and technologies
have evolved
towards very similar concepts
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36. 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
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37. One Laptop Per Child
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50. 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

51. 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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70. Learning Analytics
Gephi export,
learning interactions,
R. Carlos, F. Questier
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71. 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/
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74. Is this ICT supported
learning paradigm shift
possible without
teacher learning/training?

75. 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, ...)
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76. 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/

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