becta research conference sept. 2007

Learning technologies: what works, what next

Mike SharplesLearning Sciences Research Institute

University of [email protected]

What works40 years of learning technology Presentation tools Online learning resources Blended learning Skills training Simulations Formative assessment Classroom response systems? Engagement Instructional/learning design Classroom management

Software's Benefits On Tests In DoubtStudy Says Tools Don't Raise Scores

Educational software, a $2 billion-a-year industry that has become the darling of school systems across the country, has no significant impact on student performance, according to a study by the U.S. Department of EducationWashington Post, April 5, 2007

“Effectiveness Of Reading And Mathematics Software Products: Findings From The First Student Cohort”• Mathematica Policy Research, Inc. and SRI International evaluated

16 reading and math products used by 9,424 students in 132 schools

• Compared students who received the technology with those who did not, as measured by their scores on standardized tests

• No significant difference for reading or math• 1 year study: average intervention was 17 hours • Drill and practice packages with little to no immediate student

feedback nor student assessment (with exception to the Cognitive Tutor - one of the five packages in the study)

• Didn’t publish the results from individual products.• Teacher training was given by the developers in how to use the

software, but not how to use the software effectively for pedagogy or content learning.

Is e-learning effective?“In considering the results of evaluative research in computer-assisted learning software, one has to avoid confounding the medium with the method. Generally, computer-assisted learning is under pinned by an older, neo-behaviourist theory of learning, one that has been displaced in the classroom by more social constructivist views of learning.”

A review of the Literature on Computer-Assisted Learning, particularly Integrated Learning Systems, and Outcomes with respect to Literacy and Numeracy, Parr, 2003

Innovation needs to be led by effective methods of teaching and learning, not by new technologies

Co-evolution of learning and technology

Methods for successful learning

• Formative assessment (Wiliam)• Small group collaboration and peer

learning (Johnson & Johnson; Dillenbourg)

Mobile Computer Supported Collaborative Learning: EduNova• MCSCL developed by

Pontificia Universidad Católica de Chile

• Wireless handheld computers

• Tested in schools, teacher training, university students

• Significant differences in learning outcomes

• Trials in other countries including UK (Wolverhampton)

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Computer-supported collaboration Mobile computer-

supported collaboration

Face-to-face collaboration

T eac h er 'sP o c k e tP C

1 . The te ac he r do wnlo ads theac t ivi ty f ro m the pro je c twe b s i te to his P o c ke tP C .


S tu d en ts 'sP o c k e tP C s

2 . In the c las s ro o m , the te ac he rtr ans m its the ac t ivi ty to thes tude nts us ing the M AN E T.

3 . The c o l labo rat ive ac t ivi tyis launc he d by the te ac he r andthe s tude nts are as s igne d tote am s that wo rk c o l labo rat ive ly.


S tu d en ts 'sP o c k e tP C s

4 . W he n the c las s is f in is he d, the te ac he r 'sP o c ke tP C c o lle c ts the s tude nts ' wo rk.


5 . The te ac he r do wnlo ads the data c o l le c te d o ntothe s c ho o l 's P C and analyze s i t . Addit io nal ly , thisdata is avai lable , whe n uplo ade d, o n the Inte rne t .

4. The teacher can monitor and discuss the individual and group learning activity.

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3 C’s of Effective Learning

• Construction– Successful learning is constructive process (Brown & Campione,

1996) that involves seeking solutions to problems and relating new experiences to existing knowledge

• Conversation– Central to learning is conversation, with teachers, with other

learners, with ourselves as we question our concepts, and with the world as we carry out experiments and explorations and interpret the results (Pask, 1976)

• Control– Learning is most successful when we are in control, carrying out

an active and continuing cycle of experimentation and reflection (Kolb, 1984)

PI: Personal Inquiry• Support for inquiry science learning

between formal and informal settings, KS3

• School for introducing and framing issues, and planning inquiries

• Outside, home and science centres for semi-structured investigations

• Construction– Students design the methods of

inquiry

• Conversation– In classroom, at home, with peers,

with experts

• Control– ‘Scripted’ inquiry learning (dynamic

lesson plans supported by mobile devices)

What next?

1960s Teaching machines

1970s Computer-assisted learning

1980s Microcomputers in education

1990s VLEs and RLOs

2000s Web 2.0

Programmed learning

Intelligent tutoring systems

Logo and constructionism

Networked learning

Web 2.0

Web 2.0• Is not

– A new Virtual Learning Environment– Giving lessons on how to blog– Podcasting lectures– Students cheating in exams by sharing answers

• Is– A term invented by Tim O’Reilly– The Web as a software platform– Social networked interaction– Innovation by pulling together features from distributed,

independent developers (“mashups”)– The power of community– Construction, conversation, and control by web users

Web 2.0 for learningTITLE: Ralph Barthel

• Creating, sharing, mixing narrative video

• YouTube video content• Mojiti video annotation • Multiple paths – new

scenes, new tellings• Social networked

construction of multiple-path video

Issues

• Tension between learning outside and within formal education

• Ownership – who owns the technology, the content, the

learning?

• Privacy– in an always-connected world

• Assessment– of learning beyond the classroom

How to separate home and school?

• Home invasion of school– Disruptive devices

• Mobile phones, cameras, games consoles

– Disruptive activities • Texting, photoing, videoing, web browsing

• School invasion of home– Parental access to the school intranet– Assessment of non-school learning– Pervasive monitoring of children’s activity

Mobiles to monitor childrenParents could soon keep a much closer eye on what children are up on their way to and from school thanks to a mobile monitoring system. Guardian Angel is a product which allows parents to map out the exact route a child takes to school. It will send text alerts to their mobile phone if the child deviates too far from that route or takes too long getting there. BBC News website 23rd March 2003

Ambient Mobile Assessment

utilises a new mobile services architecture to deliver interactive “smart” messaging automatically to send assessment questions and receive multiple choice responses via email or SMS which can then be auto-responded to with feedback, suggestions for further learning, or reinforcing targeted questions with full reporting capability. www.ambientperformance.com

http://www.ambientperformance.com/

What next?• Context

– Location-aware guides, language learning, science inquiry, environmental simulations

– Location-based social networks, sharing impressions and experiences in context

• Wide-area educational gaming• Lifelong learning support• Technology-enabled learning spaces

– E.g. buildings that teach about energy conservation

• Web 3.0– Ambient intelligence