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Learning technologies: what works, what next
Mike SharplesLearning Sciences Research Institute
University of [email protected]
What works40 years of learning technology Presentation tools Online learning resources Blended learning Skills training Simulations Formative assessment Classroom response systems? Engagement Instructional/learning design Classroom management
Software's Benefits On Tests In DoubtStudy Says Tools Don't Raise Scores
Educational software, a $2 billion-a-year industry that has become the darling of school systems across the country, has no significant impact on student performance, according to a study by the U.S. Department of EducationWashington Post, April 5, 2007
“Effectiveness Of Reading And Mathematics Software Products: Findings From The First Student Cohort”• Mathematica Policy Research, Inc. and SRI International evaluated
16 reading and math products used by 9,424 students in 132 schools
• Compared students who received the technology with those who did not, as measured by their scores on standardized tests
• No significant difference for reading or math• 1 year study: average intervention was 17 hours • Drill and practice packages with little to no immediate student
feedback nor student assessment (with exception to the Cognitive Tutor - one of the five packages in the study)
• Didn’t publish the results from individual products.• Teacher training was given by the developers in how to use the
software, but not how to use the software effectively for pedagogy or content learning.
Is e-learning effective?“In considering the results of evaluative research in computer-assisted learning software, one has to avoid confounding the medium with the method. Generally, computer-assisted learning is under pinned by an older, neo-behaviourist theory of learning, one that has been displaced in the classroom by more social constructivist views of learning.”
A review of the Literature on Computer-Assisted Learning, particularly Integrated Learning Systems, and Outcomes with respect to Literacy and Numeracy, Parr, 2003
Innovation needs to be led by effective methods of teaching and learning, not by new technologies
Co-evolution of learning and technology
Methods for successful learning
• Formative assessment (Wiliam)• Small group collaboration and peer
learning (Johnson & Johnson; Dillenbourg)
Mobile Computer Supported Collaborative Learning: EduNova• MCSCL developed by
Pontificia Universidad Católica de Chile
• Wireless handheld computers
• Tested in schools, teacher training, university students
• Significant differences in learning outcomes
• Trials in other countries including UK (Wolverhampton)
S 2
S 1 S 3
S 2
S 1 S 3
S 2
S 1 S 3
Computer-supported collaboration Mobile computer-
supported collaboration
Face-to-face collaboration
T eac h er 'sP o c k e tP C
1 . The te ac he r do wnlo ads theac t ivi ty f ro m the pro je c twe b s i te to his P o c ke tP C .
T eac h er 'sP o c k e tP C
S tu d en ts 'sP o c k e tP C s
2 . In the c las s ro o m , the te ac he rtr ans m its the ac t ivi ty to thes tude nts us ing the M AN E T.
3 . The c o l labo rat ive ac t ivi tyis launc he d by the te ac he r andthe s tude nts are as s igne d tote am s that wo rk c o l labo rat ive ly.
T eac h er 'sP o c k e tP C
S tu d en ts 'sP o c k e tP C s
4 . W he n the c las s is f in is he d, the te ac he r 'sP o c ke tP C c o lle c ts the s tude nts ' wo rk.
T eac h er 'sP o c k e tP C
5 . The te ac he r do wnlo ads the data c o l le c te d o ntothe s c ho o l 's P C and analyze s i t . Addit io nal ly , thisdata is avai lable , whe n uplo ade d, o n the Inte rne t .
4. The teacher can monitor and discuss the individual and group learning activity.
¿Qué son los ácidos nucleicos?
Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias
No sé
Cadena de monosacáridos unidos por enlaces glucosídicos
¿Qué son los ácidos nucleicos?
Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias
No sé
Cadena de monosacáridos unidos por enlaces glucosídicos
¿Qué son los ácidos nucleicos?
Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias
No sé
Cadena de monosacáridos unidos por enlaces glucosídicos
¡¡Pónganse deacuerdo!!
OK
¡¡Pónganse deacuerdo!!
OK
¡¡Pónganse deacuerdo!!
OK
¿Qué son los ácidos nucleicos?
Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias
No sé
Cadena de monosacáridos unidos por enlaces glucosídicos
¿Qué son los ácidos nucleicos?
Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias
No sé
Cadena de monosacáridos unidos por enlaces glucosídicos
¿Qué son los ácidos nucleicos?
Cadenas de ADN y ARN formadas por 4 nucleótidos Cadenas de aminoácidos unidos en distintas secuencias
No sé
Cadena de monosacáridos unidos por enlaces glucosídicos
¡¡CORRECTA!!
OK
¡¡CORRECTA!!
OK
¡¡CORRECTA!!
OK
3 C’s of Effective Learning
• Construction– Successful learning is constructive process (Brown & Campione,
1996) that involves seeking solutions to problems and relating new experiences to existing knowledge
• Conversation– Central to learning is conversation, with teachers, with other
learners, with ourselves as we question our concepts, and with the world as we carry out experiments and explorations and interpret the results (Pask, 1976)
• Control– Learning is most successful when we are in control, carrying out
an active and continuing cycle of experimentation and reflection (Kolb, 1984)
PI: Personal Inquiry• Support for inquiry science learning
between formal and informal settings, KS3
• School for introducing and framing issues, and planning inquiries
• Outside, home and science centres for semi-structured investigations
• Construction– Students design the methods of
inquiry
• Conversation– In classroom, at home, with peers,
with experts
• Control– ‘Scripted’ inquiry learning (dynamic
lesson plans supported by mobile devices)
What next?
1960s Teaching machines
1970s Computer-assisted learning
1980s Microcomputers in education
1990s VLEs and RLOs
2000s Web 2.0
Programmed learning
Intelligent tutoring systems
Logo and constructionism
Networked learning
Web 2.0
Web 2.0• Is not
– A new Virtual Learning Environment– Giving lessons on how to blog– Podcasting lectures– Students cheating in exams by sharing answers
• Is– A term invented by Tim O’Reilly– The Web as a software platform– Social networked interaction– Innovation by pulling together features from distributed,
independent developers (“mashups”)– The power of community– Construction, conversation, and control by web users
Web 2.0 for learningTITLE: Ralph Barthel
• Creating, sharing, mixing narrative video
• YouTube video content• Mojiti video annotation • Multiple paths – new
scenes, new tellings• Social networked
construction of multiple-path video
Issues
• Tension between learning outside and within formal education
• Ownership – who owns the technology, the content, the
learning?
• Privacy– in an always-connected world
• Assessment– of learning beyond the classroom
How to separate home and school?
• Home invasion of school– Disruptive devices
• Mobile phones, cameras, games consoles
– Disruptive activities • Texting, photoing, videoing, web browsing
• School invasion of home– Parental access to the school intranet– Assessment of non-school learning– Pervasive monitoring of children’s activity
Mobiles to monitor childrenParents could soon keep a much closer eye on what children are up on their way to and from school thanks to a mobile monitoring system. Guardian Angel is a product which allows parents to map out the exact route a child takes to school. It will send text alerts to their mobile phone if the child deviates too far from that route or takes too long getting there. BBC News website 23rd March 2003
Ambient Mobile Assessment
utilises a new mobile services architecture to deliver interactive “smart” messaging automatically to send assessment questions and receive multiple choice responses via email or SMS which can then be auto-responded to with feedback, suggestions for further learning, or reinforcing targeted questions with full reporting capability. www.ambientperformance.com
What next?• Context
– Location-aware guides, language learning, science inquiry, environmental simulations
– Location-based social networks, sharing impressions and experiences in context
• Wide-area educational gaming• Lifelong learning support• Technology-enabled learning spaces
– E.g. buildings that teach about energy conservation
• Web 3.0– Ambient intelligence