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New learning paradigms and technologies
This presentation discusses new learning paradigms and technologies. It begins by noting that the future is unpredictable and students today may not realize how much their professional lives will change. It then discusses trends like the technological singularity, increasing connectivity through devices and the internet of things, and how information abundance has replaced scarcity. The presentation advocates preparing students for this unknown future by focusing on skills like social skills, creativity, and lifelong learning rather than only transmitting knowledge. It also promotes active, collaborative, and constructionist approaches to learning over passive absorption of knowledge.
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New learning paradigms and technologies
- 1. New Learning Paradigms andTechnologies Prof. dr. Frederik Questier - Vrije Universiteit Brussel Jimma University, Ethiopia, June 2015
- 2. This presentation canbe found at http://questier.com http://www.slideshare.net/Frederik_Questier
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- 7. 9 Co-founder, former Research& Innovation Director of Chamilo
- 8. 10 E-learning workshop I. NewLearning Paradigms and Technologies III. E-learning experiences from Jimma University IV. Institutional Strategies for E-learning V. E-learning priorities and activities for Jimma University as discussed and voted by the participants
- 9. 11 How can weeducate our students for the unknown future?
- 10. 12 I ask mystudents: What is the biggest change you expect in your (professional) life? Most of them are clueless...
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- 12. 14 The only constantin life is change
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- 14. 16 The best way topredict the future is to invent it. (Alan Kay, 1971)
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- 19. 21 Network society Motivate yourstudents to participate in existing authentic (online) networks!
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- 21. 23 Evolution of theinternet? Web 2.0: Social Web 3.0: Semantic Mobile and Ubiquitous Darknet: anonymous & encrypted Internet of things Global brain – intelligence
- 22. 24 information scarcity →information abundance ! Total information is now doubling every year !
- 23. 25 Surveys How much ofthe knowledge you need for your job is already in your head? >75% | 75-50% | 50-25% | <25%
- 24. 26 Surveys How much ofthe knowledge you need for your job is already in your head? 1986 75% → 2010 10%
- 25. 27 The longer onestudies, the more one comes to realize how much one does not know
- 26. 28 % tested geniusin Divergent Thinking (used to generate creative ideas by exploring many possible solutions) Source: Breakpoint and Beyond by George Land and Beth Jaman
- 27. 29 “Schools we havetoday were designed around commonsense assumptions that had never been scientifically tested” R. Keith Sawyer
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- 29. 31 innovation? Politics Education Science 1km/h10km/h 100km/h
- 30. 32 Resistance Teachers teach asthey are taught...
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- 32. 34 Dilemma of schools: theskills that are easiest to teach and test are also the ones that are easiest to digitize, automate and outsource (Levy and Murnane)
- 33. 35 Demand for newskills? ➢ Social skills ➢ communicating, networking, teamwork ➢ international, intercultural ➢ Creativity ➢ Entrepeneurship ➢ Information technology skills ➢ Handle information overload ➢ ... ➢ ➢ Learning to learn → Life Long Learning!
- 34. 36 Knowledge → Skills→ Competences Competences are the ability to use ➢ knowledge ➢ skills ➢ attitudes in new, complex, authentic situations
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- 36. 38 “ The digitalnative and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection… the profound changes taking place need to be situated in diversity rather than dichotomy ” Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial.
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- 38. 40 Discrepancy? What are studentsused to? What is their classroom experience? control no control action passive instant feedback little, late feedback rich media poor media always online offline social interactions working together = cheating
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- 42. 44 Why change theway we teach and learn? We have new scientific knowledge about teaching and learning
- 43. 45 Evolution in learningtheories Behaviourism Learning = change of behaviour Stimulus → response Learner is passive receiver of knowledge Mind = black box Cognitivism Focuses on how the brain works Metacognition, learning strategies Motivation Constructivism Knowledge is actively constructed by the learner New knowledge is linked to prior knowledge Learners discover themselves facts and relationships Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation Constructionism Constructing an artifact or something that can be shared leads to better learning Connectivism Learning is a process of connecting nodes or information sources Knowledge and learning may reside in non-human appliances Try to see connections between fields, ideas, and concepts Know-what & Know-how → Know-where
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- 45. 47 Educational innovation? Traditional teachingModern teaching teacher oriented student oriented (passive) knowledge transfer (active) knowledge construction; interaction focus on knowledge focus on competences individual learning collaborative learning focus on course contents teacher = expert teacher = coach teacher directs also self-directed learning selective education adaptive education students focus on good scores attention for (intrinsic) motivation surface learning deep (natural) learning also focus on learning process (learning to learn, reflection)
- 46. 48 Educational innovation? Traditional teachingModern teaching abstract, school-like examples & tasks authentic contexts evaluation by teacher self/co/peer-assessment, ... summative evaluation linear curriculum flexible curriculum independent courses and disciplines connexion, integration, interdisciplinarity supply oriented demand oriented uniform education classroom course materials powerful learning environments formal learning + informal learning behaviorism and cognitivism + formative evaluation (learning from mistakes and feedback) differentiated education (adapted to e.g. learning styles) flexible learning environment (also online & virtual) Social constructivism (and connectivism)
- 47. Challenge Xiangen Hu, WillLancaster, Trends and Future, Directions of e-Learning
- 48. 50 How can weimprove teaching and learning with ICT? Don't apply traditional teaching methods in new technologies! Substitution? (dropping your coursebook online) Transformation!
- 49. 51 Seek the synergy! Theoriesabout learning and technologies have evolved towards very similar concepts
- 50. 52 Model Jonassen for (constructive)learning environments → Technologies can support the intentional construction, in a collaborative way, of complex contextualized artifacts and the conversation and reflection about it
- 51. 53 Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Case kitCase kit (Ugent, Jan Velghe)(Ugent, Jan Velghe)
- 52. 54 Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
- 53. 55 Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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- 68. 71 "The most fundamentalway of helping other people, is to teach people how to do things better or how to better their lives. For people who use computers, this means sharing the recipes you use on your computer, in other words the programs you run."
- 69. 72 1980's: Stallman defined “FreeSoftware” The freedom to ➢ use ➢ study ➢ distribute ➢ improve the program Free Libre Open Source Software (FLOSS)
- 70. Open educational resources (OER) digitisedmaterials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research
- 71. Believing that OERcan widen access to quality education, particularly when shared by many countries and higher education institutions, UNESCO champions OER as a means of promoting access, equity and quality in the spirit of the Universal Declaration of Human Rights.
- 72. Good teachers knowhow to create learning materials Great teachers know how to mix and reuse
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- 78. 81 55550 Flemish primaryand secondary teachers on sharing site
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- 93. 96 Find the rightblend!
- 94. 97 Not all studentswill like it...
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- 96. 99 Foster a communityfeeling!
- 97. 100 Learning Analytics Gephi export, learninginteractions, R. Carlos, F. Questier
- 98. 101 We all canlearn from Learning Analytics! ➢ The Learning Analytics Cycle, by Doug Clow, http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/
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- 102. 105 ➢ An individualteacher typically does not have ➢ the competences ➢ the time ➢ the budget to create one of the most advanced blended courses
- 103. 106 The way todo it Design teams with mixed competences Extra muros collaboration Reuse and share Student centred Activitating Motivating
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- 105. Copyright acknowledgements ➢ Screenshothttp://www.chamilo.org/ ➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ Question! CC-by by Stefan Baudy ➢ http://users4.jabry.com/vortex/misc/DivergentThinking.gif ➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png ➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech ➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/ ➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/ ➢ Paul Schatzkin, http://www.cohesionarts.com/tag/distractions/ ➢ Screenshot http://www.chamilo.org/ ➢ OPEN, CC-by-nc-sa by Tom Maglieryr ➢ Share matches CC by-nc-nd by Josh Harper ➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2
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