Download as PDF, PPTX
![Evaluation of Educational
Research in Estonia (2007-11)
- “Whilst the breadth [of research] is impressive, the
Evaluation Panel recommends a focus on greater
depth in the next few years.”
- International research funding and high impact publications
- “educational research at Tallinn University still
appears rather fragmented … the Evaluation Panel
recommends to promote focus and coherence in
educational research”
- Creation of larger interdisciplinary research teams](https://image.slidesharecdn.com/2016-04-06research-seminar-160407113654/75/2016-04-06-research-seminar-32-2048.jpg)
More Related Content
Similar to 2016-04-06 research seminar
2016-04-06 research seminar
- 1. CEITER – NewLearning Practices and Learning Analytics for Educational Innovation Tobias Ley ERA Chair Professor for Learning Analytics and Educational Innovation 06 April 2016
- 2. New Learning andTeaching Practices – how to measure and support them Some theory and some Examples New Learning Practices
- 3. “We are allCEITER” CEITER as a Research Platform
- 4. New Learning andTeaching Practices – how to measure and support them Some theory and some Examples New Learning Practices
- 5. Estonian Lifelong Learning Strategy -“A change in the approach to learning” - learning how to learn - learning how to solve problems - collaborative learning - creativity - entrepreneurship - “Improving the Access to a Digital Infrastructure for Learning” - Contributing to a Digital Turn in Education
- 6. What are theseNew Teaching and Learning Practices? Collaborative, creative, problem-based learning 4Why? - Meaningful and social activity in formal education - Societal problems require innovation and creativity - Faster reaction and appropriation of innovation - Jobs change quickly, it is not enough to learn once and then built on it a liftetime 4Why not? - There is no “one-size fits all” pedagogy
- 7. Example: Vocational Training inthe Construction Industry Trainers Collaborate on Creating Learning Resources Embedding Learning into Workplaces Apprentices contribute to Learning ResourcesExtending Learning to the Companies
- 8.
- 9. New Teaching andLearning Practices Behaviors, attitudes, personal theories ... ... all part of it, but it is more complex - the object of activity - tool-mediated - embedded in a culture - Tight coupling with our social and material environment serving an object of activity Opportunities Constraints Activity Tool Object Subject Fessl, Pata et al. (2016)
- 10. Tools have anintentionality Villemard, 1910: À l' École, Bibliotèque national de France http://expositions.bnf.fr/utopie/grand/3_95b1.htm
- 11. Shared Tools andArtefacts - Individual: Cognition - How our cognition and learning is mediated by use of tools and artefacts - Team: Collaborative learning - How a shared artefact becomes the object of activity - Organisation - How shared artefacts become means for organisational learning and change
- 12. Why digital toolsand artefacts? - Malleable representation, circulating reference (Latour), inscription of meaning (Verbert), reification (Wenger) - Tracing of practices and activities, leaving digital traces - Opens up collaboration across time and space - Opens up possibilities of change
- 13. What are theconsequences for research and practice? - Measuring practices & Learning Analytics - Considering holistic activities and activity systems - Tools that mediate activity, artefacts created in collaborative activity - Getting closer to “real-world” practices (classroom and out of classroom) - Looking at history and development over time - Instigating Change & Educational Innovation - co-design and organizational change
- 14. Let’s have alook at the Innovation Process School Teacher Learning Environment Student Learning Policy School Teacher Learning Environment Student Learning
- 15.
- 16. Institutional Change and Innovation New Learning Environments Teachersand Trainers: Facilitators of Learning Learner Interaction and Cognition LearningAnalytics Digital Turn Teachers as Change Agents Problem-based, collaborative, creative Digtal Learning Ecosys Smart School Teacher Inquiry into student learning Modelling technology- mediated Social Learning and Creativity Distributed Cognition Designing learning environments for educational innovation DataInfrastructure Theory-drivenAlgorithmsandVisualization Realizing new learning environments for problem-based, collaborative, creative learning Realizing opportunities for data-driven research and evidence-based education Educational Innovation: Levels of Intervention
- 17. Examples - Institutional Changeand Innovation - Co-Designing New Practices: Learnmix, Creative Classroom, Scenarios & LePlanner - Measuring: Digital Mirror in Estonian Schools - New Learning Environments - Patterns of game use in school - Tools for collaborative learning and knowledge building - Mobile technology for learning outside the classroom - Teachers - Professional learning in Learning Layers - Learning Analytics - Tracing learning in artefact actor networks - Individual and social cognition - Coupling of individual and collective knowledge
- 18.
- 19. Learnmix: Practices ofUsing Textbooks in Schools - Rapid Ethnography - 5 schools, 16 lessons, grades 4-12 - Questions - Digital artefacts and their use in the classroom - Pedagogical scenarios, knowledge building - Findings - Digital artefacts merely replace traditional tools (like blackboard) - No innovative knowledge building scenarios
- 20. Learnmix: Practices ofUsing Textbooks in Schools - Outcome - taxonomy for co-authorship levels of artifacts (consume, annotate, manipulate, submit, expand, remix, create) - develop innovative 5 learning scenarios, in which learner is given a role of being an active digital artefact creator/designer
- 21. Creative Classroom: Co-designing newpractices Electronic Course Planning Environment LePlanner (leplanner.net)
- 22. Digital Mirror - Evaluating -Digital infrastructure; - Pedagogical innovation - Systemic change management and leadership
- 23. New Learning Environments, Toolsand Practices Energy saving simulator http://www.tlu.ee/~raxsade/ecohouse/ Games and Practices of Using Games in Schools Mobile tools for out of classroom learning Collaborative Environments for knowledge building http://avastusrada.ee https://confer.zone/
- 24. How Healthcare professionals takeup innovation Two practice staff visit a NHS training on a new guideline for dementia Staff collect materials from training and further research for their revalidation Other staff ask questions about the guideline Material and questions evolve into a local implementation plan for the practice Other regional practices and the CSU join the effort to learn about implementation problems and practices Implementation Plan Guideline X3-PVQX3-PJC X3-POZ Dementia
- 25. Tracing activities withan artefact-actor network ...
- 26. ... and feedingit back to learners and teachers
- 27. How is learninghappening in these environments? - Focus in the Cognitive Sciences has long been on the mind as an autonomous information processor - How can cognition be modeled as being coupled with our social and material environment?
- 28. Coupling of individualand collective learning Personal pattern Epistemic Distributed CognitionCollective Distributed Cognition Individual Sensemaking and Pattern formation Enculturation of patterns Stabilization of Cultural pattern Individual stabilization to form personal pattern Aggregation to form Cultural Pattern Artefact- mediated Feedback
- 29. Coupling of individualand collective learning Personal pattern Epistemic Distributed CognitionCollective Distributed Cognition Individual Sensemaking and Pattern formation Enculturation of patterns Stabilization of Cultural pattern Encoding texts Interpreting meaning Verbalizing tags Semantic Stabilization in the use of tags and their meaning Recommendation of most popular tags Individual stabilization to form personal pattern Aggregation to form Cultural Pattern Interaction in social tagging environment Aggregation of tags in the Social Bookmarking System Artefact- mediated Feedback
- 30. How is learninghappening in these environments? - Empirical studies in field experiments in the classroom and multiagent simulations - Individual learning tightly coupled to social processes of meaning making - Processes of convergence and divergence - How available and actionable is the knowledge that is acquired? - Creation of agents who autonomously learn individual learning history and make recommendations
- 31. “We are allCEITER” CEITER as a Research Platform
- 32. Evaluation of Educational Researchin Estonia (2007-11) - “Whilst the breadth [of research] is impressive, the Evaluation Panel recommends a focus on greater depth in the next few years.” - International research funding and high impact publications - “educational research at Tallinn University still appears rather fragmented … the Evaluation Panel recommends to promote focus and coherence in educational research” - Creation of larger interdisciplinary research teams
- 33. Institutional Change and Innovation New Learning Environments Teachersand Trainers: Facilitators of Learning Learner Interaction and Cognition LearningAnalytics Digital Turn Teachers as Change Agents Problem-based, collaborative, creative Digtal Learning Ecosys Smart School Teacher Inquiry into student learning Modelling technology- mediated Social Learning and Creativity Distributed Cognition Designing learning environments for educational innovation DataInfrastructure Theory-drivenAlgorithmsandVisualization CINNOS HIK Digital Turn Realizing new learning environments for problem-based, collaborative, creative learning Realizing opportunities for data-driven research and evidence-based education Educational Living Lab SHEILA LAYERS HTK Educational Cloud HIK DLE for Learning LAYERS SocialSemantic Server& Dashboard Know-Center Institutionaland PolicyImplica- tionsforLA Educational Innovation: Levels of Intervention LAYERS IUT EDU HIK Austrian SF IUT PSY ... Teacher Cont’d Professional Education Planning Tools, e-Textbooks Teacher Professionalisation SocialSemantic Server& Dashboard Classroom Orchestration Creative Cognition in the Web Teachers as Change Agents Whole school innovation & assessment Teacher Training Cognitive Development CEITER Center of Excellence
- 34. CEITER is building ResearchInfrastructure - Goals - increase your chances of research funding - increase your chances to get good Ph.D. Students - increase your chances to get a higher visibility - How to achieve those goals - More systematic approach and capacity to apply for research funding and conduct projects - Improve Ph.D. training and funding for doctoral schools - Aligning and synergizing research at the University - Smart investment into infrastructure and labs - Build strategic partnerships with stakeholders in Estonia and abroad
- 35. Some concrete steps -Ph.D. Preschool at the School of Educational Science and the School of Digital Technologies - Building up training for applying for and running H2020 projects targeted at researchers (not administrators) - A vision for CEITER after 2020
- 36.
- 37. Estonian Competence Center forEducational Innovation Com- petence Center Applied R&D Teacher Training School & Policy Develop- ment HTK HIK IUT H2020 H2020 EAS Uni Tartu Ministry EAS Companies Uni Tallinn …
- 38. To realize thevision - Identify Stakeholders - Identify Funding - Propose Structure
- 39. Wrapping up - Learningand teaching is happening in activity systems where individuals are tightly coupled with their social and material environment - Educational Innovation is a systemic process that spans several levels of analysis - Digital technology brings an opportunity - to trace new learning practices - to instigate innovation in education - We are all CEITER
- 40. Tobias Ley ERA ChairProfessor for Learning Analytics and Educational Innovation Tallinn University, Estonia tley@tlu.ee skype tobias_ley Twitter @tobold http://tobiasley.wordpress.com