Evolving the classrooms Evolving the classrooms of the futureof the future

--The interplay of pedagogy, technology and community.

Jim SlottaJim Slotta

OISEOISE

University of TorontoUniversity of Toronto

Toward the classroom of the future?Toward the classroom of the future?

Key ChallengesKey Challenges1. Promote a close coupling between:1. Promote a close coupling between:

• design of classrooms, technology, etcdesign of classrooms, technology, etc• Pedagogical modelsPedagogical models• Theoretical frameworks for learningTheoretical frameworks for learning

• How do you take advantage of the powerful How do you take advantage of the powerful affordances described here?affordances described here?

• Smart walls, schools, networks of schoolsSmart walls, schools, networks of schools• Online social networks, social tagging.Online social networks, social tagging.• Intelligent agents, avatars, etc.Intelligent agents, avatars, etc.

• Can’t “knowledge engineer, then build to suit”Can’t “knowledge engineer, then build to suit”• We seek to We seek to restructurerestructure the nature of learning the nature of learning• But we don’t know yet what that would look like!But we don’t know yet what that would look like!

Key ChallengesKey Challenges

2. Envision our classrooms in terms of student 2. Envision our classrooms in terms of student identity and the role of educationidentity and the role of education

• Not about WHERE they learnNot about WHERE they learn

• Not about WHAT they learnNot about WHAT they learn

• Not about HOW they learnNot about HOW they learn

• … … but WHY they learnbut WHY they learn

• We need new drivers/motivators (“the next We need new drivers/motivators (“the next sputnik”) and new models for learningsputnik”) and new models for learning

Key ChallengesKey Challenges

3. Embrace the social dimension of learning3. Embrace the social dimension of learning

• Engage classrooms, not studentsEngage classrooms, not students

• Extend to online communities of learnersExtend to online communities of learners

• Leverage the powerful emerging technologies Leverage the powerful emerging technologies and models of social context, folksonomies, and models of social context, folksonomies, democracy of use, etc. democracy of use, etc.

Responding to ChallengesResponding to Challenges

3. Embrace the social dimension of learning3. Embrace the social dimension of learning

• Its not about the curriculum Its not about the curriculum

--> Its about the community.--> Its about the community.

• Enable students to connect to the communityEnable students to connect to the community• Of their classroom, as well as online communityOf their classroom, as well as online community

• Not “bringing the curriculum or community into the Not “bringing the curriculum or community into the classroom thru the monitorclassroom thru the monitor

--> letting the students OUT through the monitors…--> letting the students OUT through the monitors…

Responding to ChallengesResponding to Challenges

2. Envision our classrooms in terms of student 2. Envision our classrooms in terms of student identity and the role of educationidentity and the role of education• Not “Make curriculum relevant to students”Not “Make curriculum relevant to students”

--> Make students relevant to curriculum!--> Make students relevant to curriculum!

• Make education relevant and not passive or Make education relevant and not passive or preparatorypreparatory

• Students become involved in societyStudents become involved in society

• Society becomes interested and engaged with Society becomes interested and engaged with studentsstudents

Responding to ChallengesResponding to Challenges

• 1. Seek a close coupling between (1) the 1. Seek a close coupling between (1) the design of classrooms, technology, etc, (2) design of classrooms, technology, etc, (2) Pedagogical models, and (3) Theoretical Pedagogical models, and (3) Theoretical frameworks for learning and instructionframeworks for learning and instruction

• Use a design methodology for CSCL elementsUse a design methodology for CSCL elements

• Pursue and document pedagogical patternsPursue and document pedagogical patterns

• Pursue formal descriptionsPursue formal descriptions

• Exchange between labs Exchange between labs

Key ChallengesKey Challenges

3. Embrace the social dimension of learning3. Embrace the social dimension of learning

• Engage classrooms, not studentsEngage classrooms, not students

• Extend to online communities of learnersExtend to online communities of learners

• Leverage the powerful emerging technologies Leverage the powerful emerging technologies and models of social context, folksonomies, and models of social context, folksonomies, democracy of use, etc. democracy of use, etc.

WISE: “receiving curriculum”

Teaching with WISE - ChallengesTeaching with WISE - Challenges

• Foster deep interactions with Foster deep interactions with students around their ideasstudents around their ideas

• Help students connect Help students connect material to their personal material to their personal understandingunderstanding

• Encourage social interactions Encourage social interactions

• Incorporate new technologiesIncorporate new technologies

• Develop an atmosphere of Develop an atmosphere of inquiry, critical thinking, and inquiry, critical thinking, and principled understanding.principled understanding.

SAIL: Scalable Architecture for SAIL: Scalable Architecture for Interactive LearningInteractive Learning

• Scalable platform for learning technologiesScalable platform for learning technologies• Smart, reactive learning contentSmart, reactive learning content

• Rich media, highly interactiveRich media, highly interactive• Separable layers for content, user interface and data Separable layers for content, user interface and data

• Inter-operate with existing systemsInter-operate with existing systems• LMS, SIS, Digital LibrariesLMS, SIS, Digital Libraries

• Enable community of developers and usersEnable community of developers and users• Open source, Open content Open source, Open content

• Flexibility for collaboratorsFlexibility for collaborators• Different systems supported by same architecture Different systems supported by same architecture

SAIL Core FeaturesSAIL Core Features

• Java framework (download beans to student machines)Java framework (download beans to student machines)• Learning object model (Java bean properties)Learning object model (Java bean properties)• Learning content model (rules for assembling content)Learning content model (rules for assembling content)• User interaction data model (I.e., with learning objects)User interaction data model (I.e., with learning objects)• Data sharing/messaging between objectsData sharing/messaging between objects• Publish/subscribe versioning/persistence of contentPublish/subscribe versioning/persistence of content• Distributed learning object storage and lookupDistributed learning object storage and lookup• User model (directories, authentication, security)User model (directories, authentication, security)• User groups (dynamic work groups, lab sections)User groups (dynamic work groups, lab sections)

SAIL.SOURCEFORGE.NETSAIL.SOURCEFORGE.NET

New opportunities with SAILNew opportunities with SAIL

• Easy deployment, updating, and offline useEasy deployment, updating, and offline use• Integration of alternative devices (probe, handheld) Integration of alternative devices (probe, handheld) • Full screen, 3D, etc.Full screen, 3D, etc.• Communication with desktop softwareCommunication with desktop software• Real-time collaboration between learnersReal-time collaboration between learners• Dynamic and ad-hoc workgroup membershipDynamic and ad-hoc workgroup membership• Flow control, automated and manualFlow control, automated and manual• Facilitator tools for blended learningFacilitator tools for blended learning

New SAIL-based “WISE 3”New SAIL-based “WISE 3”

What comes next- after WISEWhat comes next- after WISE

• Not just “step by step”Not just “step by step”• Steps may be contingent on previous steps (logic flow)Steps may be contingent on previous steps (logic flow)• Student groups may be determined by stepsStudent groups may be determined by steps• Steps may differ from one student to the nextSteps may differ from one student to the next• Don’t even need a map… steps could be invisibleDon’t even need a map… steps could be invisible

• New kinds of stepsNew kinds of steps• Real time collaboration, multi-user and P2P exchangeReal time collaboration, multi-user and P2P exchange• Steps lead to “spaces” for design, experimentationSteps lead to “spaces” for design, experimentation• Better integrated probeware, peripheralsBetter integrated probeware, peripherals• Better integration with desktop applications, filesBetter integration with desktop applications, files

• New supports for teachers, communitiesNew supports for teachers, communities

Moving beyond Scaffolded InquiryMoving beyond Scaffolded Inquiry

• SAIL can enable new kinds of scripting:SAIL can enable new kinds of scripting:• Collaborative design spaces and communitiesCollaborative design spaces and communities

• Smart classrooms - FCL - jigsawSmart classrooms - FCL - jigsaw

• New forms of knowledge community softwareNew forms of knowledge community software

• SAIL can take advantage of new technologiesSAIL can take advantage of new technologies• Distributed content, UID, Social/semantic metadataDistributed content, UID, Social/semantic metadata

• Enable research into more complex forms of Enable research into more complex forms of learning and instructionlearning and instruction

Researching Pedagogical CoherenceResearching Pedagogical Coherence- capturing and facilitating community

• ……At all points in timeAt all points in time• What is teacher doing?What is teacher doing?• What are students doing?What are students doing?

• ……For all participantsFor all participants• How do teachers see and interact with studentsHow do teachers see and interact with students• How are students connected to peersHow are students connected to peers

• ……At all points in spaceAt all points in space• Classroom, location sensitive, small groupsClassroom, location sensitive, small groups• Online, offline, at home, field trip, etc.Online, offline, at home, field trip, etc.

• ……In all aspects of curriculumIn all aspects of curriculum• What resources, what student work/artifacts?What resources, what student work/artifacts?• What assessments, feedback?What assessments, feedback?

Enabling Knowledge CommunitiesEnabling Knowledge Communities

• Supporting knowledge creationSupporting knowledge creation• Class wiki, templates, metadata Class wiki, templates, metadata • Support for portfolios, student projectsSupport for portfolios, student projects

• Enabling collaborations, student-teacher exchangeEnabling collaborations, student-teacher exchange• Collaborative groupwareCollaborative groupware• Peer review, exchangePeer review, exchange

• Scaffolding activities (reflection, search, critique)Scaffolding activities (reflection, search, critique)• Fundamental processes of knowledge buildingFundamental processes of knowledge building• Metacognitive scaffoldsMetacognitive scaffolds

• Semantic processingSemantic processing• Prior contributions - “things you’ve been interested in”Prior contributions - “things you’ve been interested in”• Social connections - “others who were interested in this”Social connections - “others who were interested in this”

SAIL Smart SpacesSAIL Smart Spaces

SAIL Smart SpacesSAIL Smart Spaces

GPS

Web- Content- Apps

ENCOREENCORE- Community for Open Resource

Exchange

More informationMore information

WISE: http://wise.berkeley.eduWISE: http://wise.berkeley.edu

TELS: http://telscenter.orgTELS: http://telscenter.org

SAIL: SAIL: http://sail.sourceforge.nethttp://sail.sourceforge.net

ENCORE: ENCORE: http://www.encorewiki.orghttp://www.encorewiki.org

email: email: jslotta@oise.utoronto.cajslotta@oise.utoronto.ca