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ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?


Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30

Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann

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  1. 1.             Joint  ELIG  Pearson  Online  Educa  Berlin  Learnshop     How  to  Guide  Innovation  in  a  Changing  Education  Ecosystem   Friday  6th  December  2013  -­‐  11:45  -­‐  13:30       This   interactive   Learnshop   aims   critically   to   reflect   how   to   innovate   in   a   profoundly   changing   education   ecosystem.   What   are   the   opportunities   for   innovation   within   emerging   lifelong  and  life-­‐wide  multi-­‐stakeholder  and  multi-­‐sided  ecosystems?   The  subsequent  case  information  will  form  the  base  within  the  Learnshop  to  examine  the   case   through   the   lens   of   a   rigorous   and   structured   framework,   the   Pearson   Efficacy   Framework,   as   a   tool   to   engender   learning-­‐focused   behaviours   when   assessing   and   evaluating  prospective  innovations.     Facilitators     Andreas  Meiszner   European  Learning  Industry  Group  (ELIG),  The  Netherlands   Elmar  Husmann   European  Learning  Industry  Group  (ELIG),  Germany   Kelwyn  Looi   Analyst,  Office  of  the  Chief  Education  Advisor,  Pearson,  UK   Vaithegi  Vasanthakumar   Associate,  Office  of  the  Chief  Education  Advisor,  Pearson,  UK   Fadi  Khalek   Adam  Black     Contacts:     Kelwyn  Looi       VP-­‐Higher  Ed  &  Voc  Learning  Solutions,  Pearson  Education  EMA   Chief  Learning  Technologies  Office,  Pearson  ELT;   SVP  Efficacy  and  Global  Scale  of  English  Products,  Pearson  English,  UK       (                       Andreas  Meiszner                          (  
  2. 2.   HoTEL  OEB  Case  Study  Template     General  Information   Name  of  Case  :   Case  Website:   Contact  information   Name  &  Surname:   Institution  or  Company:   Email:   Stage  of  Development:     INNOQUAL  –  Creation  of  an  Open-­‐Review  Journal   Anne  Christin-­‐Tannhauser   EFQUEL     Prototype     Case  Information   1.  Background  &  introduction     EFQUEL  has  launched  the  concept  of  a  ‘Journal  for  Innovation  and  Quality  in  e-­‐Learning’.  It  is  intended   to  be  an  open  access,  open  peer-­‐reviewed  journal  which  provides  an  international  perspective  on  the   theory  and  practice  of  innovation  and  quality  in  the  field  of  learning  at  all  educational  levels  and  in  all   training   contexts.   It   focuses   on   the   relation   between   innovation   and   quality   in   education   and   seeks   contributions   which   discuss   how   technology   can   contribute   to   innovate   and   enhance   the   quality   of   learning.   INNOQUAL  aims  to   • give insight into the scientific discourse • prompt important practical recommendations for learners and practitioners • promote new approaches in the field of innovation and quality development for learning; • an create an innovation forum for future oriented quality development of learning The  journal  encourages  two  kinds  of  submissions   • First rate research articles by academics • Case studies and reflective articles by practitioners           2.  Conception  and  progress  to  date     How  did  the  case  come  about,  what  progress  has  it  made  to  date,  and  what  are  plans  for  the  future?     The  journal  has  been  launched,  two  editions  have  been  produced,  and  it  wishes  to  continue  producing   two  editions  a  year  for  the  foreseeable  future.         3.  Outcomes  &  value  proposition   What  are  the  intended  outcomes  &  value  proposition  of  the  case  with  regards  to  enhancing  learning  and   education?   WRT  learning  &  education,  we  hope  to:   a. Contribute to the topic of innovation and quality in e-learning, by making available high-level scholarly works in the field b. Discover the best way to operate an open review process, so that (a) the review is as participatory as possible, bringing in divergent views from experts in different fields, while at the same time (b) maintaining a reputation for quality as double-blind review.   HoTEL      |      page     1  
  3. 3. Evaluation  Questionnaire  HoTEL  events           4.  Measures  of  achievements  and  success     What  are  the  intended  (or  already  implemented)  measures  of  achievements  and  success  through  the  case   life  cycle?  This  could  include  the  data  that  you  will  collect,  examples  of  research  activity  etc.     Our  measures  of  success  (indicators  not  benchmarks)  are:   -­‐ Journal readership -­‐ Impact Factor -­‐ Number of reviewers participating in review process -­‐ Depth and extent of comments during open review -­‐ Ancillary income from journal-related activities     5.  Impact     What   is   the   envisioned   impact   of   the   case,   in   particular   on   the   wider   education   community   and   the   changing  education  ecosystem?     The  case  will  validate  two  approaches,  namely:     a. A successful application of open-review principles for an academic journal b. A business case for a fully free and open-access journal   If  these  are  successful,  then  it  will  contribute  successful,  replicable  case-­‐studies  to  the  wider  education   community,  which  could  be  used  to  further  the  open  access  movement.             2 page          |      HoTEL    
  4. 4.   HoTEL  OEB  Case  Study  Template     Context   The   HOTEL   (Holistic   Approach   to   Technology   Enhanced   Learning)   project   originates   from   the   observation  that  most  of  the  TEL  research  so  far  has  concentrated  mainly  on  the  development  of  ad  hoc   technologies  for  learning,  failing  to  capture  both  the  potential  adoption  of  emerging  technologies  not   originally   designed   for   learning   in   education   and   training   environments   and   the   innovative   use   that   is   made  of  technologies  in  non-­‐formal  and  informal  ways  of  learning  and  the  extent  to  which  this  could  be   transferred  /  adapted  to  formal  learning  environments.     This   is   believed   by   the   Consortium   to   provide   a   misleading   and   fragmented   picture   of   the   extent   to   which   new   forms   of   using   technologies   (already   mainstreamed   and/or   successfully   piloted   and/or   emerging)   support   learning.   Innovative   practices   in   the   use   of   technologies   for   learning   (especially   in   non-­‐formal   and   informal   learning   environments)   are   often   not   sufficiently   considered   by   research   whereas   bottom-­‐up   innovation   is   playing   an   increasingly   important   role   in   the   field   of   TEL,   which   might   lead   to   new   theories   for   learning.   On   the   other   hand,   there   is   a   need   to   verify   the   impact   of   existing   learning   theories   on   TEL   practices   to   determine   whether   this   has   led   /   is   leading   to   innovation.   Furthermore,  the  lack  of  a  holistic  approach  in  TEL  as  described  above  puts  at  risk  the  effectiveness  and   mainstreaming   of   new   ways   of   using   ICT   for   learning   purposes:   too   often   the   timespan   between   the   identification  of  technologies  that  have  a  potential  for  learning,  the  theoretical  analysis  of  pedagogical   implications,   the   piloting   of   such   technologies   and   their   adoption   (first   at   small   scale   and   then   mainstreamed)   is   so   long   that   the   technology   itself   becomes   out-­‐dated   compared   to   the   changing   environment  and  learning  needs.     Pearson’s   Efficacy   Framework   would   be   tested   as   a   [e.g.   stand-­‐alone]   means   to   support   the   different   stakeholders  to  innovate  in  TEL  /  education.  ELIG  and  Pearson  have  been  working  together  to  design  a   learnshop  that  would  foster  the  hands-­‐on  experience  of  using  the  efficacy  framework  with  test  cases  of   technological  innovations  in  order  to  examine:     i. Whether  new  innovations  necessarily  support  learning  enhancement     ii. The  impact  of  existing  learning  theories  on  TEL  practices  to  determine  whether  this  has  led  /  is   leading  to  innovation       Objectives  of  the  Learnshop     1. For  attendees  the  learnshop  would  provide  the  opportunity:   a. To  acquaint  themselves  with  the  efficacy  framework  as  a  tool  to  engender  learning-­‐ focused  behaviours  when  assessing  and  evaluating  prospective  innovations     b. To  be  involved  at  the  input  phase  of  the  project,  allowing  for  feedback  provided  on   evaluating  the  efficacy  framework  as  a  support  model  to  be  incorporated  into  future   iterative  decisions  of  the  holistic  model   c. To  examine  their  own  ‘case’  (or  a  sample  case)  through  the  lens  of  a  rigorous  and   structured  framework,  providing  the  participant  key  takeaways  at  both  the  transversal   and  individual  case  level   HoTEL      |      page     3