Pedagogy-informed design of new educational technologies
1. Mike Sharples
Institute of Educational Technology
The Open University
www.mikesharples.org
Pedagogy-informed design of new
educational technologies
@sharplm
2. The Open University
2 million people have studied at
The Open University since 1969
170,000 current students
24,000 students with disabilities
69 million visits to OpenLearn
Over 9 million learners on
FutureLearn
We do digital learning at massive scale
3. Education for the future
http://careers2030.cst.org/jobs/
Students who are:
Adaptive
Design-oriented
Technology literate
Networked
Environment aware
6. “The use of the IWB may be the most
significant change in the classroom
learning environment in the past decade”
“Although the IWB may alter the way that
learning takes place, and that the
motivation of teachers and pupils may be
increased, yet this may have no
significant or measurable impact on
achievement.”
Interactive whiteboards (IWB)
“in the hands of a teacher who is interested in developing the independent,
creative, thinking skills of their students, (the IWB) will be used to further these
purposes. . .
It’s not what you use it’s how you use it”
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature
on interactive whiteboards. Learning, Media and technology, 32(3), 213-
225.
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive
whiteboards: boon or bandwagon? A critical review of the
literature. Journal of Computer Assisted Learning, 21(2), 91-101.
7. Focus on pedagogy with new
technology,
not just the technology
It’s not what you use it’s how you use it
8. Pedagogy: “Theory and practice of
teaching learning and assessment”
www.open.ac.uk/innovating
9. Pedagogies
PEDAGOGY LEARNERS … WITH TECHOLOGY, LEARNERS MAY …
Assessing give or receive constructive feedback engage in online peer review
Browsing seek and collate information use search engines to find resources
Case-based investigate individual cases investigate medical cases online
Collaborative construct shared understanding create a shared online artefact, e.g. a Google doc
Construction create artefacts build constructions in e.g. Minecraft
Conversational discuss topics engage in online discussion
Cross-context learn across different settings learn between classroom and home with smartphone
Delivered receive information watch a video
Embodied learn motor skills monitor exercise using a smartwatch
Game-based play educational games join multiplayer educational games
Inquiry-driven investigate authentic situations use digital tools to collect and analyse data
Networked interact with networks of peers link to others via social media
Performative present to an audience blog about their learning
Problem-solving try to solve problems try to solve problems in online teams
Reflective reflect on information and activities review e-portfolios of learning activities
Simulation interact with a simulated tool study science in a virtual world
Adapted from Appendix 1 of Sharples, M., Crook, C., Jones, I., Kay, D., Chowcat, I., Balmer, K. & Stokes, E. (2009). New modes of technology-enhanced learning:
Opportunities and challenges. Becta. http://dera.ioe.ac.uk/1532/1/becta_2009_ht_cur_ped_new_modes_opps_challenges_report.pdf
12. PEDAGOGY
INCLUDING LEARNING PROCESSES
AND OUTCOMES
Pedagogy-led design
Assessing
Browsing
Case-based
Collaborative
Construction
Conversation
Cross-context
Delivered
Embodied
Game-based
Inquiry-driven
Networked
Performative
Problem-solving
Reflective
Simulation
13. Adaptive teaching
Spaced learning
Analytics of emotions
Personal inquiry
Dynamic assessment
Stealth assessment
Translanguaging
Crossover learning
Seamless learning
Incidental learning
Learning from gaming
Geo-learning
Learning through social
media
Epistemic education
Pedagogies for future education
Explore first
Teachback
Learning through
argumentation
Computational thinking
Learning from animations
Learning to learn
Assessment for learning
Formative analytics
Threshold concepts
Learning through storytelling
Learning in remote labs
Context-based learning
Event-based learning
Learning for the future
Embodied learning
Immersive learning
Maker culture
Bricolage
Massive open social
learning
Crowd learning
Citizen inquiry
Rhizomatic learning
Reputation management
Open pedagogy
Humanistic education
communities
14. Adaptive teaching
Spaced learning
Analytics of emotions
Personal inquiry
Dynamic assessment
Stealth assessment
Translanguaging
Crossover learning
Seamless learning
Incidental learning
Learning from gaming
Geo-learning
Learning through social
media
Epistemic education
Pedagogies for future education
Explore first
Teachback
Learning through
argumentation
Computational thinking
Learning from animations
Learning to learn
Assessment for learning
Formative analytics
Threshold concepts
Learning through storytelling
Learning in remote labs
Context-based learning
Event-based learning
Learning for the future
Embodied learning
Immersive learning
Maker culture
Bricolage
Massive open social
learning
Crowd learning
Citizen inquiry
Rhizomatic learning
Reputation management
Open pedagogy
Humanistic education
communities
16. “Inquiry learning enables students to pose thoughtful
questions, make sense of information, and develop new
understandings about a topic and the world around
them. Through inquiry learning, students are able to develop
the skills and attitudes needed to be self-directed, lifelong
learners.”
Inquiry learning
Active learning that starts by asking big questions
Understanding inquiry learning. National library of New Zealand https://natlib.govt.nz/schools/school-libraries/library-services-for-
teaching-and-learning/supporting-inquiry-learning/understanding-inquiry-learning
17.
18. Citizen science is “becoming the
favoured twenty-first century
model for conducting large-scale
scientific research” (Toerpe,
2013)
Engages thousands of people of
all ages with real science
investigations
But is not designed for learning
Citizen science
19. Citizen inquiry
Inquiry learning at scale
citizen science
+ inquiry learning
+ crowdsourcing
The more people that take part,
the richer the results
21. Investigation into
creativity and
wellbeing, with
personalised feedback.
43,000 completions.
70% completion rate.
Create a new nQuire
mission
www.nquire.org.uk
Open ‘social’
mission to
investigate
noise and
stress
BBC/British Trust
for Ornithology
national survey of
UK gardens. Over
250,000
completions
22. Gardenwatch
Citizen investigation of UK
gardens
Partnership of Open
University, BBC, British Trust
for Ornithology
Prime time TV, every
evening for four weeks
250,000 contributions
65% on mobile devices
23. Community of
learners
Many elderly women
gardeners
Supports informal
situated learning
Gardenwatch
“Hello again, … I did your garden survey earlier in the year coinciding with
springwatch. At the time not much was going on, no worms plenty of snails. I
am thrilled to report things are much better. Plenty of large earthworms,
butterflies, moths and my biggest thrill is the sighting of 4 devils coach horse
beetles. I have never seen them here at my address before and the last time I
did see one was thirty years ago!!! Hope this will be of interest to you. If you
wish I could do the survey again.” Email from Gardenwatch contributor
26. by designing good questions
by exploring your self, your
community, your world
by engaging in robust science
together
by sharing and analysing results
Learning with citizen inquiry
27. Open-source code
Open for anyone to participate in
any mission
Open for any person or
organisation to create a new
mission
nQuire: multiply open
www.nquire.org.uk
30. Huge diversity of abilities, cultures,
locations
Big data that could be harvested
Tension between open data and
personal privacy
Tension between open access and
robust science
New pedagogies may need new
ethics
Educational technology at scale
With great scale comes great responsibility
31. Multiple media, devices, partners
Ethical design of learning at scale
Independent verification
Secure environment
Support for learners
Inquiry learning process
Open access to learning
aNalytics for learning
32. Adaptive teaching
Spaced learning
Analytics of emotions
Personal inquiry
Dynamic assessment
Stealth assessment
Translanguaging
Crossover learning
Seamless learning
Incidental learning
Learning from gaming
Geo-learning
Learning through social
media
Epistemic education
Explore first
40 ways to design learning for the future
Teachback
Learning through
argumentation
Computational thinking
Learning from animations
Learning to learn
Assessment for learning
Formative analytics
Threshold concepts
Learning through storytelling
Learning in remote labs
Context-based learning
Event-based learning
Learning for the future
Embodied learning
Immersive learning
Maker culture
Bricolage
Massive open social
learning
Crowd learning
Citizen inquiry
Rhizomatic learning
Reputation management
Open pedagogy
Humanistic education
communities