1. Next Generation Classroom from elite classes to education factories up to co-creation Shared Service Centre ICT Education Technology 2014 Dr. ing. A.H.W. (Piet) van der Zanden Dr.ing. Piet van der Zanden Adviser for ICT in Education a.h.w.vanderzanden@tudelft.nl 2. Three University Archetypes from society detached to society engaged 2014 Dr. ing. A.H.W. (Piet) van der Zanden 3. Three ICT in Education Practices from individual training to co-creation 2014 Dr. ing. A.H.W. (Piet) van der Zanden 4. Five Learning Theories from individual learning to collaborative producing Pavlov Skinner Watson Bruner Gagn Piaget Vygotsky Siemens DownesRogoff Kukla McFarlane 2014 Dr. ing. A.H.W. (Piet) van der Zanden 5. Adaptation of Innovations (Rogers, 2003) 2,5 % 13,5 % 34 % 34 % 16 % Striking is the difference in people using new technologies Critical mass is between 10 % en 30 % of maximum of users Do you want change, aim at innovators and early adopters! Do pilot projects with lengths of minimum 4 years to reach critical mass! 2014 Dr. ing. A.H.W. (Piet) van der Zanden 6. Virtual Learning Environment Another 5 years for the next education technology Implementation of Blackboard VLE within higher education follows an S-curve in time, similar to commercial products in the market! 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 0 20 40 60 80 General Arts&Humanities NaturalSciences Engineering SocialSciences SocialSciences-113 VLEs lifespan is 19.3 years with standard deviation of 3.7 year To reach a critical mass of 10% took 3 to 5 years 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 0 20 40 60 80 100 120 140 160 180 200 Based on 236 VLEs with 1.15 * 106 online courses, of which 648 * 103 with a length > 1 month and 144 * 103 unique users who applied 115 * 106 educational activities. R2 = 99,7 %. 1 2 7 3 6 4 5 8 9 10 11 12 13 14 15 16 17 18 19 2014 Dr. ing. A.H.W. (Piet) van der Zanden 7. Education practices and technologies 2014 Dr. ing. A.H.W. (Piet) van der Zanden 8. Leading Question: What educational settings are tomorrows practices and what technology is needed to facilitate these? Education is developing in multiple directions Massification provides access for more people requesting larger halls Personalisation demands for smaller learning spaces Interactive Classes ask for convertible settings i.e. frontal and group mode Universities mostly choose the capacity option of Massification: more seats to facilitate more students appears to be a straight forward strategy. However, occupation & utilisation show figures of 49% & 32% respectively Indication: Available education spaces do not match applied education practices, but which do? 2014 Dr. ing. A.H.W. (Piet) van der Zanden 9. Statement: (Re)building lecture halls and classrooms with common widespread arrangements impede developments in pedagogy! Classroom Interior Design & Electronic Equipment Installed education technology seems to be stuck in a time warp (e.g. chalkboard, whiteboard, projector) Observation: Pedagogy is taken hostage by these tools Quote Sir Winston Churchill: We shape our buildings, and afterwards our buildings shape us Quote John Culkin: We shape our tools and thereafter they shape us 2014 Dr. ing. A.H.W. (Piet) van der Zanden 10. Assumption: A well-designed flexible classroom in combination with modern tools brings forth new educational practices, first simple ones, later on the advanced ones and eventually new practices of which we cannot think of today Classroom Interior Design & Electronic Equipment Adaptive Structuration Theory (Desanctis and Poole, 1994): Interaction between people and systems brings forth a social behaviour through the uses of these systems If interactive classes and mixed educational practices are awaited for Collaborative Learning Environment - Appropriation = dynamic use of technology for personal situation. - Structuration = evolutionary character of work processes within e.g. departments 2014 Dr. ing. A.H.W. (Piet) van der Zanden Desanctis Poole 11. 3. Scalability: How can audio-visual signals be transported between classrooms and buildings in order to virtually expand the capacity of classrooms? Three leading questions: 1. Versatility: How can an interactive whiteboard resemble the applied chalkboard pedagogy for scientific practices at our Delft University of Technology and ease the digitization of subject matter? Flexible Classrooms Facilitating Multiple Practices 2. Convertibility: How can multiple education practices be facilitated in one and the same classroom? 2014 Dr. ing. A.H.W. (Piet) van der Zanden 12. Results of Exploratory Approach 1. Only one interactive whiteboard suffices for our chalkboard pedagogy. See Zanden, A. H. W. v. d. (2014). Advanced Teaching with Virtual Chalk and Four Parallel Video Signals. 2. Latency of digital videoconference chain preferably about 100 ms 3. Support and maintenance are keen issues 4. Aspect ratio preferably 16:9 in accordance with videos, online materials, 5. AV-IT systems native resolution, preferably full HD 1920*1080p 6. Automatic recording procedures 7. Robust connectors (HDMI not fault-tolerant), appropriate AV infrastructure 8. Appropriate network infrastructure 9. Ergonomic measures for readability, illumination, viewing angles, . See Zanden, A. H. W. v. d. (2014). Readability in Classrooms. 10. Flexstool to accommodate both frontal instruction and group modes. See Kreke, T. v. d. (2010). Flexstool for multiple learning practices in lecture rooms. Master of Science, Delft University of Technology, Delft. 2014 Dr. ing. A.H.W. (Piet) van der Zanden 13. Versatile Teaching Environment Four Quadrants Multiple AV Signals Visualizer Projector signal A/B Video wall signal A A Scenario Lecture Projector signal B/C SMARTboard signal A Video wall signal B Scenario Instruction Full-Screen Display of a Quadrant or Other Signal Quadrant 2 Quadrant 3 Quadrant 4 Quadrant 1 SMARTboard is signal 1,2,3 or 4 Scenario 4 Quadrants Classroom 2 SMARTboard Classroom 1 1 2 3 1 2 3 Video Conference 2014 Dr. ing. A.H.W. (Piet) van der Zanden 14. Convertible Practices in One Classroom Frontal Instruction Group Assignment 2014 Dr. ing. A.H.W. (Piet) van der Zanden 15. Scalability through AV over IP Network Transmitting Classroom Receiving Classroom Streaming AV 2014 Dr. ing. A.H.W. (Piet) van der Zanden 16. Challenges 1. Teaching and Learning Environments are subject to educational change 2. Third parties (architect, AV integrator, other) have difficulty to understand the consequences and impact for their domain 3. Conventional AV and pedagogy tools impede progress in education 4. New education practices may come forth from using new interiors and new tools (Adaptive Structuration Theory ) 5. Flexible classrooms may help to improve occupation and utilisation 6. The Test Classroom is part of on-going study with next two questions: 1. What AV-IT installation and furniture serves todays classroom practices and keeps an open path for adaptation and adoption to modern education practices? 2. Which pedagogy and technology can bridge the gap between physical education practices and online virtual collaboration environments? 2014 Dr. ing. A.H.W. (Piet) van der Zanden