the future of virtual learning environments and …...future of technology enhanced learning...
TRANSCRIPT
The future of Virtual Learning Environments and Technology Enhanced Learning
Dr Daniel ThiemertIntelligent Systems Research Laboratory
School of Systems Engineering University of Reading, UK
www: http://www.isr.reading.ac.uke-mail: [email protected]
What is the workshop about
• About TEL and VLE- For what?- Why?
• Latest trends- Adaptive learning environments- Competency-based learning (at the work place)- Some examples and demos
• How you can get involved• All interspersed with some questions to and from you
Technology Enhanced Learning Now
• Very well established in the industry• Continuing education on almost any subject• State of the art and practice is Blended Learning• Estimated worldwide market volume 2014 > 95,000 Mio $
• Example: Turnover in Germany: • 523 Mio € in 2012• 582 Mio € in 2013 (+13.5%)
TEL and VLE
• VLE is part of TEL• Two main streams
- Learning (Management) Systems• To enhance the learning experience directly, e.g. usability, content, etc.• Really what the learner sees
- Leaning Analytics• To enhance the offerings by analysing
- how students/cohorts perform - Where there might be problems in the course design (e.g. many
students fail a particular assignment)- But also give feedback to the student with respect to where he is
standing compared to the cohort- Information therefore used both by the student as well as the
teacher/organisation
Why VLE and TEL?
• Well…- Technology is ever more present in every day life, so it is only
natural for it to find its way into the education sector- Students do not only want to learn in school (that is, if they are
motivated)• AAA Access: Anything, Anytime, Anywhere to learning content• Support for home assignments• ...
• Classic distance learning (Open University)• Regulatory Requirements FELTAG Recommendation• Virtual Learning Environments can support personalised learning improved learner experience- Adaptive Learning Environments (will come back to that in a
bit)
Questions (from me)
• Are you using any learning management systems?- Moodle, Blackboard,…?
• What are your experiences?- The good- The bad- And the Ugly
Future of Technology Enhanced Learning
Innovation is just around the corner:• New content paradigms
- Serious games and gamification- Simulation and immersion, 3D, AR
• New interaction paradigms- Non-touch interfaces- Multi-touch interfaces
• New delivery paradigms- Mobile learning- Micro learning, assistance systems- Learning on the spot
• New organizational paradigms- Massive(ly) Open Online Courses- Small scale Open Educational Resources
• New Learning Machines- Making use of analytics
Why Adaptive Learning Environments ?
• Pedagogical Reason- Different learners are not equal- Pedagogically different learning pathways through the same
content of a Knowledge Domain- Teachers are adaptive
• Business Reason- Different learners do not need to learn the same stuff- Situation and role dependent learning within a Knowledge
Domain
• Societal Reason- More and more „smart“ systems coming up- Individualization and personalization of learning
…and / but
• Learners cannot always be left to decide for themselves in which order to access learning content- Completely free learning needs a lot of discipline- Needs knowledge of what is to come in the learning
content• Chaotic learning is not as efficient as structured learning
- Some guidance is needed, based on some factors
Adaptive Learning Environments
• Is all about adapting to the specific learner’s needs• Adaptive Learning Environments are quite well understood.
- Dating back to 1977- much technical progress in recent years
• but huge gap between research and practical usage
Why this gap ?
• Most advanced systems not available for large user groups- Adaptive engines difficult to implement in standard LMSKeep the adaptive engine outside the LMS
• Cognitive modeling of content is rather difficultKeep the pedagogical knowledge, the domain knowledge and
the instructional media separated
• Pedagogical models are abundant – but rarely formalized Allow for a higher expressiveness of description
• Humans do not like to be part of a computer program Conscious decision of the learner in any learning step
How can this be improved ?
Good learning is well structured !• 1st level = lecture level
- Informationally and didactically closed pieces- Labeled Concept Container CC
• 2nd level = Knowledge Object KO level- KOs may be differentiated according to various factors
• Pedagogical concept- Introduction, Historical Overview, Current State, Summary
• Role and Situation- Technical Expert or Manager ? Fast or slow ?
• Personal Needs- Handicap ? Age ? Gender ? Culture ? Motivation ?
Example Didactics
Math for primary school educationCC are:• The Basics of Numbers
- 3 KO
• Basic Arithmetic Operations- 3 KO
• Addition- 4 KO
• Subtraction- 4 KO
Learning Pathways
• The alignment of CCs for a learner is called a macro learning pathway MLP- chronologically
forward/backward- physics/society - manager/technician
• The alignment of KOs in every CC is called a micro learning pathway µLP- Exx: Inquiry Based or Multi
Stage Learning- Exx: High/Low bandwidth
An example of Personalisation
• https://www.youtube.com/watch?v=WuysRWqAHC4
… so
• Personalisation happens based on some factors- Learning history- Learning environment- Personal needs and preferences
• Factors are called didactic factors (developed by educational experts)- However: still very much in the research phase
• Need to establish how they influence the learner experience• Prioritisation• Etc.
Learning Management Systens
Some Prototypes
• http://portal.intuitel-classroom.eu/
Questions to you
• How would you use such a system in your domain?
• Do you see this as useful, from a teacher perspective?
• Comments?
Learning Analytics
• To enhance the offerings by analysing - how students/cohorts perform - Where there might be problems in the course design (e.g.
many students fail a particular assignment)- But also give feedback to the student with respect to where he
is standing compared to the cohort- Information therefore used both by the student as well as the
teacher/organisation• Only established in the last couple of years• Mainly focusing on cohort analysis
Competency based learning
• Much more applicable to a setting that includes workplace-based learning / vocational training
• Entrustable Professional Activity
• Task based instead of construct based approach
• Crucial question: would I entrust this candidate unsupervised with this task? (with my sick mother, animal or teach my daughter/son…)
• An EPA is a task that an individual can be trusted to perform unsupervised, in a given professional context, once sufficient competence has been demonstrated.
What to do with Learning Analytics
Assessment Tools
Analytics
Feedback to:• Student• Teacher/Supervisor
Types of Feedback
• Where are - you doing well- You need improvements
• What to focus on next
• To Supervisor:- How are the students overall doing- Are there any flaws in the course- What to focus on
Questions to you
• How would you use such a system in your domain?
• Do you see this as useful, from a teacher perspective?
• Comments?
How you can get involved
• Why:- You can steer the research and development- You can get access to latest technology- And… there is funding available.
• EU is funding within its H2020 programme “Technologies for better human learning”- Subscribe to http://www.ideal-ist.eu/- Regularly partner searches are sent around in various domains
• ERASMUS+ actions on learning• Funding usually 100% of staff cost plus some 25% overhead• If you can, go to relevant information and networking days to make
contacts- There might be travel costs, but the benefits usually outweigh these
Final Points
• What do you expect from VLE and TEL?
• How do you see the future?
• What other application areas (apart from just learning)?- Career Management- …
Thank you
Dr Daniel ThiemertIntelligent Systems Research Lab (ISR)
School of Systems EngineeringUniversity of Reading
Whiteknights, RG6 6AY UKPhone: 00 44 118 378 7842
Fax: 00 44 118 975 [email protected], www.isr.reading.ac.uk