Transcript Towards some Grand (?) Challenges for Technology Enhanced Learning Richard Noss London Knowledge Lab University of London (IOE/Birkbeck) TLRP - Technology Enhanced Learning www.tlrp.org/tel.

Towards some Grand (?) Challenges
for Technology Enhanced Learning
Richard Noss
London Knowledge Lab
University of London (IOE/Birkbeck)
TLRP - Technology Enhanced Learning
www.tlrp.org/tel
TEL projects 2009
Semantic Technologies:
for the Enhancement
of Case-Based Learning
Inter-Life: interoperability and transition
Learning Design Support Environment
for Teachers and Lecturers
Echoes: Improving Children's Social Interaction through
Exploratory Learning in a Multimodal Environment
Migen: Intelligent support for mathematical
generalisation.
HapTel: Personalised learning with Haptics when
Teaching with Online Media
Personal Inquiry: Designing for Evidence-based
Inquiry Learning across Formal and Informal Settings
SynergyNet: Supporting Collaborative Learning in an
Immersive Environment.
TEL grand
challenges?
Personalisation
Transforming the quality of learning and teaching by
exploiting the responsive and adaptive
capabilities of advanced digital
technologies to achieve a better match with
learners’ needs, dispositions and identities.
Inclusion
Improving the reach of education and
lifelong learning to groups and individuals who are
not best served by mainstream methods.
http://www.tlrp.org/tel/digital_inclusion/
Flexibility
Enabling the provision of education and skills to be
deployed in more open, variable, and accessible
ways, so that learning opportunities are available in
a more seamless environment that can link
classroom, home, workplace, and community.
Productivity
Achieving higher
quality and more
effective learning in affordable and acceptable
ways
Redefining the
challenges
•
•
•
•
the right size
resonate with practice
researchable
scalable
the rest of the talk
•
some key themes of learning,
teaching and technologies
•
some example projects
•
challenges emerging from them
theme 1: semantic
technologies
Ensemble
Creating a
‘momentum of reuse’
by combining
semantic web
technologies, grid
technologies, social
software and digital
repositories to
support case-based
learning in
advanced education
settings.
the educational
semantic web
“ is at a stage in its development
comparable to the Internet prior to the
Mosaic Web Browser in 1993, when the
Internet too was conceptualised
primarily as accessing or disseminating
information, rather than as a learning
environment or means of collaboratively
constructing knowledge”.
.
Challenge 1
•
to understand better the evolving
relationship between information and
knowledge
developing tools
Challenge 2
•
to recognise what meanings learners
are creating for themselves as they
engage with new tools and artefacts
• digital literacies
theme 2: new kinds
of technological
infrastructure (3d
worlds, mobile, ...)
an educational environment of web-based
and mobile technologies to support the
development of a virtual space for young
people and their teachers engaged in
activities to develop transition skills
an example
scenario
to develop a set of student-generated
activities leading to a flexible, sustainable,
online resource to help the school to
university transition.
Interlife research
questions
How can transitional change be handled in the virtual
world?
How do personal identities develop during transitions in
the virtual world, and how does this map onto real
world activity?
How can integrated use of mobile technologies be
employed to enhance skill development in
transitional experiences?
How can ‘interoperability’ be successfully achieved
between applications, documents and media?
the problem of
interdisciplinarity
•
“I find it a little difficult to stay focused on what my priorities
are because there is so much information coming through
about what can be done. I think it is evolving and I think
people are starting to learn that to move forward we do
need to keep going because that is the nature of working
with a mixed group of strong researchers in terms of the
computing science expertise and the education and social
science.”
Challenge 3
develop a research community that
acknowledges and redefines
disciplinary boundaries
early-career researchers
ethical considerations
theme 3: supporting
teachers
Learning Design
Support develop an
interactive
environment to
enable teachers
to lead the
discovery of
innovative
pedagogical
designs that
exploit the
potential of TEL
Challenge 4
•
facilitating learning scientists and
computer scientists to reshape each
others’ models in order to design for
productivity
Challenge 5:
redefining what we are
trying to teach
technology enhanced research
“We were seeing
things that were
25-standard
deviation moves,
several days in a
row,” said David
Viniar, Goldman’s
chief financial
officer.
The age of the universe is about 5.1012 days
The expected waiting time for this event, 25 s.d., is 3*10137 days.
6*10124 lives of the universe
TEL: www.tlrp.org/tel
London Knowledge Lab: www.lkl.ac.uk
Richard Noss: [email protected]