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Global Edtech Think That. Learntech Accelerator Horizon project. BETTSHOW2019. 25.1.2019, London.

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  1. 1. PREDICTING FUTURE OF EDTECH 2030 Dr. Jari Laru, University Lecturer. Research Unit for Educational Technology, Faculty of Education. Global Edtech Think That. Learntech Accelerator Horizon project. BETTSHOW2019. London, 25.1.2019
  2. 2. Future of work? 2070* * Children who start in primary school this year will be in working life until 2070
  3. 3. Pjotos: Pixabay & Wikipedia
  4. 4. Frey, C. B., & Osborne, M. A. (2013). The future of employment: How susceptible are jobs to computerisation? Oxford, UK: Oxford Martin School. Available at Labour market and computerisation (AI)
  5. 5. Neelen & Kirchner (2017). A THREE STAGE PLAN TO PREPARE OUR YOUTH FOR JOBS THAT DON’T EXIST (YET). However, what is truly ‘21st century’ is the enormous increase in information (and information resources) and the challenge around the question whether or not the information is reliable. Therefore, Kirschner argues, the only skills that are truly ‘21st century’ are: • Information literacy: also known as information problem-solving skills including searching for, identifying, evaluating (the quality and reliability of information sources), and effectively using the information that has been obtained; and • Information management: the ability to capture, curate, and share information. How to prepare our Youth for jobs that don’t exist yet?
  6. 6. What are the basic educational goals? ”Quality education may be the single most powerful tool available available for increasing educational growth, enhancing competetiviness, and promoting inclusion” (Luschei, 2014) Luschei, T. F. (2014). Assessing the costs and benefits of educational technology. In Handbook of research on educational communications and technology (pp. 239-248). Springer, New York, NY. ”stable”
  7. 7. Basic educational goals (Spector, 2013) A. Developing responsible citizens (citizens who will understand, appreciate, and engage actively in civic and political life, with moral and civic virtues) B. Developing life-long learners (fostering life-long learning by nurturing the individual’s unique talents to be competent and responsible citizens throughout their lives) C. Developing basic knowledge and literacy (so that individuals can actively participate in and contribute to society) D. Developing critical thinking and problem-solving skills (examining ideas and thoughts before accepting them, developing criteria with which to evaluate and judge ideas, combining creative thinking and critical thinking,and reaching a resolution). Spector, J. M. (2013). Emerging educational technologies and research directions. Journal of Educational Technology & Society, 16(2).
  8. 8. ”..these (basic) goals [last slide] and associated educational mission can be found in one form or another in most developed and developing countries around world..” (pp.84 ,Navidad, Mayes, Choi & Spector, 2015) Natividad, G., Mayes, R., & Spector, J. M. (2015). Balancing stable educational goals with changing educational technologies: challenges and opportunities. e- mentor, 1, 83-94.
  9. 9. Tech experts Pedagogy experts Pitkänen, K., Iwata, M., & Laru, J. (2019). Supporting Fab Lab facilitators and school teachers to foster learning in digital fabrication activities. Manuscript submitted for publication.
  10. 10. Near term future (present) Not-so—distant future (research and R&D) Distant Future Technology Enhanced Learning Technology Enhanced & Augmented Learning Processes No idea  Today ”Tomorrow” ”No ETA, surprise” Structure of the rest of the presentation: A-B-C
  11. 11. A. NEAR-TERM FUTURE (”Present”) Already available, but not taken into use yet
  12. 12. Current tech level: programming, robotics, STEAM, making etc. (physical computing)
  13. 13. Current tech level: Course management & assesment (Learning management)
  14. 14. Current tech level: Personal learning/teaching environments with social media Personal Learning Environment: Janson Hews: ”A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts.”
  15. 15. Current tech level: Inclusive learning tools
  16. 16. Current tech level: interactive content creation, authoring
  17. 17. Current tech level: VR/AR content creation & authoring
  18. 18. When-we-speak-about-Web-Services-integration_fig2_267949991 González, C., & Motz, R. (2011). Advantages of using Web Services as Learning Objects. International Journal of Computer Application: Proceedings on Design and Evaluation of Digital Content for Education (DEDCE) Eds. Foundation of Computer Science, 1. Current tech level: standards & integration within/between ecosystems
  19. 19. B. NOT-SO-DISTANT FUTURE (”tomorrow) Prototypes available, researchers have visions, ideas, projects etc.
  20. 20. RESEARCH TRENDS / PROJECTS (outline for following slides)
  21. 21. To adress 21st centyry challenges and opportunities, Woolf (2010) suggests.. ● User modeling ● Mobile and network tools ● Rich interfaces and environments, including gamification and intelligent systems ● Educational data mining ● Personalizing education ● Assessing student learning ● Diminishing boundaries ● Developing altenative teaching strategies ● Enhancing the role of stakeholders ● Adressing policy changes Technology should be used for:New designs that include: Woolf B.P., A roadmap for education technology, National Science Foundation, Washington, DC, 2010, https://hal. Technology is not answer, unless it can be used for ?
  22. 22. PHYSICAL COMPUTING 2.0 ? Energy harvesting, self powered devices which integrate to various learning contexts
  23. 23. ADAPTIVE LEARNING MATERIALS & Environments
  24. 24. Smart Learning Environment [metatutor] Adaptive learning materials: early steps Chew, S. W., Cheng, I. L., & Chen, N. S. (2018). Exploring challenges faced by different stakeholders while implementing educational technology in classrooms through expert interviews. Journal of Computers in Education, 5(2), 175-197. Metatutor Environment (left side:) Azevedo, R., Harley, J., Trevors, G., Duffy, M., Feyzi- Behnagh, R., Bouchet, F., & Landis, R. (2013). Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems. In International handbook of metacognition and learning technologies, Springer New York, p. 431 ..towards developing ”smart learning environment” • That monitors learners’ learning process and their progress, • adapting to their learning patterns and needs, • suggesting and feeding learners with relevant information what they need in different forms that suits each learner’s learning preference and style Future: Automated real-time adaptive learning environment?
  25. 25. Smart Learning Environment [GSTUDY] Future perspectives See also: Malmberg, J., Järvenoja, H., & Järvelä, S. (2010). Tracing elementary school students’ study tactic use in gStudy by examining a strategic and self-regulated learning. Computers in Human Behavior, 26(5), 1034-1042.
  26. 26. MULTIMODAL DATA & NEW METHODS Where is learning on learning analytics? Methdological challenge at the moment, not in tomorrow
  27. 27. -keynote_lak_2017-final_optimized.pdf 101 hours of video, 266 216 000 data points of physiological data, 236 000 EdX log events… Collaboration with LA, data-mining and signal processing experts => Methodological development (LA) => Data vizualisation SLAM PROJECT Future perspectives
  29. 29. Azevedo, R., & Taub, M. (in preparation). The challenge of measuring processes and outcomes during learning from multiple representations with advanced learning technologies. In P. Kendeou, P. Van Meter, A. List, & D. Lombardi (Eds.), Handbook of learning from multiple representations and perspectives. Cambridge, MA: Cambridge University Press. Azevedo, R., Bouchet, F., Harley, J. M., Feyzi- Behnagh, R., Trevors, G., Duffy, M., ... & Mudrick, N. (2011). MetaTutor: An Intelligent Multi-Agent Tutoring System Designed to Detect, Track, Model Foster Self-Regulated Learning. In Proceedings of the Fourth Workshop on Self-Regulated Learning in Educational Technologies. Pedagogical (or didactical) agents ”It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person.” ( gogical_agent)
  30. 30. Educational robots Future perspectives Educational robot is not just a tool used in the class, but more general learning companion • Ability to have fully context aware whereby it would be to feed learner’s preference (Mishra, 2015) • Ability to understand and attain learning patterns and characteristics of the learners • Would be able to react to the learner’s input • Robot would grow together with child, learning the child’s living style and learning habits
  31. 31. B. DISTANT FUTURE (No ETA, surprise) We have no idea about it.
  32. 32. Next generation hardware and software: tool for living (so easy, intuitive and supportive)
  33. 33. NOW: Technology enhanced learning SOON: (future) Technology enhanced/augmented learning processes
  34. 34. Thank You!