Pedagogy-informed design of new educational technologies
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Keynote talk at ASCILITE 2019 conference
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Pedagogy-informed design of new educational technologies
- 1. Mike Sharples Institute of Educational Technology The Open University www.mikesharples.org Pedagogy-informed design of new educational technologies @sharplm
- 2. The Open University 2 million people have studied at The Open University since 1969 170,000 current students 24,000 students with disabilities 69 million visits to OpenLearn Over 9 million learners on FutureLearn We do digital learning at massive scale
- 3. Education for the future http://careers2030.cst.org/jobs/ Students who are: Adaptive Design-oriented Technology literate Networked Environment aware
- 4. Education for the future
- 5. Technology alone will not transform education Education for the future
- 6. “The use of the IWB may be the most significant change in the classroom learning environment in the past decade” “Although the IWB may alter the way that learning takes place, and that the motivation of teachers and pupils may be increased, yet this may have no significant or measurable impact on achievement.” Interactive whiteboards (IWB) “in the hands of a teacher who is interested in developing the independent, creative, thinking skills of their students, (the IWB) will be used to further these purposes. . . It’s not what you use it’s how you use it” Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and technology, 32(3), 213- 225. Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.
- 7. Focus on pedagogy with new technology, not just the technology It’s not what you use it’s how you use it
- 8. Pedagogy: “Theory and practice of teaching learning and assessment” www.open.ac.uk/innovating
- 9. Pedagogies PEDAGOGY LEARNERS … WITH TECHOLOGY, LEARNERS MAY … Assessing give or receive constructive feedback engage in online peer review Browsing seek and collate information use search engines to find resources Case-based investigate individual cases investigate medical cases online Collaborative construct shared understanding create a shared online artefact, e.g. a Google doc Construction create artefacts build constructions in e.g. Minecraft Conversational discuss topics engage in online discussion Cross-context learn across different settings learn between classroom and home with smartphone Delivered receive information watch a video Embodied learn motor skills monitor exercise using a smartwatch Game-based play educational games join multiplayer educational games Inquiry-driven investigate authentic situations use digital tools to collect and analyse data Networked interact with networks of peers link to others via social media Performative present to an audience blog about their learning Problem-solving try to solve problems try to solve problems in online teams Reflective reflect on information and activities review e-portfolios of learning activities Simulation interact with a simulated tool study science in a virtual world Adapted from Appendix 1 of Sharples, M., Crook, C., Jones, I., Kay, D., Chowcat, I., Balmer, K. & Stokes, E. (2009). New modes of technology-enhanced learning: Opportunities and challenges. Becta. http://dera.ioe.ac.uk/1532/1/becta_2009_ht_cur_ped_new_modes_opps_challenges_report.pdf
- 12. PEDAGOGY INCLUDING LEARNING PROCESSES AND OUTCOMES Pedagogy-led design Assessing Browsing Case-based Collaborative Construction Conversation Cross-context Delivered Embodied Game-based Inquiry-driven Networked Performative Problem-solving Reflective Simulation
- 13. Adaptive teaching Spaced learning Analytics of emotions Personal inquiry Dynamic assessment Stealth assessment Translanguaging Crossover learning Seamless learning Incidental learning Learning from gaming Geo-learning Learning through social media Epistemic education Pedagogies for future education Explore first Teachback Learning through argumentation Computational thinking Learning from animations Learning to learn Assessment for learning Formative analytics Threshold concepts Learning through storytelling Learning in remote labs Context-based learning Event-based learning Learning for the future Embodied learning Immersive learning Maker culture Bricolage Massive open social learning Crowd learning Citizen inquiry Rhizomatic learning Reputation management Open pedagogy Humanistic education communities
- 14. Adaptive teaching Spaced learning Analytics of emotions Personal inquiry Dynamic assessment Stealth assessment Translanguaging Crossover learning Seamless learning Incidental learning Learning from gaming Geo-learning Learning through social media Epistemic education Pedagogies for future education Explore first Teachback Learning through argumentation Computational thinking Learning from animations Learning to learn Assessment for learning Formative analytics Threshold concepts Learning through storytelling Learning in remote labs Context-based learning Event-based learning Learning for the future Embodied learning Immersive learning Maker culture Bricolage Massive open social learning Crowd learning Citizen inquiry Rhizomatic learning Reputation management Open pedagogy Humanistic education communities
- 15. Citizen inquiry
- 16. “Inquiry learning enables students to pose thoughtful questions, make sense of information, and develop new understandings about a topic and the world around them. Through inquiry learning, students are able to develop the skills and attitudes needed to be self-directed, lifelong learners.” Inquiry learning Active learning that starts by asking big questions Understanding inquiry learning. National library of New Zealand https://natlib.govt.nz/schools/school-libraries/library-services-for- teaching-and-learning/supporting-inquiry-learning/understanding-inquiry-learning
- 18. Citizen science is “becoming the favoured twenty-first century model for conducting large-scale scientific research” (Toerpe, 2013) Engages thousands of people of all ages with real science investigations But is not designed for learning Citizen science
- 19. Citizen inquiry Inquiry learning at scale citizen science + inquiry learning + crowdsourcing The more people that take part, the richer the results
- 20. Collaboration with the BBC nQuire: Citizen inquiry www.nquire.org.uk
- 21. Investigation into creativity and wellbeing, with personalised feedback. 43,000 completions. 70% completion rate. Create a new nQuire mission www.nquire.org.uk Open ‘social’ mission to investigate noise and stress BBC/British Trust for Ornithology national survey of UK gardens. Over 250,000 completions
- 22. Gardenwatch Citizen investigation of UK gardens Partnership of Open University, BBC, British Trust for Ornithology Prime time TV, every evening for four weeks 250,000 contributions 65% on mobile devices
- 23. Community of learners Many elderly women gardeners Supports informal situated learning Gardenwatch “Hello again, … I did your garden survey earlier in the year coinciding with springwatch. At the time not much was going on, no worms plenty of snails. I am thrilled to report things are much better. Plenty of large earthworms, butterflies, moths and my biggest thrill is the sighting of 4 devils coach horse beetles. I have never seen them here at my address before and the last time I did see one was thirty years ago!!! Hope this will be of interest to you. If you wish I could do the survey again.” Email from Gardenwatch contributor
- 24. nQuire: Citizen inquiry for tertiary education www.nquire.org.uk
- 25. Authoring new nQuire missions
- 26. by designing good questions by exploring your self, your community, your world by engaging in robust science together by sharing and analysing results Learning with citizen inquiry
- 27. Open-source code Open for anyone to participate in any mission Open for any person or organisation to create a new mission nQuire: multiply open www.nquire.org.uk
- 28. nQuire: multiply open www.nquire.org.uk Open-source code Open for anyone to participate in any mission Open for any person or organisation to create a new mission
- 29. nQuire: multiply open www.nquire.org.uk Open-source code Open for anyone to participate in any mission Open for any person or organisation to create a new mission Try it for yourself!
- 30. Huge diversity of abilities, cultures, locations Big data that could be harvested Tension between open data and personal privacy Tension between open access and robust science New pedagogies may need new ethics Educational technology at scale With great scale comes great responsibility
- 31. Multiple media, devices, partners Ethical design of learning at scale Independent verification Secure environment Support for learners Inquiry learning process Open access to learning aNalytics for learning
- 32. Adaptive teaching Spaced learning Analytics of emotions Personal inquiry Dynamic assessment Stealth assessment Translanguaging Crossover learning Seamless learning Incidental learning Learning from gaming Geo-learning Learning through social media Epistemic education Explore first 40 ways to design learning for the future Teachback Learning through argumentation Computational thinking Learning from animations Learning to learn Assessment for learning Formative analytics Threshold concepts Learning through storytelling Learning in remote labs Context-based learning Event-based learning Learning for the future Embodied learning Immersive learning Maker culture Bricolage Massive open social learning Crowd learning Citizen inquiry Rhizomatic learning Reputation management Open pedagogy Humanistic education communities