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Basic concepts and
methodologies: UK (and EU)
       perspectives

      Prof. Andrew Ravenscroft
      University of East London
         a.ravenscroft@uel.ac.uk
www.uel.ac.uk/cass/staff/andrewravenscroft/
Overview of talk
Research and development perspective

Designing 21C Learning for 21C Skills

From Instructional Design to Learning Design

Deep Learning Design

How relevant within India and UEL research into Public
  Pedagogy

Publications and Questions
Research and development perspective
Programme Chair: European Conference on Technology
  Enhanced Learning (EC-TEL 2012), Ravenscroft et al.,
  2012, theme: “21C Learning for 21C Skills”

This theme is a key priority within the European Union and
  constituent countries and also worldwide, as research in
  instructional and learning design needs to address crucial
  contemporary questions such as:
• How can schools prepare young people for the
  technology-rich workplace of the future?
• How can we use technology to promote informal and
  independent learning outside traditional educational
  settings?
• How can we use social and mobile technologies to
  promote learning?
• How does, or can, technology transform education?
…more about 21C Skills

New, process-oriented (cf. content-oriented)
 individual and collaborative skills: critical and
 creative thinking, fast and responsive
 communication, problem solving and reflection,
 flexibility and team-working

Modern world demands solving new problems in
 innovative ways, often no longer performing
 pre-defined tasks that we are trained to do

At work, shift from material labour to immaterial,
  weightless production (Noss, 2012)
From Instructional Design to Learning
Design
Design needs to reconcile the practices and knowledge of
  an institution and their courses with the reality of the
  students individual and collaborative experience of
  learning, two important things:

Learning contexts can vary - institution-based, flexible and
  at a distance, mobile and personalised, informal learning
  in the work-place – this means that increasingly we need
  to take context into account in our learning design

Also, new digital literacies are being developed that we
  need to exploit, esp. through the widespread use of
  social media (Twitter, Facebook, Skype etc.)
Deep Learning Design
“Deep learning design applies profound insights from the
  learning disciplines to exploit the affordances of the
  technology in order to empower learners to achieve
  educational goals.” (Boyle and Ravenscroft, 2012)

This means, practically:
- Clearly understand the learning problem or opportunity,
  through thorough problematisation of the situation
- Investigating and defining the learning context
- Designing a new technology-enabled learning contexts

Or, an „Educational Engineering‟ approach, designing
  solutions for well understood educational problems or
  opportunities, not just „delivering learning content‟
How relevant within India?
Deep Learning Design to „reach the unreached‟?

Indian learning contexts very different from UK, EU, US!

Carefully study and conceptualise the Indian Learning contexts,
  esp. those necessitating greater inclusion in the learning and
  educative process

Design technology-enabled learning solutions through adapting
  existing approaches or introducing new ones

New blends learning technologies, e.g. adding mobile
  technologies to TV and radio to realise new and radical
  learning designs
Is this hard to do?


“Give me a place to stand and with a
  lever I will move the whole world.”

Archimedes
UEL Research into Public Pedagogy
„Proposed‟ International Centre for Public Pedagogy (IC-
   PUP)
   2 Co-Directors (Prof. Ravenscroft & Prof. Preston)
   7 researchers (2 to be recruited) + 2 new staff
   £2.25 Million in research income (UK, EU and US)
   International collaborators (e.g. from existing projects)

Key relevant themes:
  - educational development for greater social justice
  - technology-enabled inclusive education
  - citizenship within and beyond schools
  etc.

…a vehicle for collaboration within broader consortia
Publications and Questions
• Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. &
  Hernandez-Leo, D. (Eds). 21st Century Learning for 21st
  Century Skills. Proceedings of 7th European Conference
  on Technology Enhanced Learning, EC-TEL 2012,
  Sarbrucken, Germany, September 2012, Springer LNCS.
• Boyle, T. & Ravenscroft, A. (2012). Context and Deep
  Learning Design. Computers and Education, Elsevier, 59,
  4, pp 1224-1233
• Ravenscroft, A.,Warburton, S., Hatzipanigos, S., &
  Connole, G.(2012). (Eds) Designing and evaluating
  social media for learning: SI of Journal of Computer
  Assisted Learning (JCAL): Vol. 28, 3.
• Ravenscroft, A. (2009). *Ed) Social Software, Web 2.0
  and Learning: Status and implications of an evolving
  paradigm, SI of Journal of Computer Assisted Learning
  (JCAL), Vol 21, 1.

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Instruction Designe for e-Content Development;UK-India Prospective

  • 1. Basic concepts and methodologies: UK (and EU) perspectives Prof. Andrew Ravenscroft University of East London a.ravenscroft@uel.ac.uk www.uel.ac.uk/cass/staff/andrewravenscroft/
  • 2. Overview of talk Research and development perspective Designing 21C Learning for 21C Skills From Instructional Design to Learning Design Deep Learning Design How relevant within India and UEL research into Public Pedagogy Publications and Questions
  • 3. Research and development perspective Programme Chair: European Conference on Technology Enhanced Learning (EC-TEL 2012), Ravenscroft et al., 2012, theme: “21C Learning for 21C Skills” This theme is a key priority within the European Union and constituent countries and also worldwide, as research in instructional and learning design needs to address crucial contemporary questions such as: • How can schools prepare young people for the technology-rich workplace of the future? • How can we use technology to promote informal and independent learning outside traditional educational settings? • How can we use social and mobile technologies to promote learning? • How does, or can, technology transform education?
  • 4. …more about 21C Skills New, process-oriented (cf. content-oriented) individual and collaborative skills: critical and creative thinking, fast and responsive communication, problem solving and reflection, flexibility and team-working Modern world demands solving new problems in innovative ways, often no longer performing pre-defined tasks that we are trained to do At work, shift from material labour to immaterial, weightless production (Noss, 2012)
  • 5. From Instructional Design to Learning Design Design needs to reconcile the practices and knowledge of an institution and their courses with the reality of the students individual and collaborative experience of learning, two important things: Learning contexts can vary - institution-based, flexible and at a distance, mobile and personalised, informal learning in the work-place – this means that increasingly we need to take context into account in our learning design Also, new digital literacies are being developed that we need to exploit, esp. through the widespread use of social media (Twitter, Facebook, Skype etc.)
  • 6. Deep Learning Design “Deep learning design applies profound insights from the learning disciplines to exploit the affordances of the technology in order to empower learners to achieve educational goals.” (Boyle and Ravenscroft, 2012) This means, practically: - Clearly understand the learning problem or opportunity, through thorough problematisation of the situation - Investigating and defining the learning context - Designing a new technology-enabled learning contexts Or, an „Educational Engineering‟ approach, designing solutions for well understood educational problems or opportunities, not just „delivering learning content‟
  • 7. How relevant within India? Deep Learning Design to „reach the unreached‟? Indian learning contexts very different from UK, EU, US! Carefully study and conceptualise the Indian Learning contexts, esp. those necessitating greater inclusion in the learning and educative process Design technology-enabled learning solutions through adapting existing approaches or introducing new ones New blends learning technologies, e.g. adding mobile technologies to TV and radio to realise new and radical learning designs
  • 8. Is this hard to do? “Give me a place to stand and with a lever I will move the whole world.” Archimedes
  • 9. UEL Research into Public Pedagogy „Proposed‟ International Centre for Public Pedagogy (IC- PUP) 2 Co-Directors (Prof. Ravenscroft & Prof. Preston) 7 researchers (2 to be recruited) + 2 new staff £2.25 Million in research income (UK, EU and US) International collaborators (e.g. from existing projects) Key relevant themes: - educational development for greater social justice - technology-enabled inclusive education - citizenship within and beyond schools etc. …a vehicle for collaboration within broader consortia
  • 10. Publications and Questions • Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. & Hernandez-Leo, D. (Eds). 21st Century Learning for 21st Century Skills. Proceedings of 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Sarbrucken, Germany, September 2012, Springer LNCS. • Boyle, T. & Ravenscroft, A. (2012). Context and Deep Learning Design. Computers and Education, Elsevier, 59, 4, pp 1224-1233 • Ravenscroft, A.,Warburton, S., Hatzipanigos, S., & Connole, G.(2012). (Eds) Designing and evaluating social media for learning: SI of Journal of Computer Assisted Learning (JCAL): Vol. 28, 3. • Ravenscroft, A. (2009). *Ed) Social Software, Web 2.0 and Learning: Status and implications of an evolving paradigm, SI of Journal of Computer Assisted Learning (JCAL), Vol 21, 1.

Notas del editor

  1. These are salient questions to the field of instructional and learning design
  2. One interesting example of this is the growth of the Creative and Digital Industries in London, a sector for which these are key skills, that is predicted to overtake ‘the City’s Financial Sector’ within the next 5 years.So crucial that learners develop these skills!
  3. As far as the latter is concerned, I’ve Edited two Journal Special Issues on this topic of designing and evaluating social media for learning, that I’ll give you at the end.
  4. Or, if I was to use an engineering analogy, you wouldn’t deliver a designed bridge based on easily observable characteristics of a landscape. Instead you would thoroughly examine the landscape beforehand, performing tests and experiments to define the requirements before building the bridge. And I know a bit about this, as I used to be a Metallurgist and Quality Control Manager in a previous life.