1. A vision for the future of Technology
Enhanced Learning: key trends and
implications
11th March 2019
University College Dublin
GrĂĄinne Conole, Dublin City University
6. Outline
â The Irish e-learning landscape
â EENEE report
â Theoretical lens
â Todayâs digital society
â Affordances
â Opportunities
â Top ten trends
â Open practices
â Pedagogy
â Continuing Professional Development
â Learning Design and Analytics
â Beware of the rhetoric
â Reflections
https://bit.ly/2H4tpqL
7. The Irish e-learning landscape
â Policy perspectives
â Continuing Professional Development
â Learner agency and the learner voice
â Tools and methodologies
â MOOCs in Ireland
â Learning Design
â Learning Management Systems
â E-Portfolios
â Assessment
â Futures
â Open Education
â Emergent digital literacies
â New technologies
8. EENEE report
âEducation outcomes enhanced
by the use of digital
technologies: what are the
conditions for success?
â How does digital technologies
enhanced teaching and learning?
â What are the enablers for
successful digital technology
use?
â What are the implications for
policy and transformative
curriculum reforms?
With Mark Brown and Miroslav Beblavy
9. Outline of the report
⢠Foregrounding literature
⢠Theoretical lens
⢠Changing nature of the digital society
⢠Affordances of digital technology
⢠Effective pedagogy for innovation
⢠Continuous Professional Learning
⢠Barriers
⢠Principles and recommendations
⢠Final reflections
10. OECD 2015
â ICT has revolutionised virtually
every aspect of our life and work
â Students unable to navigate
through a complex digital
landscape will no longer be able
to participate fully in the
economic, social and cultural life
around them
â Challenges: information overload,
plagiarism, online risks
â Students need to become critical
consumers of Internet services
and electronic media and make
informed choices
11. âStudy of 41 classrooms
âQuestions whether digital
technology has
transformed teaching and
learning
âMore incremental change
and cross-pollination than
top-down policy mandates
12. Theoretical lens
â Potential to enhanced and
transform
â Quality and effectiveness of
pedagogy and outcomes
depends on teachers
â New technologies arising all
the time
â Limited change or progress
â Traditional modes of
instruction and assessment
dominate
â Many factors mediate success
13. Todayâs digital society
â Todayâs digital society is complex and
dynamic
â Changing nature of work
â 65% of jobs of the future donât exist now
â From knowledge recall to critical thinkingâŚ
â Millennial generation
â Different needs and expectations
â IWWIWWIWI
â Development of academic literacy skills
â Adaptive and lifelong learners
â Mixed of formal and OER/MOOCs
â New forms of accreditation
â Changing role of teachers and learners
http://e4innovation.com/?p=995
14.
15. Affordances of digital technologies
âPhases:
â Cultural
â Symbolic
â Communication
â Ntworked
â Cyber-infrastructure
âAffordances
â Differ according to the
technology, context and use
â Internet most disruptive
technology of last 50 years
https://bit.ly/2O4lngx
16. Opportunities
⢠Technologies can:
⢠Enable more interaction &
communication
⢠Help with retention
⢠Be engaging & motivational
⢠Extend the classroom
⢠Provide timely and targeted feedback
⢠Personalise the learning experience
⢠BUT: technology is not a single entity; no
single all-encompassing answer can be
provided to the question of impact on
educational outcomes
19. Top ten trends
â Place an important part of identity
â Connect parents/learners
â Permeable boundaries
â Shift in ownership
â Learners map their pathway
â Abundance of data and AI
â Changing nature of work
â Rethink success
â Impact on health and wellbeing
â Connect the past to the present http://www.core-ed.org/research-and-innovation/ten-trends/
20. Open practices
â Opening up education
â Facets
â OER
â MOOCs
â E-textbooks
â Use of open practices
complex, personalised
and contextual (Cronin)
â Continuum of openness
and access (Olcott)
https://bit.ly/2gchbww
21. Impact
â Learners
â OER (Wileyâs 5 Rs)
â MOOCs (learning at scale)
â E-textbooks (flexible & cost effective)
â Teachers
â New approaches to design
â MOOCs for CPD
â Researchers
â Data-intensive collaborative research
â Social media
â Open scholarship
https://bit.ly/2VBvFch
22. Future of open learning: challenges
â Lack of digital literacies
â Teaching the poor sister
â New forms of
accreditation
â Senior management
buy-in
â Appropriate CPD
â Unbundling of education
http://e4innovation.com/?p=938
23. Digital learning ecology
âClassroom expanded and
evolved as virtual place
sits alongside physical
âA variety of different
complementary learning
opportunities
âFurther evidence of
blurring of boundaries
Brown, 2015
24. Effective pedagogy for innovation
Teaching-centred Learning-centred
Learning of facts and declarative knowledge
Memorising information
Teacher is central
A focus on passing exams
Drilling of right questions and routines
Learning to pass exams
Focus on information presentation to passive
learning
Technology as a media channel
Learning from resources and technology
Learning of conceptual knowledge
Working with information
Activity is central to learning
Applying knowledge, theoretical thinking and
demonstrating generic skills
Problem-solving, design, project work and
inquiries
Learning how to learn
Focus on how learning occurs within an activity
Technology as intellectual partner in learning
Learning with resources and technology
Churchill (2017)
Sfard (1998): acquisition vs. participation
25.
26.
27. The parameters of effective design
Effective instruction depends on
understanding of the complex interplay
among learnersâ prior knowledge,
experiences, motivations, interests, and
language and cognitive skills; educatorsâ
own experiences and cultural influences;
and the cultural, social, cognitive, and
emotional characteristics of the learning
environment
(National Academy of Sciences, 2018)
28. Brown 2008
A pedagogical compass
â UNESCO Pillars of learning
â Learning to be
â Learning to do
â Learning to know
â Learning to live together
â âPedagogical compassâ needs to
swing between all four
â Needle is not always pointing towards
more traditional âlearning by listeningâ
â Also the compass should not be stuck
in any particular direction, as effective
pedagogy requires a variety or
combination of approaches
29. Constraints and conflicts
⢠First order: constraints & limitations
external to teachers
⢠Funding and resource
⢠Infrastructure
⢠Access and time
⢠Leadership
⢠Second order: conflicts & tensions
internal to teachers
⢠Teacher confidence
⢠Teacher beliefs and attitudes
⢠Resistance to change
⢠Reluctance to adopt new technologies https://bit.ly/2XRAUXo
30. Continuing Professional Learning
â Central role of the teacher
â Continuing Professional Learning
â Enable teachers to develop
innovative learning interventions
â Make effective use of digital
technologies
â Formats
â Specialised and tailored workshops
â Peer support and mentoring
â Examples of good practice
â Share and discuss practice
â Resources, OER and MOOCs
https://bit.ly/2UkM1G1
31. Empower staff to create, discover and engage in meaningful
personal and professional development
(National Forum, 2016)
Orna Farrell
32. Problem
Learning Design
New approaches to design that are
pedagogically based and make
effective use of technologies
Learning Analytics
Analysis of VLE data to better
understand how learners are learning
and to improve learning and teaching
Solution
Teachers
Lack the digital literacies needed to harness
potential of digital technologies
Learners
Lack academic digital literacies and need to
develop strategies for learning
34. What is learning design? (1)
Guidance
https://www.flickr.com/photos/anonymouscollective/1899303123
35. What is learning design? (2)
https://www.flickr.com/photos/frawemedia/5187769740
36. What is learning design? (3)
https://www.flickr.com/photos/10075621@N06/3810402230
Sharing
37. Learning Design Frameworks
âFrameworks for guiding the use of
technology/media/materials
â SAMR, SECTIONS, COACT
âWorkshop approaches aimed
mainly at promoting general good
practice. i.e. social constructivist
assumptions
â 7Cs, 8LEM, ABC
âApproaches based on specific
theory of learner engagement
â ICAP
Conole, Forthcoming
38. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
https://bit.ly/2mOnqgt
42. Learning Analytics
Summative (teachers)
â See what learners are
doing
â Identify learners who are
struggling
â Find concepts that learners
find difficult
â Provide targeted support
Formative (learners)
â See patterns of their learning
â Receive advice on better
learning strategies
â Compare learning against
classmates
â Set/review learning goals
http://bit.ly/2ukJRwb
43. Beware of the rhetoric
â65% of future jobs donât exists â
debunked
â Overly positivist accounts, not taking
account of the nuances
â Lack of credibility, not build on
empirical evidence
âMillennial generation â discredited
âUncritical adoption of popular
teaching and learning âcatchismsâ
â claims and counterclaims
44. Reflections
â Digital learning ecology is complex
â More research needed to understand the
complexity
â Influence of affordances
â Understand affordances & how they support
pedagogy
â No single metaphor for 21st Century
learning
â Support for learning needs to match learner
needs and the context of learning
â Assessment needs to support deep
learning
â Needs to be purposeful & support active,
authentic and meaningful learning
45. Reflections
âTeachersâ mindsets mediate
technology implementation
â Targeted and authentic CPL
âImpact of leadership and
institutional cultures
â Need to align with factors for
successful update of digital
technologies
âRefocus and change mindsets
â From education in change to
education for change
46. Change as a constant
Change isnât just one
thing, just one time, just
one big revelation.
Change occurs in stages,
and phases, which each
add depth, colour,
character, and create a
multidimensional,
multifaceted you