The Future of Learning

Project-based teaching and assessment supported through new media technologies

Education

Our interest in education

Are you currently studying?

Have you children at school?

Are you thinking of returning to education?

What is bad about education?

What could be improved?

Education

University Education

Formal learning

Formal learning

14thcentury: University of Bologna

Dante - conscientious

Guillerme– hard up

Francisco – makes his own nettle wine

Formal learning curriculumContent-heavyExtrinsic motivation

My Research

CriticalityAssess validity of concepts

ResourcefulnessFind information

InquisitivenessCurious & bright

Criticality

Resourcefulness

Inquisitiveness

Critical, Resourceful and Inquisitive students are creative

Tutors(anonymized)

Dr Traditional Science Tutor

Dr Tech Teacher

Prof Peer Engagement

Students(composites)

Miss Dependent Student

Mr Cue-Conscious

Learner

Mr Personal Journey

Teaching methods

Formative assessmentsBlended learning

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Criticality

Resourcefulness

Inquisitiveness

Dr Traditional Science Tutor

Content-heavy No peer engagement

Hard Science Module

Formative assessments:Online Multiple Choice QuizzesLaboratory practicalsMid-term short written essays uploaded online

Content-heavy curriculaRote learningLacked resourcefulness and curiosity“Lazy”

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The Dependent Students

Entered enthused

Exited defused

Dr Tech Teacher

Technical Module

Practical projectAnonymised peer assessments (anyone tried?)Examination

The Cue-conscious Learners

Ultimately unsuccessfulCritical?Resourceful?Inquisitive?

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Disciplinary experts or experienced students?

Verbatim regurgitation

Verbatim regurgitation

Knowledge is many things

“Our education system has mined our minds in the way that we

strip mined the earth for particular commodities and for the

future it will not serve us.”

Ken Robinson

Why won't it serve us?

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Context has changed

Content is only a click away

Students have complex histories

20thCentury Media

21stCentury Media

Hidden Curriculum

Passing assessment

The academic contract

Align assessments with what you want the students to learn

What are we going to do next?

Lets value Creativity

“My contention is that creativity now is as important in

education as literacy and we shoul d treat it with the same

status”

Ken Robinson

Follow a dream

Creativity is supported through developing criticality, resourcefulness and inquisitiveness

Work-based learning

Prof. Peer Engagement

Soft Science Module

Teaching●Students specialism●Peer to peer activities●Peer review●Presentations to peers

Assessment method

Assessments●Students built a portfolio for assessment which would include an

o Essays, peer reviews and a presentation which they delivered

●And optionally:o Seminar contributions, forum discussions, and a journal

Project-based curriculumDifferent for each studentConcepts built on specialismsLearning and assessments linked through portfolio

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The Personal Journeys

Achieved the Holy GrailCurriculum coveredMaintained and developed learning autonomy (using peer collaboration)

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The future of learning

1 Supporting creativity2 Through developing CRI3a Through using experts to teach usInspiration3b Peers to develop skills & motivateConstructive criticism3c Becoming experts and teachersReflection

A widening spiral of knowledge

Need to know basis

Context andRelevance

Top tips for developing project-based curriculum

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Specialism

Give your students a specialism at the start of the courseExpect them to apply the concepts of the curriculum to their specialism

Portfolio of knowledge and practice

Expect a portfolioOptionally include elements of their learningReflections of learning include learning•WhatI did•What I contributed•What I learnt•What I shared•What I taught others

Online multiple choice questions

A, B, C or D

Forum

Peer assessments

Journal

Blend itAssess it

But don't forget to:Align itMake it personalMake opportunities for students to learn together

The Future of Learning

Change the infrastructureChange of expectationsOpportunities for:•Inspiration•Constructive criticism•Reflection

References

•Sambell, K., McDowell, L. & Montgomery, C., 2013.Assessment for Learning in Higher Education, London:Routledge.•Pryor, J. &Crossouard, B., 2010. Challenging formative assessment: disciplinary spaces and identities.Assessment & Evaluation in Higher Education, 35(3), pp.265–276•Lave, J. & Wenger, E., 1991Legitimate Peripheral Participation, Cambridge, UCPpp.•Torrance, H., 2012. Formative assessment at the crossroads:conformative,deformativeand transformative assessment.Oxford Review of Education, 38(3), pp.323–342.•Snyder, B.R., 1971.The hidden curriculum, New York: Knopf.•Sadler, D.R., 1989. Formative assessment and the design of instructional systems.Instructional Science, 18(2), pp.119–144.•Nicol, D., 2009. Assessment for learner self regulation: enhancing achievement in the first year using learning ‐technologies.Assessment & Evaluation in Higher Education, 34(3), pp.335–352.

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