Digital Technologies for Supporting Educational Innovations in K-12

University of Piraeus

Department of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.)

Information Technologies Institute (I.T.I.)

D. Sampson 24 June 2014

Advanced Digital Systems and Services for Education and Learning (ASK)

Digital Technologies for Supporting Educational Innovations in K-12

Demetrios G. Sampson

Senior and Golden Core Member IEEE

Professor, Department of Digital Systems, University of Piraeus, GREECE

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA Co-editor-in-Chief, Educational Technology and Society Journal

Steering Committee Member, IEEE Transactions on Learning Technologies Past Chair, IEEE Computer Society Technical Committee on Learning Technology

ICT Advisory Board Member, Arab League Educational, Cultural and Scientific Organization (ALECSO)

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… the speaker … Professor, Department of Digital Systems, University of Piraeus, GREECE

Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU

Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-Editor-in-Chief, Educational Technology and Society Journal

Steering Committee Member, IEEE Transactions on Learning Technologies

Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)

Senior and Golden Core Member, IEEE Computer Society

IEEE Computer Society Distinguished Service Award, July 2012

Co-author of 327 publications with at list 1460 citations (h-index:21)

Received 7 times Best Paper Awards in International Conferences on Learning Technologies

Guest Editor of 26 Special Issues in International Journals

Member of Editorial Board, 22 International Journals in Learning Technologies

Keynote/Invited Speaker on 56 International and/or National Conferences in Learning Technologies

General and/or Program Committee Chair in 35 International Conferences in Learning Technologies

Program Committee Member in 360 International and/or National Conferences in Learning Technologies

Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)

overview Digital Technologies for Learning and Education

When ? Why ? How ? Which ?

Basic Design Considerations for Course Design Constructive Alignment

Learning Outcomes – Teaching Models – Assessment Methods

Opening Up Education at a Global Scale Beyond Sharing Educational Resources

Towards Sharing Resources – Practices – Tools – Experiences – Teachers - Data

An Hierarchical Framework for Scaling Up Open Access to Global Online Education Elements – Stakeholders

Digital Tools to Support Large Scale Implementation

Digital Technologies for

Learning and Education

When ? Why ? How ?Which ?

Digital Technologies for Learning and Education

when ?

Digital Technologies:

•technology as an enabler for transformations

•use to provide learning experiences that would not

possible without the digital technologies

http://www.engineeringchallenges.org/cms/8996/9127.aspx

«personalized learning»

teaching – scaffolding - feedback

(«learning experiences»)

adopted to

individual students

Digital Technologies as an enabler for

incremental or disruptive transformations

to the way that individuals, groups and organizations

“learn” and the way to “assess” learning in 21st Century

Objectives: From acquiring new “knowledge” to develop new and relevant “competences”

Methods: From “classroom” based teaching to “context-aware” personalized learning

Assessment: From “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications

The Flipped Classroom

The Flipped Classroom http://www.youtube.com/watch?v=ojiebVw8O0g

which ?

• open access to

• digital resources/practices • digital tools • digital courses/classrooms

• via multiple devices • smart phones – tablets - laptops • game engines

• supported by • cloud technologies and cloud infrastructure

Basic Design Considerations

for Course Design

Constructive

Alignment

Biggs, J. (1996). Enhancing Teaching Through Constructive Alignment. Higher Education, 32, 347 – 364.

Constructive Alignment: An Example

Taxonomies of

Learning Objectives

Taxonomy of

Teaching Models

INFORMATION PROCESSING

SOCIAL INTERACTION

PERSONAL MODEL

BEHAVIOUR MODIFICATION

Models of Teaching

Taxonomy of

Assessment Methods

Course Design in a Netshell: - Define appropriate learning objectives for the targeted

competence profile

- Select appropriate teaching strategies for the anticipated learning objectives taking into consideration the educational setting

(context of learning and training)

- Populate the teaching strategy with appropriate resources, tools, tutors

- Incorporate appropriate formative and summative assessment tools and methods

Opening Up Education

at a Global Scale:

Sharing Educational

Resources – Practices – Tools – Experiences

– Teachers - Data

Open Educational Resources (OERs)

web-based systems that

organize, classify, store and share OERs (or Learning

Objects – LOs) and their associated metadata

national – thematic

include limited explicit information about the

learning and educational context of use of their

hosted OER

OER or LOs Repositories

OER Repositories Examples

OER Commons, USA Learning Resource

Exchange, EU

Le@rning Federation, Australia Jorum, UK

MERLOT, USA

From OERs to Open Educational Practices (OEPs) and OEP Repositories

….. Learning Object

Repository Learning Design

Repository

Open LD #1

….. Move to…

Title: Inquiry-based Teaching

Description: This strategy is

often contrasted with more

traditional expository methods

and reflects the constructivist

model of learning, often referred

to as active learning, so strongly

held among science educators

today.

Pedagogical Model: Inquiry-based Teaching

Source: PATHWAY Project (http://www.pathway-

project.eu/)

Open LD Templates Examples

PHASE 1:

QUESTION – Investigation of

scientifically oriented questions

PHASE 2:

EVIDENCE – Give priority to evidence

PHASE 3:

ANALYSE - Analyse evidence

PHASE 4:

EXPLAIN - Formulate explanations

PHASE 5:

CONNECT - Connect explanations

PHASE 6:

COMMUNICATE - Communicate and

Justify

PHASE 7:

REFLECT – Reflect on the inquiry

process

POSE A SCIENTIFICALLY ORIENTED

QUESTION

COLLECT EVIDENCE AND DATA

DECIDE THE EVIDENCES’ ANALYSIS

DECIDE EXPLANATIONS’

FORMULATION

CONNECT RESOURCES TO SCIENTIFIC

KNOWLEDGE

CHOOSE HOW TO COMMUNICATE

STRUCTURE REFLECTION ON THE

INQUIRY PROCESS

OEP Repositories

LAMS Repository, Australia The Canadian LD Repository, Canada

iCOPER LD Repository, EU OSR LD Repository, EU

COSMOS LD Repository, EU

Opening Up Education - Aspects of Openness

Open Curriculum: learners can mix educational resources, learning activities, and/or educational courses for different disciplines to meet their needs. This places learners in charge of their own learning and ensures that they will learn what they need to meet their personal desires and requirements.

Open Learning: teachers, experts and/or peers can share new ideas and new understanding during the learning process. This provides learners with opportunities for self-determined and independent learning.

Open Assessment: instead of formal evaluation of learning results, previously led by accredited education providers, assessment of what learners have learned can be carried out by their teachers, others and peers during the learning process via peer to peer or crowd-sourced assessment with on-demand accreditation for learners.

Open Platform: cloud–based provision and the use of open standards make it easier for different platforms and services to exchange information and data

European Commission (2011). Public consultation on opening up education - a proposal for a European initiative. Directorate-General for Education for Culture. Retrieved December 12, 2013, from http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf

A Hierarchical Framework for

Scaling Up Open Access to Global

Online Education

Educational Content

Learning Activities

Educational Courses

Education and/or Training

Programmes

Hierarchical Open Access Framework: Elements

Learning Objects Educational Metadata (EM)

Hierarchical Elements

Within this context, to deal with the different levels of granularity (namely, educational content, learning activities, educational courses, education and/or

training programmes), and the different tools and services needed to handle the particularities of each

granularity level, we propose a hierarchical open access framework that considers different hierarchical elements for supporting the main stages of a typical e-

Learning chain and we present a set of tools that support this framework

A Hierarchical Open Access Framework

Hierarchical Open Access Framework: Main Stakeholders

EducationalContent

Learning ActivitiesLearning Activities

Educational Courses

Programmes

Learning ObjectsLearning ObjectsEducational Metadata (EM)

Educational Metadata (EM)

ParticipateParticipateDeliver

Deliver

Design and Develop

Educational Content

Supplier / Teacher

Instructional Designer / Teacher

e-Learning Services Provider

Learner/Teacher

Search / Select

• Educational Content: This is the lowest level of the hierarchical open access framework and it includes:

• Open Educational Resources (OERs) in the form of Learning Objects (LOs) and

• Educational metadata that are used to describe the different educational characteristics and attributes of a LO

• Learning Activities: This is the second level of the hierarchical open access framework and for the purpose of our work, a Learning Activity (LA) is defined as: “the interaction of learner(s) with other(s) (peers and/or tutors) and with a learning environment (optionally involving educational content, tools and services), which emerges as a result of performing a task following a specific pedagogical strategy in order to achieve one or more learning objectives” (Beetham, 2007).

• Educational Courses: This is the third level of the hierarchical open access framework and it can be developed as a sequence of LAs following a specific pedagogical strategy. Moreover, for the purpose of our work we consider that an educational course is delivered entirely online and can be facilitated by desktop and/or mobile devices towards addressing one or more learning objectives (Sampson & Zervas, 2011)

• Education and/or Training Programmes: This is the highest level of the hierarchical open access framework and it can be developed as a synthesis of educational courses. An education and/or training programme typically includes the educational courses that constitute it, as well as the virtual classrooms that are used for supporting the delivery of the educational courses and may lead to a competences-based qualification (Sampson & Zervas, 2012)

Beetham, H. (2007). An approach to learning activity design. In Beetham, H. & Rhona, S. (Eds.) Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 26–40). Routledge. Currier, S. (2008). Metadata for Learning Resources: An Update on Standards Activity for 2008, ARIADNE, 55. Sampson, D. & Zervas, P. (2011). Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework, IEEE Transactions on Learning Technologies (TLT), 4(4), 353-364 Sampson, D. & Zervas, P. (2012). Mobile Learning Management Systems in Higher Education. In A. Azevedo & R. Babo (Eds.), Higher Education Institutions and Learning Management Systems: Adoption and Standardization (162-177), IGI Global Sampson, D. & Zervas, P. (2013). Learning Object Repositories as Knowledge Management Systems, Knowledge Management & e-Learning Journal, vol. 5(2). Sampson, D. & Zervas, P. (2014). A Hierarchical Framework for Open Access to Learning and Education. International Journal of Web-based Communities (IJWBC) vol. 10(1), pp. 25-51, Inderscience Publishers.

ASK Tools for Supporting the

Proposed Hierarchical Open

Access Framework

• The ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-LOM-AT 2.0)

• The ASK Learning Objects Metadata Application Profiling Toolkit (ASK-LOM-AP)

• The ASK Learning Objects Social Tagging Toolkit (ASK-LOST 2.0)

• The ASK Learning Design Toolkit (ASK-LDT)

• The ASK Mobile Learning Design Player (ASK-Mobile-LD-Player)

• The ASK Mobile SCORM Player

• The ASK Mobile Moodle

• The ASK 3D Virtual Classroom Simulation (ASK 3D VCS)

http://www.slideshare.net/Demetrios_Sampson/ask-tools-4-scalingup-open-access-2-global-education

A Case Study: MW-TELL

Mobile and Wireless Technologies

For Technology-Enhanced Language Learning

http://www.Mobile2Learn.eu/

Mobile2Learn

Metadata Authoring

Toolkit

Mobile2Learn

MALL Courses

Authoring Toolkit

Mobile2Learn

Metadata Authoring

Toolkit

Mobile2Learn

Web Repository

MALL Content

Suppliers

MALL Services

Providers

inform

Resources/

Courses

MALL Courses

Suppliers

Educational

Metadata

Produce

Resources

Metadata

Tagging Retrieve/Deliver

MALL Courses

Search MALL

Courses

Use MALL

Resources

Produce

CoursesMetadata

Tagging

inform

Mobile2Learn

Guidelines for Web

Mobile Language

Learning Content

Foreign Language

Learning

Requirements

Mobile2Learn

MALL Strategies

Mobile2Learn MALL

Courses Delivery Tool

inform

Foreign Language

Learning

Requirements

Foreign Language

Learning

Requirements

inform

Relating Educational Resources (Learning Objects and Course

Activities) with Educational Objectives based on Common European Framework of Reference for

Languages (CEFR) has resulted to significant re-use benefits across

Online Courses

Πρόγραμμα Μεταπτυχιακών Σπουδών

«Ψηφιακά Συστήματα και Υπηρεσίες»

Κατεύθυνση Ηλεκτρονική Μάθηση

Τμήμα Ψηφιακών Συστημάτων

Πανεπιστήμιο Πειραιώς

ICALT2014: Τhe 14th IEEE International Conference on Advanced Learning Technologies - Advanced Technologies for Supporting

Open Access to Formal and Informal Learning 7-10 July 2014 Athens, Greece

225 papers – 300 participants – 40 countries http://www.ask4research.info/icalt/2014/

… stay in contact …

e-mail: sampson@iti.gr skype: dem-sampson

twitter: @dem-sampson www.ask4research.info

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