The document discusses the evolution of educational paradigms in the 21st century, emphasizing the shift from traditional teaching methods to more interactive and transformational approaches, particularly through the use of technology like augmented reality and gamification. It highlights the need for education to foster critical thinking, creativity, collaboration, and communication in students, while encouraging educators to be discerning about the technologies they adopt. Ultimately, it calls for a reimagining of educational practices to better prepare students for future challenges.

1. Augmenting the reality of education for
the 21st century
Richard Lewington
ROME - APRIL 13/14 2018

2. todaysmeet.com/CodemotionRomeRL
Twitter: PlainConceptsEN

3. Question
•Think back to
when you were at
school:
•Who was your
favourite teacher
and why?

4. “He/She was my favourite teacher
because…
• …their classes were not boring.”
• …they made learning fun.”
• …they made the lesson interesting.”
• …they were empathic towards their students, it
wasn’t just a job to them. They actually cared.”
• …they told great stories which inspired me.”
• …they made me think rather than just
‘teach’ by telling.”
• …they had a sense of humour and made
me laugh.”
• …they were a little crazy!”
• …they taught me how the world worked.”
• …they were attractive!”

5. APPROACHES TO LEARNING
•TRANSMISSION
•TRANSACTION
•TRANSFORMATION
“An implicitly and explicitly intentional set of interactions
designed to facilitate learning and development and to impose
meaning on experience.” - Miller and Seller (1990)

6. TRANSMISSION
• The teacher is the teller; knowledge is imparted; emphasis is
on the aquisition of facts and knowledge.

7. TRANSACTION
• The teacher is the coach, guiding the student to develop reproducable
and transferable skills.

8. TRANSFORMATION
• The teacher is a guide, supporting students’ structured efforts
to make meaning and understand new learning; the support
that the teacher provides is often referrered to as scaffolding.

9. THE 3 Ts
Transmission
(Patriarchal)
Transaction
(Scientific/Rational)
Transformation
(Democratic)
VIEW OF STUDENTS
Pessimistic. Students minds are a
blank slate, their knowledge is not
of value.
Neutral /optimistic. Students are
seen as rational and capable of
intelligent problem solving.
Optimistic. Students are engaged in
an important process - undergoing
personal change.
ROLE OF THE
TEACHER
Teach via rote learning. To assess
and collect data are main jobs.
Social reproduction is the goal.
Curriculum strategies that facilitate
problem-solving. (Cognitive process
orientation).
The inner child must be allowed to
develop with minimal interference.
PHILOSOPHICAL
IDEA
Reality is a set of separate, isolated
building blocks.
Logical positivism.
Progressive. Democratic citizen-
based orientation.
Existentialism.
PURPOSE OF
EDUCATION
(Sociological View)
To transmit facts, skills, values and
social mores Education serves a
necessary, conservative aspect of
inculcating youth.
To create an intelligent populace.
Intelligence can be used to improve
the social environment.
To create a set of experiential
opportunities for each and every
student to reach his or her true
potential.

10. THEN Vs. NOW
How technology in
schools has changed
over the last 100
years

11. 2018 AND BEYOND…
AUGMENTED REALITY

12. HOLO ANATOMY

14. AR Vs. OTHER
LEARNING MEDIUMS
THE WOW FACTOR Vs.
LEARNING AQUISITION

15. “What can we learn from the past decade of
edtech?”
– www.innovatemyschool.com (8th Feb 2018)
• “Ever since the development of IT-based educational technologies back in the
1970s, we have been promised the dream of technology that will transform
teaching and learning, and yet almost 50 years later we are still teaching
using the same paradigms and pedagogic models. In essence, we are the only
sector of society that has not undergone a 21st century transformation.
Reflect on the way you shop, communicate with family and friends, bank, and
interact with government - now do the same with the way pupils are taught
and you will see what I mean.”
- Professor Steve Molyneux, CEO Tablet Academy

16. SO, WHAT CAN I DO ABOUT IT??

17. “Be a skeptic when looking at new
tech. Is it truly good for kids?
Does it allow them to do something
they couldn’t do before?
- Steven W. Anderson
www.web20classroom.org

18. GAMIFICATION Vs.
GAME BASED LEARNING
• GAMIFICATION = Turn the world into a
playable and meaningful game in order
to achieve specific objectives.
• GAME-BASED LEARNING (GBL) = Apply
concepts to interpreting the meaning of
existing game worlds. Or, reframe the
game worlds as a "playground" for
experimentation and analysis of
concepts.

19. JAMES PAUL GEE’S 16 PRINCIPLES FOR
GOOD GAME BASED LEARNING
IDENTITY: Players build a sense of identity throughout the video game, either through direct input or an
on-screen character they inherit.
INTERACTION: Communication occurs between the player and the game.
PRODUCTION: Gamers help produce the story through some form of interaction, such as solving a puzzle
or completing a level.
RISK TAKING: Failing in a game holds few consequences in comparison to real life, empowering players to
take risks.
CUSTOMIZED: Games usually offer a level of customization so that users can play — and succeed — at
their competency level.
AGENCY: Players have control over the gaming environment.
WELL-ORDERED PROBLEMS: The gaming environment contains problems that naturally lead into one
another, allowing a player’s mastery to grow and evolve.
CHALLENGE AND CONSIDERATION: Games offer a problem that challenges students’ assumed expertise.

20. JAMES PAUL GEE’S 16 PRINCIPLES FOR
GOOD GAME BASED LEARNING
JUST IN TIME OR ON DEMAND: Players receive information as they need it, not before, which teaches
them patience and perseverance and improves critical-thinking abilities
SITUATED MEANINGS: Students learn new vocabulary words by experiencing them within game
situations.
PLEASANTLY FRUSTRATING: The game should frustrate the student enough to challenge them but be
easy enough that they believe and can overcome the problem(s) faced.
SYSTEM THINKING: Games make players think in a bigger picture, not just individual actions taken,
helping them see how the pieces fit or can be fitted together.
EXPLORE, THINK LATERALLY, RETHINK GOALS: Games force players to expand their situational knowledge
and consider courses of action other than linear ones.
SMART TOOLS AND DISTRIBUTED KNOWLEDGE: In-game tools help students understand the world.
Through using them, they gain confidence to share their knowledge with others.
CROSS-FUNCTIONAL TEAMS: In multiplayer environments, players have different skills, forcing them to
rely on each other—a needed soft skill for students.
PERFORMANCE BEFORE COMPETENCE: Competency occurs through taking action in the game, reversing
the typical model in which students are required to learn before being allowed to act.

21. “Education is not the learning of
facts, but the training of the mind
to think.”
- Albert Einstein

22. 21ST CENTURY SKILLS – 4CS
COMMUNICATION
• Effective Listening
• Delivering Oral Presentations
• Communicate using Digital Media
• Engaging in Conversations &
Discussions
• Communicating in Diverse
Environments
COLLABORATION
• Leadership & Initiative
• Cooperation
• Flexibility
• Responsibility & Productivity
• Collaborate using Digital Media
• Responsiveness & Constructive
Feedback
CREATIVITY
• Idea Generation
• Idea Design & Refinement
• Openness & Courage to Explore
• Work Creatively with Others
• Creative Production & Innovation
CRITICAL THINKING
• Information & Discovery
• Interpretation & Analysis
• Reasoning
• Constructing Arguements
• Problem Solving
• Systems Thinking

24. The EdTech market is growing
exponentially
Since 2005, EdTech startups have raised investments of $10B
By 2018, the EdTech sector will be a $60B market

25. Why make an EdTech product?
20,00
education
apps on
the Apple
appstore
700,000+ educational
app downloads at an
average cost of $4.99
per download

26. What can I use?
$35 - $125 per month FREE

27. • Holographic app development uses Visual Studio
2015 Update 2 with the Windows 10 SDK (version
1511 or later).
• Create your HoloLens app tutorial
https://geeks.ms/waveengineteam/2016/07/22/tut
orial-create-your-app-with-hololens
• Don’t have a HoloLens? You can install the
HoloLens emulator from Windows Dev Centre to
build holographic apps without a HoloLens.
• WaveEngine has a set of components which allows
you to create a Stereo Camera regardless of the VR
technology used (Oculus, Google
Cardboard, HoloLens etc.) which are opensource
(github.com/WaveEngine/Extensions/tree/master/
WaveEngine.Hololens).

29. COMPILE ONLY ONCE. DEPLOY ANYWHERE.
www.waveengine.net

30. SUMMARY
• Does the application “transform” the
user? – Will they undergo a personal
change?
• Will the user’s learning develop through
self discovery and with minimal
interference?
Incorporate 21st century skills and GBL
into your design thinking:
 The 4 Cs - Does the application make the
user Critically think, Collaborate,
Communicate, Create?
 Do I really need to invest heavily in an
expensive development engine? Or will a
free alternative like Wave Engine suit my
needs?
 Does the user have the opportunity to play?
Is the application fun and engaging?

31. “If we teach today as we taught
yesterday, we rob our children of
tomorrow.”
- John Dewey

32. RICHARD LEWINGTON
(CELTA, Dip.TEFL, Microsoft MIE)
English Speaking Examiner & Exam
Invigilator – University of Cambridge
(Assessment English)
Business Development Manager – Plain
Concepts
rlewington@plainconcepts.com
www.linkedin.com/in/richardlewington
Twitter: PlainConceptsEN
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