Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Conole ucd 11_march

Review of the digital technology landscape

  • Sé el primero en comentar

  • Sé el primero en recomendar esto

Conole ucd 11_march

  1. 1. A vision for the future of Technology Enhanced Learning: key trends and implications 11th March 2019 University College Dublin Gráinne Conole, Dublin City University
  2. 2. 2019 Conference Dublin
  3. 3. Outline − The Irish e-learning landscape − EENEE report − Theoretical lens − Today’s digital society − Affordances − Opportunities − Top ten trends − Open practices − Pedagogy − Continuing Professional Development − Learning Design and Analytics − Beware of the rhetoric − Reflections
  4. 4. The Irish e-learning landscape − Policy perspectives − Continuing Professional Development − Learner agency and the learner voice − Tools and methodologies − MOOCs in Ireland − Learning Design − Learning Management Systems − E-Portfolios − Assessment − Futures − Open Education − Emergent digital literacies − New technologies
  5. 5. EENEE report −Education outcomes enhanced by the use of digital technologies: what are the conditions for success? − How does digital technologies enhanced teaching and learning? − What are the enablers for successful digital technology use? − What are the implications for policy and transformative curriculum reforms? With Mark Brown and Miroslav Beblavy
  6. 6. Outline of the report • Foregrounding literature • Theoretical lens • Changing nature of the digital society • Affordances of digital technology • Effective pedagogy for innovation • Continuous Professional Learning • Barriers • Principles and recommendations • Final reflections
  7. 7. OECD 2015 − ICT has revolutionised virtually every aspect of our life and work − Students unable to navigate through a complex digital landscape will no longer be able to participate fully in the economic, social and cultural life around them − Challenges: information overload, plagiarism, online risks − Students need to become critical consumers of Internet services and electronic media and make informed choices
  8. 8. −Study of 41 classrooms −Questions whether digital technology has transformed teaching and learning −More incremental change and cross-pollination than top-down policy mandates
  9. 9. Theoretical lens − Potential to enhanced and transform − Quality and effectiveness of pedagogy and outcomes depends on teachers − New technologies arising all the time − Limited change or progress − Traditional modes of instruction and assessment dominate − Many factors mediate success
  10. 10. Today’s digital society − Today’s digital society is complex and dynamic − Changing nature of work − 65% of jobs of the future don’t exist now − From knowledge recall to critical thinking… − Millennial generation − Different needs and expectations − IWWIWWIWI − Development of academic literacy skills − Adaptive and lifelong learners − Mixed of formal and OER/MOOCs − New forms of accreditation − Changing role of teachers and learners
  11. 11. Affordances of digital technologies −Phases: − Cultural − Symbolic − Communication − Ntworked − Cyber-infrastructure −Affordances − Differ according to the technology, context and use − Internet most disruptive technology of last 50 years
  12. 12. Opportunities • Technologies can: • Enable more interaction & communication • Help with retention • Be engaging & motivational • Extend the classroom • Provide timely and targeted feedback • Personalise the learning experience • BUT: technology is not a single entity; no single all-encompassing answer can be provided to the question of impact on educational outcomes
  13. 13.
  14. 14. Top ten trends − Place an important part of identity − Connect parents/learners − Permeable boundaries − Shift in ownership − Learners map their pathway − Abundance of data and AI − Changing nature of work − Rethink success − Impact on health and wellbeing − Connect the past to the present
  15. 15. Open practices − Opening up education − Facets − OER − MOOCs − E-textbooks − Use of open practices complex, personalised and contextual (Cronin) − Continuum of openness and access (Olcott)
  16. 16. Impact − Learners − OER (Wiley’s 5 Rs) − MOOCs (learning at scale) − E-textbooks (flexible & cost effective) − Teachers − New approaches to design − MOOCs for CPD − Researchers − Data-intensive collaborative research − Social media − Open scholarship
  17. 17. Future of open learning: challenges − Lack of digital literacies − Teaching the poor sister − New forms of accreditation − Senior management buy-in − Appropriate CPD − Unbundling of education
  18. 18. Digital learning ecology −Classroom expanded and evolved as virtual place sits alongside physical −A variety of different complementary learning opportunities −Further evidence of blurring of boundaries Brown, 2015
  19. 19. Effective pedagogy for innovation Teaching-centred Learning-centred Learning of facts and declarative knowledge Memorising information Teacher is central A focus on passing exams Drilling of right questions and routines Learning to pass exams Focus on information presentation to passive learning Technology as a media channel Learning from resources and technology Learning of conceptual knowledge Working with information Activity is central to learning Applying knowledge, theoretical thinking and demonstrating generic skills Problem-solving, design, project work and inquiries Learning how to learn Focus on how learning occurs within an activity Technology as intellectual partner in learning Learning with resources and technology Churchill (2017) Sfard (1998): acquisition vs. participation
  20. 20. The parameters of effective design Effective instruction depends on understanding of the complex interplay among learners’ prior knowledge, experiences, motivations, interests, and language and cognitive skills; educators’ own experiences and cultural influences; and the cultural, social, cognitive, and emotional characteristics of the learning environment (National Academy of Sciences, 2018)
  21. 21. Brown 2008 A pedagogical compass − UNESCO Pillars of learning − Learning to be − Learning to do − Learning to know − Learning to live together − ‘Pedagogical compass’ needs to swing between all four − Needle is not always pointing towards more traditional ‘learning by listening’ − Also the compass should not be stuck in any particular direction, as effective pedagogy requires a variety or combination of approaches
  22. 22. Constraints and conflicts • First order: constraints & limitations external to teachers • Funding and resource • Infrastructure • Access and time • Leadership • Second order: conflicts & tensions internal to teachers • Teacher confidence • Teacher beliefs and attitudes • Resistance to change • Reluctance to adopt new technologies
  23. 23. Continuing Professional Learning − Central role of the teacher − Continuing Professional Learning − Enable teachers to develop innovative learning interventions − Make effective use of digital technologies − Formats − Specialised and tailored workshops − Peer support and mentoring − Examples of good practice − Share and discuss practice − Resources, OER and MOOCs
  24. 24. Empower staff to create, discover and engage in meaningful personal and professional development (National Forum, 2016) Orna Farrell
  25. 25. Problem Learning Design New approaches to design that are pedagogically based and make effective use of technologies Learning Analytics Analysis of VLE data to better understand how learners are learning and to improve learning and teaching Solution Teachers Lack the digital literacies needed to harness potential of digital technologies Learners Lack academic digital literacies and need to develop strategies for learning
  26. 26. Learning Design A pedagogically informed approach to design that makes appropriate use of technologies
  27. 27. What is learning design? (1) Guidance
  28. 28. What is learning design? (2)
  29. 29. What is learning design? (3) Sharing
  30. 30. Learning Design Frameworks −Frameworks for guiding the use of technology/media/materials − SAMR, SECTIONS, COACT −Workshop approaches aimed mainly at promoting general good practice. i.e. social constructivist assumptions − 7Cs, 8LEM, ABC −Approaches based on specific theory of learner engagement − ICAP Conole, Forthcoming
  31. 31. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation
  32. 32. Activity Profile Activity Profile Flash Widget
  33. 33. Sta rt En d Learning Outcomes LO1 LO2 LO3 LO4 Assessme nt LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
  34. 34. The ABC Learning Design Workshop
  35. 35. Learning Analytics Summative (teachers) − See what learners are doing − Identify learners who are struggling − Find concepts that learners find difficult − Provide targeted support Formative (learners) − See patterns of their learning − Receive advice on better learning strategies − Compare learning against classmates − Set/review learning goals
  36. 36. Beware of the rhetoric −65% of future jobs don’t exists – debunked − Overly positivist accounts, not taking account of the nuances − Lack of credibility, not build on empirical evidence −Millennial generation – discredited −Uncritical adoption of popular teaching and learning ‘catchisms’ – claims and counterclaims
  37. 37. Reflections − Digital learning ecology is complex − More research needed to understand the complexity − Influence of affordances − Understand affordances & how they support pedagogy − No single metaphor for 21st Century learning − Support for learning needs to match learner needs and the context of learning − Assessment needs to support deep learning − Needs to be purposeful & support active, authentic and meaningful learning
  38. 38. Reflections −Teachers’ mindsets mediate technology implementation − Targeted and authentic CPL −Impact of leadership and institutional cultures − Need to align with factors for successful update of digital technologies −Refocus and change mindsets − From education in change to education for change
  39. 39. Change as a constant Change isn’t just one thing, just one time, just one big revelation. Change occurs in stages, and phases, which each add depth, colour, character, and create a multidimensional, multifaceted you
  40. 40. Go raibh maith agaibh! Thank you
  41. 41. A world top young university Email: Blog: Twitter: @gconole