richard noss co-director: london knowledge lab institute of education, university of london...

Richard NossCo-director: London Knowledge Lab

Institute of Education, University of London

Director: UK Technology-enhanced Learning (Teaching and Learning Research Programme, Phase 4)

Technology-Enhanced Learning – how, to whom and what to

teach?

Computers are transforming education

But what kind of transformation?

what are the challenges?

• what kind of research is this?

building a cumulative body of TEL research that impacts practice

• the lampost problem

c. 21 pedagogy + c.21 technology

• cultural assumptions• teachers as co-designers

scaling up

exploring the future of • learning with digital technologies

exploring the future of learning • with digital technologies

Aim of my talk

• to think about the design and evaluation of technology-enhanced learning (TEL) as a window on learning in general

understanding to design

designing to understand

extend the range of what can be expressed and explored by personalising learning

reshape more productively how students and teachers construct knowledge

incorporate technologies into flexible learning design

make learning more inclusive (an epistemological & social issue)

what does the computer “do”?what can we make the computer “do”?

Personalisationexploiting the adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities.

developing tools to help individual learners gain information and turn it into knowledge

...showing that it is possible to design an intelligent system for learning

about mathematical generalisation that respects exploration and

investigation

personalisation

TEL programme: Noss et al.

TEL programme: Noss,et al

The learner has iteratively constructed an expression of a dynamically-changing pattern

The system constructs advice, guidance and feedback

The system ‘generalises’ the pattern and shows what would happen for different instances

helping the learner to ‘keep an eye on the general”.

personalisation

the graphocentric curriculum

• supporting learning in university courses with semantic web tools

TEL Programme: Carmichael et al.

personalisation

turning information into knowledgefor multiple identities and learning styles

ProductivityAchieving higher quality and more effective learning in affordable and acceptable ways

LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discovery of innovative pedagogical designs that exploit the potential of TEL

TEL programme: Laurillard et al

productivity

The teacher as learner uses the LDSE to build, test, share and reflect on a learning design

...which is used by the system to adapt to the learner

productivity

building evolutionary change into revolutionary transformation

...developing and evaluating a virtual learning system based on haptic and synthetic devices

TEL programme: Cox et al.

productivity

productivity

evaluating skills and concepts

revisiting transfer

FlexibilityLearning opportunities are available in a more seamless and accessible environment that can link classroom, home, workplace, and community.

Build virtual worlds that support learning in the real world and connect them with everyday culturally embedded artefacts

Personal Inquiryusing mobile and desktop computers, children engage in scientific processes of gathering and assessing evidence, conducting experiments and engaging in informed debate

MyselfMy environmentMy community

TEL Programme: Sharples et al

flexibility

rethinking complexity and hierarchy

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

flexibility

TEL programme: Lally et al

flexibilitylooked-after childrenschool university transition

a safe environment in whichfamiliar technologies connect with the virtual world

exploiting (!) learners’ culture

InclusionImproving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods.

Improving learning for those whose learning styles do not fit the ‘one size’ of mainstream education

inclusion

TEL programme: Porayska-Pomsta et al.

inclusion

tools for outliers become tools for all

inclusion

TEL programme: Burd et al.

inclusion

make learning more inclusive through redefining social space

learner constructs

system learns and adapts

researchers & teachers

develop theory and

practice

software developer

restructures

constructionism: seeking 21c. pedagogy

psychology

• building knowledge structures

pedagogy

• building a sharable entity

•TEL research programme: www.tlrp.org/tel•London Knowledge Lab: www.lkl.ac.uk