Learning in a Connected World


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An overview of changing education in a connected world

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  • These questions will be considered in relation to current and future student learning experiences.
  • http://www.youtube.com/watch?v=MGMsT4qNA-c
  • Figure 1 – Learn Most: Blended learning environment preference is universal across C-classes. Non North-American countries have the highest rate (82%) for preferring blended learning environmentsAA institution students have highest rate (12%) for preferring completely online coursesOnline Components: 82% of students at DR Public institutions tell us they take blended courses; the highest for any C-class.-Online Only:Highest for AA-institution students (39%); lowest for DR Priv (8%Can = 22%; non-North Am = 12%
  • Tech has a democratizing effectBy providing access to info on demandThe effect can be harnessed when “access to info” is streamlined THEORETICALLY creating a scenario where students have more time to “use the info”75% say tech helps them achieve their ac outcomes, 75% say it preps them for future ed plans, 63% say it prepares them for the workforceWinning tech trifecta:Laptops – to producePrinters – review and submitThumb drives – to transport and share
  • Forsythe, R., Chacon, F. J., Spicer, D. Z., Valbuena, A, 2012, Two Case Studies of Learner Analytics in the University System of Marylandhttp://www.educause.edu/ero/article/two-case-studies-learner-analytics-university-system-maryland
  • From Everhart, D. presentation http://learnsmart.prod.customer.mcgraw-hill.com/about/take-a-tour/ at Educause, 2012
  • Learning in a Connected World

    1. 1. Dr Barbara NewlandUniversity of Brighton
    2. 2. Students in Higher Education today learn in a connected world What are the implications for online and face-to- face learning? How does this change the role of the academic in teaching? How is their learning and education changing in this digital world?
    3. 3.  How many of you have a smart phone ie it does more than phone calls and texting? With person next to you list ways in which you use your phone
    4. 4.  Telephones are everywhere In 1972, less than half of households had a telephone- 42% . Now nearly all households have either a landline or mobile phone In 2000, 58% households contained at least one person with a mobile phone. Today 86% do. http://www.bbc.co.uk/news/magazine- 21698533
    5. 5.  Text-based communications are surpassing traditional phone calls or meeting face to face as the most frequent ways of keeping in touch for UK adults Tablet ownership has jumped from 2% to 11% in 12 months, while one in ten UK adults now has an e- reader UK households now own on average three different types of internet-enabled device such as a laptop, smartphone or internet-enabled games console with 15% owning six or more devices.
    6. 6.  What year will an 18 year student just about to start university have been born? When did you have your first mobile phone? When did you have access to the Internet from home?
    7. 7.  Studies both in UK and abroad show that students: ◦ expect Blended Learning to be part of their education ◦ still want F2F teaching ◦ want a flexible learning environment with access any time, any where (ECAR 2012; JISC, 2007; JISC 2009, JISC, 2011, NUS, 2010)
    8. 8.  One Year or Less ◦ Mobile Apps ◦ Tablet Computing Two to Three Years ◦ Game-based Learning ◦ Learning Analytics Four to Five Years ◦ Gesture-based Computing ◦ Internet of Things
    9. 9.  People expect to be able to work, learn and study whenever and wherever they want to The technologies we use are increasingly cloud-based and our notions of IT support are decentralized The world of work is increasingly collaborative, driving changes in the way student projects are structured The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators Education paradigms are shifting to include online learning, hybrid learning and collaborative models There is a new emphasis in the classroom on more challenge-based and active learning.
    10. 10.  High-resolution screens allow users of tablets, such as the iPad, to easily share content, images and videos on the screen As people tend to use tablets to supplement and not replace smartphones they are viewed as less disruptive tools
    11. 11.  ―Tablet ownership among college students and college-bound high school seniors has more than tripled from a year ago. Further, a large number of students plan to purchase a tablet within the next six months. College students and high school seniors believe that tablets are just as valuable for educational purposes as they are for personal entertainment. Students agree that tablets will transform the way college students learn in the future. More students are reading digital books, and a majority of college students now prefer to read digital books than print.‖ (Pearson, 2012)
    12. 12. Always-connected Internet devices usingimbedded sensors, cameras and locationawarenessHigher education institutions are now designingapps tailored to educational and research needsacross the curriculum.
    13. 13.  Productivity ◦ Allow users to create something Interactivity ◦ User engagement but do not create new materials Reference ◦ Provide information
    14. 14. Face to Online Blended Face
    15. 15. And Online- Only CourseExperiences Are Up
    16. 16. Importance of various devices to academic success
    17. 17. 1. Continue to support blended-learning environments and reward innovation of scalable (successful) blended-learning practices.2. Don’t underestimate the importance of technology to students, and consider their ratings of the effective use of technology by their instructors as a key indicator for their general experience with technology at the institution.3. Look to emerging or established leaders (other institutions, other countries, other industries) for strategies to deliver institutional and curricular content to tablets and smartphones.4. Develop a plan to learn about your students’ technology profile, experiences, and interests.11. Don’t assume all students know how to use the technology they own and employ as academic tools.
    18. 18.  How does this change the role of the academic in teaching? What are the implications for traditional lectures when students have instant access to information?
    19. 19.  Lecture and self-study elements of a course are reversed F2F time used more interactively ◦ PollEverywhere using phones ◦ Collaborative presentations using tablets Potential to focus on increasing understanding rather than covering material
    20. 20. Here’s a question for debate in a Business context class. Everyone gets their say and can see what others think but it’s anonymous. This kind of question I use as But what if students don’t want to a starter for class pay to text or tweet? discussion Even better. I start by asking who in class has free texts on contract/package. Then everyone clusters in groups around those phones, and they discuss how to vote. I get interaction before as well as during and after the vote.Sue GreenerBrightonBusiness School
    21. 21. http://www.bbc.co.uk/news/business-18191589
    22. 22.  Education institutions will cease to be exclusive agents of coordination, service provision, quality assurance, performance assessment, or support Content, teaching and accreditation will become disaggregated Different forms of accreditation should be developed to recognise informal know-how and practice-based competences.
    23. 23.  ―refers to the interpretation of a wide range of data produced by and gathered on behalf of students in order to assess academic progress, predict future performance, and spot potential issues.‖ (Horizon, 2012) ―applies the model of analytics to the specific goal of improving learning outcomes.‖ (ELI, 2011)
    24. 24. Student use of learninganalytics tools can enablethem to view their levels ofactivity, attendance, progressand grades in comparisonwith other studentsAcademics can look at the Institutions candata to decide when to look for patternsintervene to enable better across theoutcomes both for institution andretention and achievement. within Schools or degree programmes
    25. 25. Forsythe, Ret al
    26. 26. BlackboardYour courses and activity inside of Blackboard.Courses Youre Taking Students with a 3.0 or better have, on average,Course Rank Activity ? activity in this range.ENGL 393 8 DetailsIS 302 18 DetailsIS 410 2 DetailsIS 450 45 DetailsCourses Youre Teaching This represents your courses activity relative toCourse Rank Activity ? others in your discipline.ECON 102 8 / 14 DetailsECON 103 18 / 23 Details
    27. 27.  Multi-institutional project - 16 institutions, over 1,000,000 student and 6,000,000 course level records Similar models were used in each institution System is predictive ie it sends an alert to an academic counselor that a student might not attend the following week so the counselor can contact the student.
    28. 28.  ―data can point learners to personalized learning pathways tailored to their needs, aspirations, abilities, and timelines.‖ ―data is actually most useful to inform thinking, questioning, planning, and next steps.‖ ―Technology makes education more personal, not less. Systems dont replace people; they empower people—both advisors and students—to make better decisions.‖(Oblinger, D. 2013)
    29. 29. ―analytics should be a torch and not a hammer― Clay Shirky
    30. 30.  From the things people chose to "like" on Facebook, researchers at Cambridge University used algorithms to predict religion, politics, race and sexual orientation. The researchers warned that the digital profiles people are creating also threaten privacy. http://www.bbc.co.uk/news/technology-21699305
    31. 31.  Augmented reality gadgets Camera-equipped headset suspends a small screen in front of an owner and pipes information to that display. The camera and other functions are voice controlled Glass can be used to take pictures and record video, as well as share content directly via email or social networks Advantages but also risk to privacyhttp://www.bbc.co.uk/go/em/fr/-/news/technology- 21937145http://www.youtube.com/watch?v=v1uyQZNg2vE&feature=pla yer_embedded#
    32. 32. Learning and Role of academicteaching in HE is is changingchanging Lectures are becoming more Blended interactive Learning is increasing Learning analytics are changing education
    33. 33.  BBC, 2012, Top US universities put their reputations online, http://www.bbc.co.uk/news/business- 18191589 Department for Business Information and Skills, 2011, Higher Education: Students at the Heart of the System, http://bis.gov.uk/assets/biscore/higher-education/docs/h/11-944-higher-education- students-at-heart-of-system.pdf ECAR National Study of Undergraduate Students and Information Technology, 2012 Report (2012) http://www.educause.edu/ecar Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms HEFCE (2010). Study of UK Online Learning http://www.hefce.ac.uk/pubs/rdreports/2010/rd17_10/ Horizon Report, 2012, http://www.educause.edu/library/resources/2012-horizon-report JISC, 2007, Student Expectations Study. Available from http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf JISC, 2009, Higher Education in a Web 2.0 World Available from: http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf JISC (2010) Managing Students Expectations of University. http://www.jisc.ac.uk/publications/reports/2010/managingexpectations.aspx
    34. 34.  Kosinskia,M, Stillwella, D, Graepelb, T, 2013, Private traits and attributes are predictable from digital records of human behavior, Proceedings of the National Academy of Sciences of the USA, http://www.pnas.org/content/early/2013/03/06/1218772110.full.pdf+html NUS, 2010, Student perspectives on technology - demand, perceptions and training needs NUS (2011). Technology in Higher Education Charter http://www.nusconnect.org.uk/news/article/6010/2489/ Oblinger, D. G. and J. L. Oblinger, Eds. (2005). Educating the Net Generation Oblinger, D, 2012, Analytics: What Were Hearing http://www.educause.edu/ero/article/analytics- what-were-hearing Oblinger, D. (2013)Analytics: Changing the Conversation, EDUCAUSE Review, vol. 48, no. 1 (January/February 2013 )Jan 28, 13 Ofcom (2012) Communications Market Report http://stakeholders.ofcom.org.uk/market-data- research/market-data/communications-market-reports/cmr12/uk/ Online Learning Task Force (2011). Collaborate to Compete: Seizing the opportunity for online learning for UK higher education. http://www.hefce.ac.uk/pubs/hefce/2011/11_01/ Predictive Analytics Framework (PAR) http://wcet.wiche.edu/advance/par-framework SOLAR – Society for Learning Analytics Research http://www.solaresearch.org/ Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., Hoogveld B. ; Editors: Redecker, C. & Punie, Y., 2011, The Future of Learning: Preparing for Change, JRC Scientific & Technical Report. http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html
    35. 35. Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PHb.a.newland@brighton.ac.ukwww.brighton.ac.uk/clt/www.slideshare.net/barbaranewlandhttp://barbaranewland.wordpress.com/