Trends and challenges in Trends and challenges in technology enhanced technology enhanced learninglearning**

ŽŽivana Komlenovivana KomlenovDepartment of Mathematics and InformaticsDepartment of Mathematics and Informatics

Faculty of ScienceFaculty of ScienceUniversity of Novi SadUniversity of Novi Sad

*Partly inspired by presentations at Online *Partly inspired by presentations at Online Educa 2011Educa 2011

and and STELLAR report indicating Grand Challenges STELLAR report indicating Grand Challenges 

22/19/19

Where to? How?Where to? How?

33/19/19

Motivation through new mobile and Motivation through new mobile and ubiquitous toolsubiquitous tools

►WWidespread penetration of broadband Internet,idespread penetration of broadband Internet, WIFI infrastructure, fast mobile data networksWIFI infrastructure, fast mobile data networks, , smartsmart phones,phones, tablets,tablets, andand personalpersonal computerscomputers

►NNewew opportunitiesopportunities forfor personalpersonal drivendriven educationeducation, , yet cyet clearlear lacklack ofof toolstools toto inspireinspire peoplepeople toto learnlearn

►What is needed?What is needed? SSocio-technicalocio-technical toolstools thatthat i inspirenspire andand motivatemotivate peoplepeople

toto collaborativelycollaboratively andand individuallyindividually construct,construct, create,create, andand aggregateaggregate informationinformation intointo newnew knowledgeknowledge//artefactsartefacts

WWorkingorking across stakeholders to develop personally across stakeholders to develop personally meaningful environmentsmeaningful environments

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Providing one technology-supported Providing one technology-supported tutor per learnertutor per learner

►Human tutors assisted by technologyHuman tutors assisted by technology help help learnerslearners:: becomebecome moremore competentcompetent meetmeet thethe demandsdemands ofof knowledgeknowledge--drivendriven societysociety

► CombiningCombining agentsagents a andnd humanhuman tutorstutors toto provideprovide highhigh qualityquality tutoringtutoring toto everyevery learner learner

►What is needed?What is needed? PPredictive models which target predicting redictive models which target predicting

performance based on tracesperformance based on traces Learning analytics that provide intuitive graphical Learning analytics that provide intuitive graphical

user interfaces that foster quick performance user interfaces that foster quick performance understandingunderstanding

Provision of feedback to support analysis in real-Provision of feedback to support analysis in real-timetime

Pedagogically sound user interfacesPedagogically sound user interfaces

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Harnessing the power of emotions Harnessing the power of emotions for learning with TELfor learning with TEL

► The way we learn is influenced by the The way we learn is influenced by the emotions we experienceemotions we experience Raised levels of stress and anxiety can lead to Raised levels of stress and anxiety can lead to

poorer performancepoorer performance Low levels of arousal or engagement can affect Low levels of arousal or engagement can affect

our concentrationour concentration and have a negative impact on and have a negative impact on how we take on new knowledgehow we take on new knowledge

►What is needed?What is needed? TTechnological developments offer newechnological developments offer new and and often often

unanticipatedunanticipated waysways toto improveimprove teaching/learning teaching/learning►e.g. bio-e.g. bio- sensors sensors can can offer insights into the physiological offer insights into the physiological

impacts of learningimpacts of learning or or actact asas aidsaids for using for using bio-feedbackbio-feedback toto reinforcereinforce learninglearning oror identifyidentify problemsproblems areasareas

►Usage – self-monitoring or exploring reactions between Usage – self-monitoring or exploring reactions between teaching events and emotional responsesteaching events and emotional responses

66/19/19

Empowering learners to collaborate Empowering learners to collaborate onlineonline

►Online collaboration is not often sustainedOnline collaboration is not often sustained► Learners engage in the collaborative activity Learners engage in the collaborative activity

only to the extent that is required by the only to the extent that is required by the task or activity they are settask or activity they are set

►MMany learners use social networking tools inany learners use social networking tools in their everyday livestheir everyday lives

►How canHow can formal education draw on the formal education draw on the power of social networking in order to power of social networking in order to optimise online collaborativeoptimise online collaborative activity for activity for learninglearning??

77/19/19

Empowering learners to collaborate Empowering learners to collaborate onlineonline

►What is needed?What is needed? Innovations regarding the structuring or scripting Innovations regarding the structuring or scripting

the collaborative activitiesthe collaborative activities►Over-structuring tends to leave students unmotivatedOver-structuring tends to leave students unmotivated►Under-structuring tends to leave students overwhelmedUnder-structuring tends to leave students overwhelmed►Exploring how the structuring devices used are Exploring how the structuring devices used are

assimilated into student activity systemsassimilated into student activity systems►Following the 4T model, which structures online Following the 4T model, which structures online

collaborative learning activity within: task requirements, collaborative learning activity within: task requirements, timing, team organization and the technology usedtiming, team organization and the technology used

Ethnographic studies to investigate the use of Ethnographic studies to investigate the use of collaborative tools in the everyday life of learnerscollaborative tools in the everyday life of learners

88/19/19

Assessment and automated Assessment and automated feedbackfeedback

► BBreaking current limitations in terms ofreaking current limitations in terms of:: learning domainslearning domains attentionattention toto summativesummative assessmentassessment inin currentcurrent

educationaleducational practicespractices limitationlimitation toto focusfocus onon traditionaltraditional question-formatsquestion-formats

► TheThe finalfinal aim isaim is toto changechange thethe perceptionperception ofof assessmentassessment FFromrom aa judgingjudging instrumentinstrument toto aa supportsupport mechanismmechanism

forfor learninglearning►What is needed?What is needed?

WWide-scale development, evaluation and ide-scale development, evaluation and implementation of new formative assessment implementation of new formative assessment scenariosscenarios► IIncluding the technologiesncluding the technologies that make intensive use of that make intensive use of

text- and data mining ortext- and data mining or natural language processing natural language processing approachesapproaches

99/19/19

New forms of evaluation for New forms of evaluation for informal learninginformal learning

► By removing the pre-specified design By removing the pre-specified design objectives we also remove traditional objectives we also remove traditional benchmarks against which we evaluatebenchmarks against which we evaluate Such as measures of cognitive learningSuch as measures of cognitive learning

►What is needed?What is needed? Looking beyond short-term cognitive gains into Looking beyond short-term cognitive gains into

medium- to longer-term attitudinal, psychomotor, medium- to longer-term attitudinal, psychomotor, affective, motivational, emotional and behavioural affective, motivational, emotional and behavioural gainsgains

Finding ways to chart changes in the emotional Finding ways to chart changes in the emotional intelligence of students and their effects on intelligence of students and their effects on learninglearning

Educating learners in the ethical appropriation of Educating learners in the ethical appropriation of TELTEL

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Improve learning and course Improve learning and course completion through recommender completion through recommender

technologiestechnologies►High drop-out rates, especially in online and High drop-out rates, especially in online and

distance education settingsdistance education settings►What is needed?What is needed?

Customize existing recommendation algorithms Customize existing recommendation algorithms for learningfor learning

Employment of recommender systems in real-life Employment of recommender systems in real-life scenariosscenarios

Different support systems for teachers and Different support systems for teachers and students to offer relevant information at the right students to offer relevant information at the right timetime►For instance drop-out analyzers that inform the tutor of For instance drop-out analyzers that inform the tutor of

a course which learners are likely to drop-outa course which learners are likely to drop-out Developing suitable evaluation criteria for Developing suitable evaluation criteria for

different kinds of recommender systemsdifferent kinds of recommender systems

1111/19/19

Recommender systems deciding Recommender systems deciding which representation fits learning which representation fits learning

needs bestneeds best► This choice is very complex because of:This choice is very complex because of:

the nature of the contentthe nature of the content variety of the available resourcesvariety of the available resources constraints on the communicationconstraints on the communication learners’ competences and needslearners’ competences and needs

► What is needed?What is needed? A A high level collaboration of computer scientists, high level collaboration of computer scientists,

with researchers having a specificwith researchers having a specific expertiseexpertise inin semantic,semantic, learninglearning science,science, s semioticemiotic andand epistemologyepistemology

A A prototypeprototype ofof suchsuch aa tooltool inin a well-defineda well-defined andand notnot tootoo complexcomplex domaindomain

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Recommender systems deciding Recommender systems deciding which representation fits learning which representation fits learning

needs bestneeds best► Possible cPossible complementary features:omplementary features:

Indicators to recognize the right moment/time to Indicators to recognize the right moment/time to provideprovide non-intrusive feedback/scaffolding to non-intrusive feedback/scaffolding to learnerslearners

Indicators on when, how, and what kind Indicators on when, how, and what kind structuring thestructuring the learning process should be learning process should be provided in a personalized wayprovided in a personalized way

Criteria for choosing the effective order of Criteria for choosing the effective order of representationrepresentation type (self-constructed created vs. type (self-constructed created vs. pre-constructed given)pre-constructed given)►DDepending on the expected processing and conceptual epending on the expected processing and conceptual

understandingunderstanding ofof thethe learnerlearner

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Improving efficiency and reducing Improving efficiency and reducing costs through improved information costs through improved information

retrievalretrieval►DDecreasing ecreasing numbernumber of of teachers and the request teachers and the request

to increase the to increase the numbernumber of high-educated of high-educated students in a short time periodstudents in a short time period => L=> Less timeess time available for the individualavailable for the individual support of support of

studentsstudents►=>=> TTeachingeaching quality decreasesquality decreases

► CCombinationombination ofof educationaleducational datadata andand informationinformation retrievalretrieval techniquestechniques, i.e. , i.e. LearningLearning AnalyticsAnalytics (LA)(LA) Will Will becomebecome a powerfula powerful meansmeans inin educationaleducational practicepractice

andand studentstudent guidanceguidance PPromises to reduce delivery costs,romises to reduce delivery costs, create more create more

effective learning environments and experiences, effective learning environments and experiences, accelerateaccelerate competencecompetence development,development, andand increaseincrease collaborationcollaboration

1414/19/19

Improving efficiency and reducing Improving efficiency and reducing costs through improved information costs through improved information

retrievalretrieval► BBarriers and limitations arriers and limitations of LA:of LA:

IIssues ofssues of privacy and data protectionprivacy and data protection DData surveilata surveillance lance and its ethical implicationsand its ethical implications

►What is needed?What is needed? AA new vocabulary in order to new vocabulary in order to discuss privacy, discuss privacy,

data protection and surveillance issuesdata protection and surveillance issues Research on how existing privacy and Research on how existing privacy and

transparency solutions can be integrated in transparency solutions can be integrated in practicepractice

DData awareness education for societyata awareness education for society New pNew policies defined to avoid unethical data olicies defined to avoid unethical data

miningmining researchresearch

1515/19/19

Collecting and sharing teaching Collecting and sharing teaching practices with new technologiespractices with new technologies

► LLearner-centric approaches fosterearner-centric approaches foster competence development beyond immediate competence development beyond immediate domain skillsdomain skills

► CapturingCapturing and and analyzinganalyzing the interactions of a the interactions of a learnerlearnerss with with theirtheir environments environments which can be characterised aswhich can be characterised as (adhoc)(adhoc) networksnetworks ofof

actors,actors, artefacts,artefacts, tools,tools, activities,activities, andand communitiescommunities► PPersonal learning environmentsersonal learning environments (PLEs)(PLEs)

Empowering Empowering learnerslearners toto designdesign theirtheir ownown environmentsenvironments andand toto connectconnect toto learnerlearner networksnetworks and collaborateand collaborate

► Standardization movements aim at making Standardization movements aim at making learning objects, learning designs, and learning objects, learning designs, and educational scripts accessible for otherseducational scripts accessible for others To foster sharing and reusability of resourcesTo foster sharing and reusability of resources

1616/19/19

Collecting and sharing teaching Collecting and sharing teaching practices with new technologiespractices with new technologies

►What is needed?What is needed? RReaching a certain level of scale in variabilityeaching a certain level of scale in variability and and

the capacity for variabilitythe capacity for variability►As As a precondition for aa precondition for a flexiblflexiblyy changing ofchanging of learning learning

environmentenvironment

FFacilities for sharing a different (individual)acilities for sharing a different (individual) practicespractices supportedsupported byby differingdiffering technologytechnology arrangementsarrangements►MMay or may not base on broad socio-technical movementsay or may not base on broad socio-technical movements

suchsuch asas socialsocial mediamedia andand W Webeb 2.02.0

Understanding, building, and sustaining networks of Understanding, building, and sustaining networks of teachers, including ad-hoc formation and dissolution teachers, including ad-hoc formation and dissolution of suchof such cliques cliques

Large tool repositories such as widget- and app-Large tool repositories such as widget- and app-storesstores

1717/19/19

Shared datasets for recommender Shared datasets for recommender systems training and developmentsystems training and development

► Educational datasets (educational data Educational datasets (educational data stored automatically by e-learning stored automatically by e-learning environments) offer an unused opportunity environments) offer an unused opportunity for:for: Evaluation of learning theoriesEvaluation of learning theories Student supportStudent support Development of future learning applicationsDevelopment of future learning applications

► They extend the methodological and They extend the methodological and empirical approaches to analyze TELempirical approaches to analyze TEL Dominated by design-based research approaches, Dominated by design-based research approaches,

simulations, and field studiessimulations, and field studies

► Challenging data ownership and access rightsChallenging data ownership and access rights

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Shared datasets for recommender Shared datasets for recommender systems training and developmentsystems training and development

►What is needed?What is needed? Defining and promoting a common generic Defining and promoting a common generic

infrastructure for sharing, analyzing and reusing infrastructure for sharing, analyzing and reusing learning resources and learning activity logslearning resources and learning activity logs

Data policies (licenses) that regulate how Data policies (licenses) that regulate how different users can use, share, and reference different users can use, share, and reference certain datasetscertain datasets

Common dataset formats like from the CEN PT Common dataset formats like from the CEN PT Social data groupSocial data group

Standardized documentation of datasets so that Standardized documentation of datasets so that others can make proper use of itothers can make proper use of it

Methods to anonymise and pre-process data Methods to anonymise and pre-process data according to privacy and legal protection rightsaccording to privacy and legal protection rights

1919/19/19

Where to? How?Where to? How?