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![Page 1: Professor Richard Noss (Director) London Knowledge Lab, IOE Professor Diana Laurillard London Knowledge Lab, IOE Professor Mike Sharples LSRI, Nottingham.](https://reader036.fdocuments.us/reader036/viewer/2022062519/56649e715503460f94b707a2/html5/thumbnails/1.jpg)
• Professor Richard Noss (Director) London Knowledge Lab, IOE
• Professor Diana Laurillard London Knowledge Lab, IOE
• Professor Mike SharplesLSRI, Nottingham
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About TEL• 2007-2012• £12m• 8 large-scale projects
• Interdisciplinary
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TEL projects• Echoes – AI multimedia environment for ASD
children• Ensemble – Semantic technology for case-based
learning• hapTEL – Virtual dental workstation • Inter-Life – online world for aiding life transitions• LDSE – Learning design support environment for
teachers• MiGen – Microworld for improving algebra
understanding • Personal Inquiry – portable toolkit for science
investigations• SynergyNet – networked multi-touch table
classrooms
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FlexibilityFlexibility
PersonalisationPersonalisation
InclusionInclusion
ProductivityProductivityResearch capacity building
Research capacity building
TEL themes
TEL themes
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Filling an educational niche
• 30 people at a time• pencil and paper
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• what people learn in schools has to be at least as powerful and engaging as what they learn at home
Building an educational niche means
building on the “new” culture
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new cultural niches
exploring
communicating
creating
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developing new educational niches is an
interdisciplinary task!
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Building an educational niche: 1designing technology to learn the unlearnable
• complexity• connectivity• knowledge
hierarchies• inclusivity• engagement
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Building an educational niche: 2
• teachers as designers
• microworlds for teachers
• adaptivity• productivity
leveraging technologies to align with 21stC pedagogy
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Personal Inquiry Learning
Professor Mike Sharples
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How do we connect…
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learning in the classroom…
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…and learning at home?
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How do we connect…
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learning about the world …
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… and learning in the world?
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Inside the classroomInside the classroom
Outside the classroomOutside the classroom
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With thanks to ScienceScope
Low cost inquiry toolkit
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• Calculator
• Timer
• Camera
• Audio recorder
• Accelerometer
• Location recorder
• Tilt sensor
• Communicator• Anemometer
Lower cost inquiry toolkit
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Healthy Eating Inquiry• Photograph daily
eating• Tag with food content• Create tables of data • Reflect on data
collected by their group
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Successful inquiry learning • Access
– A personal inquiry toolkit for each learner– Shared learning designs for successful inquiries
• Orchestration– Of the inquiry process
• Visualisation– Of the inquiry process and the emerging findings
• Support– In interpreting and sharing results
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21st century knowledge
• 21st century knowledge will be socially constructed, through a diversity of methods and tools.
• The fundamental challenge is how to design and promote appropriate inquiry so the tools will enable new knowledge to be shared, validated and integrated
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Convivial tools for teachers: A learning design support
environment (LDSE)
Professsor Diana Laurillard
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Constructing, analysing, and sharing a learning design
• Convivial tools are those which give each person who uses them the greatest opportunity to enrich the environment with the fruits of his or her vision. (Illich, 1973:21 )
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Constructing, analysing, and sharing a learning design
• We are making ‘convivial tools’ for teachers
• Enable teachers to construct, test and share their pedagogic ideas
• Give each teacher ‘the greatest opportunity to enrich the environment with the fruits of his or her vision’
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Constructing a learning design
Drag different types of teaching and learning activities onto the timeline
Virtual lab
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Analysing a learning design
Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours
Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours
The designed learning experienceEffect of design on the learning experience, andthe cost of teaching
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Comparing learning designs
Teacher time = 80 hours Learner time in class = 30 hoursComputer-supported = 65 hours Other contact = 5 hours
Teacher time = 80 hours Learner time in class = 30 hoursComputer-supported = 65 hours Other contact = 5 hours
The designed learning experience
Teacher time = 125 hours Learner time in class = 50 hoursComputer-supported = 0 hoursOther contact = 5 hours
Teacher time = 125 hours Learner time in class = 50 hoursComputer-supported = 0 hoursOther contact = 5 hours
The designed learning experience
Predominantly ‘learning through acquisition’
Predominantly ‘learning through practice’
Conventional teaching Using the NQuire toolkit
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Patterns library
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Sharing learning designs
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
OER Library
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Sharing learning designs 1
• 1st teacher specifies their design
• Once happy with it, submits to an online library
• Editor produces a generic version, removing content specific parts
• 2nd teacher downloads generic version, populates with own content
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Sharing learning designsTutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteTutorial: The water cycle
Learning Outcome: A clear understanding of the role of the critical factors in the system
Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website
and collaborating to produce a better animation to post on their website
and collaborating to produce a better animation to post on their website
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website
OER Library
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Sharing learning designs 2
• 2nd teacher improves the design
• Once happy with it, submits to online library
• Editor produces a generic version, removing content-specific parts
• 1st teacher imports improved generic version, populates with own content
…Everybody wins
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Convivial tools for teachers: A learning design support environment (LDSE)
Technology Enhanced Learning is possibleBUT
Technology will only really enhance learning when teachers have the tools to discover
together how to do it
https://sites.google.com/a/lkl.ac.uk/ldse/
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www.tlrp.org/tel