2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
2016 ATEA presentation - what are beginning teachers looking for online?nickkelly
2016 ATEA presentation on TeachConnect (www.teachconnect.edu.au) about how to design an online platform of teachers. More details at www.nickkellyresearch.com and references included.
What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it).
TeachConnect is a platform to support pre-service secondary maths and science teachers through their professional experience and into the profession. It has been developed over four years as a design-based research project and now has over 500 users across Queensland.
This presentation aims to share everything that we have discovered during this journey. It contributes a discussion of :
- the unrealised potential for online support for pre-service and early career teachers (to augment rather than replace existing support)
- the design principles for online communities of teachers that have been developed through analysis of existing platforms and multiple iterations of TeachConnect development with input from participants
- the design of the engagement strategy for involving all stakeholders within the state education system, with a particular focus upon the development of the online group and peer mentoring program
- real-world impacts and discussion of future steps
Finally, the presentation describes how the open-source platform could be used in other states. The work can be understood as a contribution to the vision of an online platform that is as useful as possible for pre-service and early career teachers. In summary, we believe this will continue to be achieved through: (i) widespread collaboration between universities, government and accreditation bodies; (ii) ongoing participant-led design and redesign; and (iii) convergence, for maximising benefits of a large community whilst retaining the benefits of enclosed spaces where deep reflection can occur.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
Teaching people to think and work across disciplinary and professional bounda...Lina Markauskaite
Teaching people to think and work across disciplinary and professional boundaries
Organisers and invited discussants: Lina Markauskaite, Peter Goodyear, Marie Carroll, Tina Hinton, Philip Poronnik, Kim Bell-Anderson, Simon Poon
TIME: 11:00-11:45am, Thursday 5, November, STL Research Fest 2015
Developing students’ capacities to work in multidisciplinary teams, communicate effectively with people across traditional professional boundaries, and solve complex real-world issues are a priority area for future enhancements of university teaching. But what is really involved? What kinds of capacities do students actually need for working effectively across disciplinary and professional boundaries? What kinds of interdisciplinary teaching and learning models are effective? What kinds of teaching and learning approaches are most productive for enhancing students’ capacities? How can we validly and effectively assess students’ mastery of various interdisciplinary skills?
In this session, we will share some insights from recent research and teaching, as a stimulus to discussing experiences and practical action in this space. If there is sufficient support, we envisage forming an action research group to collaborate in innovative educational R&D over the next few years.
If you are interested in this challenging area but can’t attend the event, please send us an email and we will keep you informed.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
Online support for teachers: Theory, design and impact (July 2017, CLRI, Univ...nickkelly
In this seminar we address the complex question of: What should online support for Australia’s teachers look like?
We provide an overview of the complicated network of government, commercial, and research websites that provide resources and communities for teachers. We turn to the literature and the theory to discuss the gaps that remain. For example, why, in the face of so many online portals, do teachers resort to querying through Google?
We posit suggestions about the kinds of online support would have a significant impact, in terms of initial teacher education, professional identity, job satisfaction, and retention. Our talk is grounded in four years’ experience developing TeachConnect (www.teachconnect.edu.au) a design-based research project creating an online platform to support teachers. We discuss the policy context within which the challenge of supporting teachers online occurs and pragmatic approaches to research within this paradigm.
Advancing Information Literacy in Higher Education: four questions for debateSheila Webber
Panel session chaired by Sheila Corrall, with Ethan Pullman, Alexis Macklin, Charlie Inskip and Sheila Webber, on 6th April 2018 at the LILAC conference in Liverpool, UK
2016 ATEA presentation - what are beginning teachers looking for online?nickkelly
2016 ATEA presentation on TeachConnect (www.teachconnect.edu.au) about how to design an online platform of teachers. More details at www.nickkellyresearch.com and references included.
What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it).
TeachConnect is a platform to support pre-service secondary maths and science teachers through their professional experience and into the profession. It has been developed over four years as a design-based research project and now has over 500 users across Queensland.
This presentation aims to share everything that we have discovered during this journey. It contributes a discussion of :
- the unrealised potential for online support for pre-service and early career teachers (to augment rather than replace existing support)
- the design principles for online communities of teachers that have been developed through analysis of existing platforms and multiple iterations of TeachConnect development with input from participants
- the design of the engagement strategy for involving all stakeholders within the state education system, with a particular focus upon the development of the online group and peer mentoring program
- real-world impacts and discussion of future steps
Finally, the presentation describes how the open-source platform could be used in other states. The work can be understood as a contribution to the vision of an online platform that is as useful as possible for pre-service and early career teachers. In summary, we believe this will continue to be achieved through: (i) widespread collaboration between universities, government and accreditation bodies; (ii) ongoing participant-led design and redesign; and (iii) convergence, for maximising benefits of a large community whilst retaining the benefits of enclosed spaces where deep reflection can occur.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
Teaching people to think and work across disciplinary and professional bounda...Lina Markauskaite
Teaching people to think and work across disciplinary and professional boundaries
Organisers and invited discussants: Lina Markauskaite, Peter Goodyear, Marie Carroll, Tina Hinton, Philip Poronnik, Kim Bell-Anderson, Simon Poon
TIME: 11:00-11:45am, Thursday 5, November, STL Research Fest 2015
Developing students’ capacities to work in multidisciplinary teams, communicate effectively with people across traditional professional boundaries, and solve complex real-world issues are a priority area for future enhancements of university teaching. But what is really involved? What kinds of capacities do students actually need for working effectively across disciplinary and professional boundaries? What kinds of interdisciplinary teaching and learning models are effective? What kinds of teaching and learning approaches are most productive for enhancing students’ capacities? How can we validly and effectively assess students’ mastery of various interdisciplinary skills?
In this session, we will share some insights from recent research and teaching, as a stimulus to discussing experiences and practical action in this space. If there is sufficient support, we envisage forming an action research group to collaborate in innovative educational R&D over the next few years.
If you are interested in this challenging area but can’t attend the event, please send us an email and we will keep you informed.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
Online support for teachers: Theory, design and impact (July 2017, CLRI, Univ...nickkelly
In this seminar we address the complex question of: What should online support for Australia’s teachers look like?
We provide an overview of the complicated network of government, commercial, and research websites that provide resources and communities for teachers. We turn to the literature and the theory to discuss the gaps that remain. For example, why, in the face of so many online portals, do teachers resort to querying through Google?
We posit suggestions about the kinds of online support would have a significant impact, in terms of initial teacher education, professional identity, job satisfaction, and retention. Our talk is grounded in four years’ experience developing TeachConnect (www.teachconnect.edu.au) a design-based research project creating an online platform to support teachers. We discuss the policy context within which the challenge of supporting teachers online occurs and pragmatic approaches to research within this paradigm.
Advancing Information Literacy in Higher Education: four questions for debateSheila Webber
Panel session chaired by Sheila Corrall, with Ethan Pullman, Alexis Macklin, Charlie Inskip and Sheila Webber, on 6th April 2018 at the LILAC conference in Liverpool, UK
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
The mission of the Center for Curriculum Redesign (CCR) is to answer this timely question, and openly propagate its recommendations and frameworks on a worldwide basis.
- See video at: https://www.youtube.com/watch?v=n7dgWnPIENU and more at: http://curriculumredesign.org/
Design to Integrate Knowledge Building with Individual Learning in Open Learn...Bodong Chen
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.
Colleagues: this is the presentation I made at the Athabasca University Graduate Student Association (AUGSA) conference (October 2019) based on my research study on reflection and feedback interaction in the development of ePortfolio projects.
Invited presentation at Waikato University, Hamilton, discussing the use of Wikis to support Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs).
Colleagues: this is my 17-slide presentation created for my 20-minute Adobe Connect presentation for the Final Doctoral Oral Examination (dissertation defence) in the AU EdD program (July 19, 2019).
The Power of Learning Analytics: Is There Still a Need for Educational Research?Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. A broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly provide personalised, rich learning on a large scale. Substantial progress in learning analytics research has been made in the last few years.
Researchers in learning analytics use a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning) for predicting which learners are likely to fail or succeed, and how to provide appropriate support in a flexible and adaptive manner.
In this keynote, I will argue that unless educational researchers at EARLI embrace some of the key principles, methods, and approaches of learning analytics, educational researchers may be left behind. In particular, a main merit of learning analytics is linking large datasets of actual learning processes and outcomes with learning dispositions and learner characteristics. Using evidence-based approaches rapid insights and advancements are developed how learning designs and learning processes can be optimised to maximise the potential of each learner. For example, our recent research with 151 modules and 133K students at the Open University UK indicates that learning design has a strong impact on student behaviour, satisfaction, and performance. Learning analytics can also drive learning in more “traditional”, face-to-face contexts. For example, by measuring emotions, epistemological expressions, and cross-cultural dialogue, social interactions can be effectively supported by innovative dashboards and adaptive
approaches. I aim to unpack the advantages and limitations of learning analytics and how EARLI researchers can embrace such data-driven research approaches
More info at www.bartrienties.nl
3. CED Delegation to Beijing 2007
US Asia Conference Board 2008
NC/China Summit 2008, 2010, 2012
Chinese Scholar Junzheng Zhang 2009
New Literacies Institutes Beijing 2010, 2013
Student Summer/Winter Camps 2011-2013
Beijing Inst. for Science & Technology 2011
Chinese Scholar Professor Dan Li 2013
Partnership with Suzhou N. A. High School
My Involvement with China
4. Having Our Say: US & Chinese
Teacher’s Perceptions
Spires, Morris & Zhang, 2012
5. Spires, Morris & Zhang, 2012
Having Our Say: US & Chinese
Teachers’ Perceptions
9. How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (US)
(Levy and Murnane, 2004)
Meantaskinputaspercentilesof
the1960taskdistribution
40
45
50
55
60
65
1960 1970 1980 1990 2002
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
10. Valued Performances for Now & the
Near Future
Expert thinking and problem solving
involves effective pattern matching based on detailed
knowledge. The set of skills used by the stumped expert
to decide when to give up on one strategy and what to
try next.
Complex communication requires the
exchange of vast amounts of verbal and nonverbal
information. The information flow is constantly adjusted as
the communication evolves unpredictably.
12. Partnership for 21st Century Skills
Life and
Career Skills
Learning and
Innovation Skills—4Cs
Critical thinking - Communication
Collaboration - Creativity
Information,
Media, and
Technology
Skills
Core Subjects—3Rs
And 21st Century Themes
http://www.p21.org/
Embracing the 3 Rs + 4 Cs
13. TPACK, PBI, global competence, performance assessment,
professional learning communities
New Learning Ecology
Spires, Wiebe, Young, Hollebrand, & Lee, 2009
1:1
Technologies
New Learning
Ecology
Immediate and
Constant Access
to Information
Intensity, Relevance
and Personalization
of Learning
Self-Directed,
Self Regulated,
Curious,
& Creative
Learners
Teacher as Content
Expert, Facilitator,
Consultant, Mentor,
& Improvisationist
15. Technological Pedagogical Content
Knowledge (TPACK)
Adapted from Mishra & Koehler, 2006
Technological
Knowledge
Content
Knowledge
Pedagogical
Knowledge
Context
Project Based Inquiry (PBI):
Process of inquiry in
response to a complex
question, problem,
or challenge
Teacher’s Content Knowledge:
Expertise in English, History
Physics, Calculus, etc.
Technology
Tools:
Audacity
Animato
Prezi
FlipGrid
Wikispaces
Weebly
Voki, etc.
20. Video will go here! http://www.youtube.com/watch?v=BYMd-
7Ng9Y8
Embed code:
<iframe width="560" height="315"
src="//www.youtube.com/embed/BYMd-7Ng9Y8"
frameborder="0" allowfullscreen></iframe>
Retrieved from http://www.youtube.com/watch?v=BYMd-7Ng9Y8
21. Students generate complex intellectual products to
demonstrate learning
Students learn and collaborate in similar ways found in career and
work environments
Students are critical consumers and producers of content
Teachers are facilitators and academic coaches for high quality student
learning
22. So let’s give it a go . . . .
http://static.desktopnexus.com/wallpapers/27127-bigthumbnail.jpg
Dr. Hiller Spires
haspires@ncsu.edu
Newlit.org
23. References
Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing:A
Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA.
Asia Society. (2007). Learning in a global age: Knowledge and skills for a flat world. (2007). Retrieved May 2008 from
http://www.asiasociety.org/education/pgl/publications-ap.htm
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human
Development, 49, 193-224.
Brown, J.S. (1999 ). Learning, working, and playing in the digital age. Serendip. Retrieved on February 12, 2009 from
http://serendip.brynmawr.edu/sci_edu/seelybrown
Carroll, T. (2007). Preparing and supporting 21st century teachers. In B. Wehling, (Ed.). Building a 21st century US education system. National
Commission on Teaching and America’s Future: Washington, DC.
Cook, S. & Brown, J.S. (2005). Bridging epistemologies: The generational knowledge between organizational knowledge and
organizational knowing. In S.E. Little & T. Ray, (Eds.). Managing knowledge: An essential reader (2nd ed.). (pp.51-84). Thousand Oaks,
CA: SAGE Publications.
Jenkins, H., Clinton, K., Purushotma, R., Robinson, A., Weigel, M. (2006). Confronting the challenges of participatory culture: Media
education for the 21st Century. White paper for the MacArthur Foundation. Retrieved on June 15, 2007, from
www.digitallearning.macfound.org
24. References
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of
technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
Lee, J., Hollebrands, K., Spires, H., Young, C. & Wiebe, E. (2010, April/May). Toward a new learning ecology in 1:1 learning
environments. Paper presented as part of a symposium at AERA, Denver, CO.
Little, S. E., & Ray, T. (2005). Managing knowledge: An essential reader (2nd ed.). Thousand Oaks, CA: SAGE Publications.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers
College Record, 108(6), 1017–1054.
Saato, M., R.C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development:
The case of National Board Certification. American Educational Research Journal, 45 (3), 669-700.
Senges, M., Brown, J.S., & Rheingold, H. (2008, December). Entrepreneurial learning in the networked age. Paradigmes, 1. 125-
140.
Spires, H., Wiebe, E., Young, C., Hollebrand, K. Lee, J., & Hollebrand, K. (2009). Toward a new learning ecology: Teaching and
Learning in 1:1 Learning Environments. Friday Institute White Paper Series: Raleigh, NC. See http://fi.ncsu.edu/podcast/white-
paper-series/2009/04/22/toward-a-new-learning-ecology/
Wesch, M. (2008). A portal for media literacy. Retrieved February 23, 2009, from http://www.youtube.com/watch?v=J4yApagnr0s