Putting the learner at the centre – how people, processes and technology can help learners chart a path through their educational experiences
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Speakers: Rose Luckin, professor of learner centred design, UCL Knowledge Lab Nick Woolley, head of library services, University of Northumbria We all talk about being learner-centred, putting the learner’s needs first, and providing a personalised experience, but what does this actually mean in practice? Our speakers present their perspectives on how we can put the learner at the heart of the system, and then take part in a panel discussion on ways forward for further and higher education.
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Putting the learner at the centre – how people, processes and technology can help learners chart a path through their educational experiences
- 1. How people, processes and technology can help learners chart a path through their educational experiences Putting the learner at the centre:
- 2. Putting the learner at the centre AI and Education Rose Luckin: Professor of Learner Centred Design r.luckin@ucl.ac.uk
- 3. Three Part Harmony • How technology, specifically AI, can provide an adaptive learning experience; • How AI can be blended with HI to meet each learner’s needs for their developing skills and knowledge; • The EDUCATE project to support the development and evaluation of products that actually make a difference to student learning.
- 4. PART 1 HOW TECHNOLOGY, SPECIFICALLY AI, CAN PROVIDE AN ADAPTIVE LEARNING EXPERIENCE FOR STUDENTS
- 5. AI?
- 6. What is AI Most definitions describe AI through comparison with human intelligence. For example: AI as computer systems capable of actions and behaviours “requiring intelligence when done by humans” (2018) http://www.oxfordreference.com/view/10.1093/oi/authority.20110803095426960
- 7. BUT How do we recognize Intelligence? 1. “The true sign of intelligence is not knowledge but imagination”; 2. “I know that I am intelligent, because I know that I know nothing”; 3. Can handle criticism without denial, blame, excuses or anxiety; 4. IQ test score over 100; 5. Grandmaster at the Game of ‘Go’.
- 8. AI is SO Much more than technology
- 9. Dynamic computational modelling to support software that adapts itself to the learner. This is effective for well-defined subject knowledge domains (including professional practice), and procedural and thinking skills. AI in Education: the here and now
- 10. AI in Education: the here and now
- 11. PART 2 HOW AI CAN BE BLENDED WITH HI TO MEET EACH LEARNER’S NEEDS FOR THEIR DEVELOPING SKILLS AND KNOWLEDGE
- 12. AI will not replace teachers … AI lacks self knowledge, it is not good at explaining it’s decisions and justifying them
- 13. But it is good at understanding people and opening up the ‘black box’ of learning. AI will assist teachers and learners
- 14. AI in Education: the here and now • Machine learning, data and neuroscience combine to provide adaptivity for learners: Students can learn at their own pace, while being supported and challenged to make the progress they should. • Data is split into three distinct categories: personal data, learning data and content. These three sets of data are stored separately from each other. • Learning data is anonymised and used to improve our algorithms. • Content is stored in our CMS database to allow learning. • Personal data is, private, stored securely and only used when needed.
- 15. It’s a November morning in a lecture hall — 10 years into the future. The year is 2027. As the winter sun streams through the windows, a lecturer named Jude adjusts the blinds. At Jude’s side’, there’s her AI Teaching Assistant, Colin. Colin is NOT a robot. In fact there is no physical form, nor is there a virtual human image of any kind. Instead, Colin is an abstract teaching assistant who, like siri or alexa can be accessed via a voice interface. There is also an app on Jude’s tablet computer, on the virtual whiteboards, and on the student’s tablet computers. These are used as necessary and mainly for visualisations of student’s personal tracking profiles and analysis, and for Jude’s teacher dashboard from which she can find out about the detailed progress and needs of all her students. Ten minutes before the students arrive, Colin begins prepping Jude for the day’s session. Today is a flipped classroom style session. … A.I. Is the New T.A. in the Classroom
- 16. 3 Useful facts about AI 1. AI is smart, but AI does not understand itself; 2. Data: the ‘new oil’, is the power behind AI, but data is ‘crude’ and intelligent humans need to design its refinement; 3. AI is here to stay and will impact on everyone, particularly educators.
- 17. 3 Useful facts about AI 1. Develop a culture of problem solving and problem specification; 2. Develop a curriculum and a pedagogy to ensure that our students develop the self-efficacy that will set them aside from their AI peers; 3. Work with scientists and policy makers to develop the ethical framework within which AI in education can thrive and bring benefit.
- 18. PART 2 HOW AI CAN BE BLENDED WITH HI TO MEET EACH LEARNER’S NEEDS FOR THEIR DEVELOPING SKILLS AND KNOWLEDGE
- 20. EDUCATE’s mission is to advance the efficacy of educational technology by making the best research evidence and practice accessible for educators, researchers and technology developers.
- 21. How can I find out what works when using technology to support learning? How can I use research evidence? How can I better communicate my research to teachers and companies? How can I demonstrate impact? How is research evidence relevant and how can I find out what teachers and learners think of my product and test its efficacy? Improved EdTech products & services; Improved learning; Improved teaching; Increased sales; Increased research impact.
- 22. “I learned research techniques that would provide useful data for progressing and developing Mathigon further.”
- 23. "We needed to know we were measuring the right things so we could evaluate how we were evolving as a company along the way.” Sam Green, MD & Co-Founder
- 24. “EDUCATE offered a completely new dimension to our work.” Priya Lakhani, Founder/CEO
- 25. “The research mentors were exceptional at helping us navigate new concepts. EDUCATE has helped me improve and de-risk our evidence-based approach.” Ameet Mehta, CEO
- 26. Thank you Rose Luckin Wayne Holmes UCL Knowledge Lab, University College London Mark Griffiths Laurie B. Forcier Pearson Open Ideas at Pearson Sharing independent insights on the big, unanswered questions in education Intelligence Unleashed An argument for AI in Education https://www.pearson.com/content/dam/one-dot-com/one-dot- com/global/Files/about-pearson/innovation/Intelligence-Unleashed- Publication.pdf
- 27. Putting students at the heart of the learning environment
- 49. Chair: Sarah Davies, Head of higher education and student experience, Jisc Rose Luckin, Professor of learner centred design, UCL Knowledge Lab Nick Woolley, Head of library services, University of Northumbria Paul McKean, Head of FE and Skills, Jisc Closing panel discussion
Editor's Notes
- How people, processes and technology can help learners chart a path through their educational experiences How technology can help to provide a personalised, adaptive learning experience Wrap the L&T side around the learner’s developing skills and knowledge The EDUCATE project on supporting the development and evaluation of products that actually make a difference to student learning
- How AI can be blended with HI to meet each learner’s needs for their developing skills and knowledge; The EDUCATE project to support the development and evaluation of products that actually make a difference to student learning.
- We not that good at recognising human intelligence or at evaluating – many different opinions over the years. Einstein Socrates https://www.wired.com/2016/03/googles-ai-wins-fifth-final-game-go-genius-lee-sedol/
- AI is an interdisciplinary area of study that includes psychology, philosophy, linguistics, computer science and neuroscience. The study of AI is complex and the disciplines are interlinked as we strive for a greater understanding of human intelligence as well as attempting to build smart computer technology that behaves intelligently. A key aspect of this definition that is often overlooked is the initial statement about an AI being a computer system that has been designed to interact with the world in ways we think of as human and intelligent. In current discussions of AI in the media, for example, we tend to focus on the AI technology rather than the problem and the design process that has preceded and informed the implementation of the AI technology. This is ironic, because the most important aspect of AI is the identification of the problem to which intelligence is to be applied and the design of a clear understanding and representation of that problem. Without this problem specification process, there is no chance of developing a good solution to which AI technology can be applied. The AI designer must have a good understanding of the problem AI is supposed to solve, as well as the type of AI technique that might be appropriate. The features of the problem must be specified along with the features of the environment in which the AI must operate. Once we recognise the importance of the AI design stage we can start to unpack the relevance of AI to teaching and learning and the vital role that educators need to play if AI is to meet its potential in the benefits it can provide to education. Thinking about the problem specification and solution design stage of AI should prompt us to start considering how AI could help us to transform problematic educational activities and bring about changes to the working lives of teachers. Changes that would make best use of teachers’ uniquely human skills and abilities, and that would remove much of teachers’ routine administration, record keeping and assessment work. For example, we know that we already have AI systems that can help educators and learners…..
- https://www.carnegielearning.com
- Intelligent Knowledge Bases, recommendations/collations
- The EDUCATE project to support the development and evaluation of products that actually make a difference to student learning.
- “Recent studies show that software which imitates the responsive role of a tutor rather than just cranking out questions and answers can indeed accelerate children’s learning.” “In nearly all the 41 studies which compared pupils using adaptive software with peers who were taught by conventional means the software-assisted branch got higher scores.” https://www.economist.com/news/briefing/21725285-reformers-are-using-new-software-personalise-learning-technology-transforming-what-happens
- https://howwegettonext.com/a-i-is-the-new-t-a-in-the-classroom-dedbe5b99e9eCOLIN: THE A.I. teaching assistant 1. It’s a November morning in a lecture hall — 10 years into the future. The year is 2027. As the winter sun streams through the windows, a lecturer named Jude adjusts the blinds. At Jude’s side’, there’s her AI Teaching Assistant, Colin. Colin is NOT a robot. In fact there is no physical form, nor is there a virtual human image of any kind. Instead, Colin is an abstract teaching assistant who, like siri or alexa can be accessed via a voice interface. There is also an app on Jude’s tablet computer, on the virtual whiteboards, and on the student’s tablet computers. These are used as necessary and mainly for visualisations of student’s personal tracking profiles and analysis, and for Jude’s teacher dashboard from which she can find out about the detailed progress and needs of all her students. Ten minutes before the students arrive, Colin begins prepping Jude for the day’s session. Today is a flipped classroom style session. The students have already completed some activities in advance and Colin has integrated their performance on these activities into each student’s personal profile. Jude can therefore see where students are struggling to understand the concepts they need to grasp and where there is greater comprehension. The term performance is now much richer than a decade ago when Jude had to concern herself with course grades, student satisfaction and which students might be about to drop out. Nowadays, the multiple data sources harvested from across campus, from social media and from students’ online interactions are integrated with student submitted information, tutor submitted information and the latest workforce skills data so that at any moment Jude can find out about each and every student in terms of their knowledge, understanding, skills, well-being, metacognition, critical ability and self-awareness. She can find out about her whole cohort, sub-groups, compare them to other similar cohorts and map them to the latest data about what the workforce requires. It’s a far cry from the exams, lab reports and essay marking of the old days. Jude and Colin consider the data they have about each of the learners who struggled with the learning activities they completed prior to the lecture session today. Jude decides which of these students needs some extra tuition and Colin selects the appropriate AI tutorbot to allocate to each student. Students who have excelled are also provided with a tutorbot to ensure their progress continues to grow. Tutorbot selection is based upon the tutorbot’s curriculum coverage, their teaching approach and their success rate with similar students in the past. Jude will ensure that students are allocated time to work with the selected tutorbot so that they are brought ‘up to speed’ with their learning. Jude will ask each of the students who has been provided with a tutorbot to book a session in her next ‘learning clinic’ where she can talk through their learning and wellbeing tracking profiles to ensure that they are fully aware of where extra effort from them will bring about the most benefit. There are many things that need to be done if we decide that the narrative I have just read is to be a reality. The technical tasks include data standards, increased accuracy in speech recognition and generation, advanced visualisation techniques, integrated systems, fast broadband everywhere. This is not easy, but it is all possible
- Thank you – great to be here at Digifest I don’t know about you but I have learnt a lot today I’m going to spoil all that by not talking about technology Instead I’m going to talk around technology Before I go much further I should say that much of my presentation is based on my own views rather than those of my institution I’d like to share my experience at Northumbria and some of what we’re doing to put students at the heart of the university – including the learning environment
- A lot of our focus on digital in higher education is on what goes on in the classroom – and this is what TEL is mostly concerned with How we can develop our students to become critical thinkers and problem solvers, ready to take on tomorrow But of course, the learning environment extends outside the classroom and curriculum And a lot happens in this space Professional support contributes to helping students stay on track so they can concentrate on realising their potential and having a good time
- Our education is designed to enable students to become critical thinkers and problem solvers, collaborators, and innovators. We know how TEL can help us flip the classroom etc.. Design challenge – what problem are we trying to solve – what opportunities are we trying to offer – rather than what problem should technology solve or what opportunity should technology offer. People, knowledge, quality - how we organise and provide services
- One thing many of us have become preoccupied with recently is the TEF. As well as the work that went into Year 2 and the first ratings my institution has also been involved with both the A and B TEF subject pilots. So I’ve spent a lot of time thinking about what we’ve achieved and wondering why it’s so hard to demonstrate impact. The TEF criteria include the Learning Environment – and actually in a way which I think is quite reasonable. The Going for Gold report also mentions ‘digital’
- Every student is an individual Students are consumers, customers, learners, partners etc.. Not exclusive states. We don’t get to decide. UUK and HEPI and HEA surveys. We take a learning partnership approach.
- From 2013 – probably draw this differently now (including colours) Emphasises people, connectivity, expertise, quality Puts digital first in our thinking Libraries – significant activity in automation, shared services, self-service, and major online services
- When formulating our digital strategy I stumbled across this report – a great exposition of everything I was seeing, i.e. students and society in general – showing behaviours which valued the physical world. This trend has continued.
- We’re proud to have achieved the UK government’s standard for Customer Service Excellence – since 2010. 57 elements across five main criteria – customer insight, culture of organisation, information and access, delivery, timeliness and quality of service Independent validation and a toolkit to drive continuous improvement
- Our approach to quality – and in particular Customer Service Excellence – has allowed us to develop what we think is a student-centric approach to digital. An important part of our toolkit is customer journey mapping – understanding how students interact with their learning environment An illustrative example is what happens when a student looks for a book. This is digital proving connectivity rather than forcing activity online. The connectivity is bidirectional – if you are using our Library Search online you can browse the physical shelves virtually
- We have a multi-channel approach to gathering feedback and keeping the conversation going with students. Including; social media; a University online forum for students; web forms; embedded links in email notifications; self-service receipts; QR codes. We even tried online video feedback but no-one used it. The best way we have found to gather feedback – outside formal surveys – is through analogue means. Face to face and whiteboards.
- How we design our learning spaces – Digital First is over on the right
- Reading list dashboard – directed reading Highlight the story some of the figures describe, e.g. over 100,000 references; 58% digital, growing Pageviews. Fundamental to student academic experience – reading. Learning analytics – lot of excitement about analytics from ebooks. But what about most of the directed reading. Let alone independent reading. Together – a huge amount of learning. Observer effect.
- Superconvergence Been an option several universities have explored over last decade – in a concerted attempt to put student at heart of the university and the wider learning environment. More than a line management relationship – degrees of integration both organisationally (roles, teams) and operationally – service provision. At Northumbria we have been developing our approach to superconvergence for seven years and have achieved a very deep level of integration – to improve how students can access support.
- Ten years ago the University Library developed a Learner Support Model. To match students to right kind of support with an emphasis on learning opportunities rather than a more conventional deficit approach of problem – resolution. What was theory has gradually become practice – first in the library, then in our superconverged team, and more recently – and as part of a University-wide transformation programme – now provides a framework for all student facing support.
- We’ve very proud of our new iconic building at City Campus. We stripped back the 1969 library and created this beautiful glass box. The ground floor – running across three buildings in total with a concourse 89m long – is one of three Student Centrals we have created. Located to be adjacent to the critical attraction which all students visit – the library. But – it’s what we fill it with that counts. Form follows function. Single service point – Ask4Help – new spaces for one to one support and group support (both open and closed in form).
- Portal – the digital channel to support Presenting a student-centric view of life at University rather than expecting students to learn and navigate how the University is organised Applying old skills to new contexts Taken a very deliberate knowledge management approach This includes a taxonomy for help and support – it does not live in any technical system – it’ entirely standalone and we use it to populate several systems This does more than structure content – in this case the student KB The taxonomy allows us to link knowledge in the portal to referral business rules in the CRM It provides a structure for the underlying security model in the CRM We are also working on applying it to the news feed so relevant news can be linked to specific help articles We will keep developing this practice