Codirector London Knowledge Lab Institute of Education University of London Director UK Technologyenhanced Learning Teaching and Learning Research Programme Phase 4 TechnologyEnhanced Learning how to whom and what to teach ID: 294078
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Richard Noss
Co-director: London Knowledge LabInstitute of Education, University of LondonDirector: UK Technology-enhanced Learning (Teaching and Learning Research Programme, Phase 4)
Technology-Enhanced Learning – how, to whom and what to teach
?Slide2
Computers are transforming education
But what kind of transformation?Slide3
what are the challenges?Slide4Slide5
Aim of my talk
to think about the design and evaluation of technology-enhanced learning (TEL) as a window on learning in generalunderstanding to designdesigning to understandSlide6Slide7
what does the computer “do”?
what can we make the computer “do”?Slide8
Personalisation
exploiting the adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities.
developing
tools to help individual learners gain information and turn it into knowledge Slide9
...showing that it is possible to design an
intelligent system for learning about mathematical generalisation that respects
exploration and investigation
personalisation
TEL programme: Noss et al.Slide10
TEL programme: Noss,et al
The learner has iteratively constructed an expression of a dynamically-changing pattern
The system constructs advice, guidance and feedback
The system ‘generalises’ the pattern and shows what would happen for different instances helping the learner to ‘keep an eye on the general”.
personalisation
the
graphocentric
curriculumSlide11
supporting learning in university courses with semantic web tools
TEL Programme: Carmichael et al. personalisation
turning information into knowledge
for multiple identities and learning stylesSlide12
Productivity
Achieving higher quality and more effective learning in affordable and acceptable ways Slide13
LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discovery of innovative pedagogical designs that exploit the potential of TEL
TEL programme: Laurillard et alproductivitySlide14
The teacher as learner uses the LDSE to build, test, share and reflect on a learning design
...which is used by the system to adapt to the learner
productivity
building evolutionary change into revolutionary transformationSlide15
...developing and evaluating a virtual learning system based on haptic and synthetic devices
TEL programme: Cox et al. productivitySlide16
productivity
evaluating skills and concepts
revisiting transferSlide17
Flexibility
Learning opportunities are available in a more seamless and accessible environment that can link classroom, home, workplace, and community.
Build virtual worlds that support learning in the real world
and connect
them with everyday culturally embedded artefactsSlide18
Personal Inquiry
using mobile and desktop computers, children engage in scientific processes of gathering and assessing evidence, conducting experiments and engaging in informed debate
Myself
My environment
My communityTEL Programme: Sharples et al
flexibility
rethinking complexity and hierarchySlide19
an educational environment of web-based and mobile technologies to support the development of a virtual space for young people and their teachers engaged in activities to develop transition skills
flexibilityTEL programme: Lally et alSlide20
flexibility
looked-after childrenschool university transitiona safe environment in whichfamiliar technologies connect with the virtual world
exploiting (!) learners’ cultureSlide21
Inclusion
Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods.
Improving learning for those whose learning styles do not fit the ‘one size’ of mainstream educationSlide22
inclusion
TEL programme: Porayska-Pomsta et al.Slide23
inclusion
tools for outliers become tools for allSlide24
inclusion
TEL programme: Burd et al.Slide25
inclusion
make learning more inclusive through redefining social spaceSlide26
constructionism
: seeking 21c. pedagogySlide27
TEL research programme:
www.tlrp.org/telLondon Knowledge Lab: www.lkl.ac.uk