What is required to make meaningful and transformative learning using digital technologies? Peer learning, sense making, adaptivity and personalisation.

1. Digital Learning in Higher Education:
From Efficiency to Empowerment
Ido Roll
Faculty of Education in Science and Technology

2. ”If I had asked people
what they wanted,
they would have said
faster horses.”
2

3. 3
Pressey, 1930; Randall, 1931

4. Pressey, 1930; Randall, 1931
4
2016

5. 5
2013
1923

6. 6
From Efficiency to Empowerment
Goal:
Recall, repetition -> Sense-making, ingenuity
Unit:
Individual -> Peers
Role:
Worker (or material?) -> Contributor
Adaptivity:
One size fits all => Personalisation at scale

7. 7
Sid Fels
Dongwook Yoon
Sam Dodson

8. 8
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9. 9
Goal:
Recall, repetition -> Sense-making, ingenuity
Unit:
Individual -> Peers
Role:
Worker (or material?) -> Contributor
Adaptivity:
One size fits all => Personalisation at scale

10. 10(Potter, England, Charbonneau, MacLean, Newall, & Roll, 2017)

11. 11(Potter, England, Charbonneau, MacLean, Newall, & Roll, 2017)

12. 12(Potter, England, Charbonneau, MacLean, Newall, & Roll, 2017)
We can again spot disciplinary differences in these results that are further brought to light
gh student comments. English students saw the most benefit in transferring skills to a similar
ment. This perception may be related to the previously noted finding that many English students
stood well what larger skill they were working on (clearly articulated in the focus groups as “getting
ce writing thesis statements”).
Physics and Math students saw the most benefit in evaluating their own specific answer, possibly
n in part by being able to see other students’ solutions (a less common occurrence in these types of

13. 13(Potter, England, Charbonneau, MacLean, Newall, & Roll, 2017)
Goal:
Recall, repetition -> Sense-making, ingenuity
Unit:
Individual -> Peers
Role:
Worker (or material?) -> Contributor
Adaptivity:
One size fits all => Personalisation at scale

14. 14Sarah Perez
Deb Butler
Kathy Perkins

15. 15
• Can we identify productive patterns of
engagement?

16. 16
Test a circuit w/
many resistors
Test a circuit w/
2 resistors
Test a circuit w/
1 resistor
Pause
Construct
(Fratamico, Karan, Conati, & Roll, 2017; Perez, Massey-Allard, & Roll, 2017)

17. 17
Patterns of Inquiry
Productive
learners
P T2 P C
C T2 P T2 P
P T2 P
T2 P T2 P C
C P T2
● T2 appears often,
followed by a pause
● ...and iterate
Unproductive
learners
P C Tm C Tm C
C P C T2 C
P C P C Tm C
Tm C P C
T2 C T2 C
● Tm appears a lot.
● Pauses only before and after
Construct.
unproductive
learners
(Low-Low)
productive
learners
(Low-High)

18. 18
Thank you.