TECHNOLOGY ENHANCED LEARNING tel.ac.uk System Upgrade · 2013. 5. 1. · Introduction: Technology...

System Upgrade Realising the vision for UK education

TECHNOLOGY ENHANCED LEARNING tel.ac.uk

Connect

Share

Analyse

Assess

Apply

Personalise

Engage

Streamline

Include

Know

Compute

Construct

The TEL Report 1tel.ac.uk

Contents

2 Introduction:TechnologyEnhancedLearningResearchProgramme

4 Mappingtheterritory

8 Connect

12 Share

16 Analyse

20 Assess

24 Apply

28 Personalise

32 Engage

36 Streamline

40 Include

44 Know

48 Compute

54 Construct

58 Furtherreading

2 The TEL Report tel.ac.uk

Themassiveambitionsweshare,asanation,foreducationcannotbemetwithouttechnology.Crucially,theycannotbemetwithouttechnologydesignedtohelppeoplelearn.Fortoolonglearninghasbeensubsistingonthecrumbsoftechnologiesdesignedforotherpurposes.Itistooimportantandtoocomplexforthattocontinue.

TheTechnologyEnhancedLearningresearchprogrammehasspentmorethanfouryearsdevelopingsystemsandsoftwarethat,forexample,useartificialintelligencetoteachteenagersalgebraandhelpautisticchildrenwiththeirsocialskills.Wehavecreatedvirtualislandswhereyoungpeopleacquiretheconfidencetotacklesomeoflife’sbiggerchallenges.Wehaveexploitedthepotentialofgianttouch-screentablestoencourageyoungchildrentoworktogether.Wehavetakensense-of-touchtechnology–thesortthatmakesthatgamingcontrollersvibrate–andusedittotraindentistscheaplyandeffectively.

Thepotentialforlearningisclearwhenweconsiderthetechnologiesthatarepresentinhomesandinpeople’spockets.Butthereislittlesignthatthiskindoftechnologyisbeingadequatelyexploitedforteachingandlearning.

Ofcoursesomeschoolsarepioneeringtheuseoftechnologyinlearning.Buttoomanyarestrugglingwithcumbersomenetworksandoutdatedcomputersandafearofallthatlurksontheinternet.Meanwhile,theirstudentsarebusyathomesettingupserverstoallowthemtoplayonlinegames,ormaking

videostouploadonYouTube,orsocialisingwiththeirfriendsonFacebook.Theyandtheirparentsmaybeperfectingtheirdigitalphotosontheirmulti-touchtabletordoingtheweek’sshoppingonline.Collegesanduniversitiesaremakingheadway,butthereismuchmorethatcanbedone.Andthepossibilitiesforlifelonglearningareendless,thoughyettobethoroughlyrealised.

Drivenbythedesiretodiscover,createandcommunicate(andplayandshop),peopleofallageshavedevelopedimpressiveskillsinordertopursuetheirowninterests.Somehow,thishasnotyettransformedlearningandteachinginthesameway.Partly,thisisduetoareluctancetochangewhatcountsaslearning.Allformsofprofessionallifehavebeentransformedbytechnology,butwearewaryofmakingradicalchangestowhatistaughtandwhatislearned.Yetthisiswherechangeismostneeded–tolearnthenewthingsthatmatterinthe21stcentury,andfindnewwaystoteachandassessthem.

Therearesignsofchange:newtechnologiesliketabletcomputersarehelpingtoturnthetideasisthelong-overduerecognitionoftheimportanceofteachingchildrensomething

Introduction: Technology Enhanced Learning Research Programme

Richard Noss Director


abouttheartofprogramming.AndofcoursealmosteveryoneintheUKhasapowerfulcomputerintheirpocket,eveniftheyhavetoswitchitoffwhentheyentertheschool.

Educationatalllevelsneedstechnologythatisdesignedforlearningandteaching,nottheleftoversofsystemsdesignedforquiteotherpurposes.Withoutit,ourschoolswilllanguish,lockedinananaloguemind-setwhiletherestofsocietygoesdigital.Oureconomy,ourchildren–indeedallofus–willbethelosers.

Thisreportaddresses12keythemes,withrecommendationsthatwillberelevanttoeveryoneinvolvedinlearning–includingteachers,policymakers,lecturersandworkplacetrainers.Ourambitionistofeedtheseintothedebate,toprovidefocusand,wherepossible,evidencethatcanguidepolicyandpractice.Assuch,ourrecommendationsarenotsimplydemandsongovernmentorasetofunrealisticcallsonthepublicpurse;theyareanattempttomapouttheterritoryofwhatwe–academics,industry,policymakersandpractitioners–shouldrecogniseascrucialforgettingthebestoutoftechnology,andfindingeffectiveandproductivewaystoinvestforthefuture.

The Technology Enhanced Learning (TEL) Research Programme is:

• a£12mprogrammefundedbytheUKESRCandEPSRCfrom2007-2012

• designingandevaluatingsystemstoadvanceourunderstandingoflearningandteachinginatechnologicalcontext

• supportingeightlargeinterdisciplinaryprojects

• workingtoachieveimpactforemergingresearchresultsand

• mappingprogressonkeythemes

This report was prepared by the TEL programme task group:

Professor Richard NossLondon Knowledge Lab, Institute of Education, University of London, Director of the TEL programme

Dr Richard Cox School of Informatics, University of Edinburgh

Professor Diana Laurillard London Knowledge Lab, Institute of Education, University of London

Professor Rose LuckinLondon Knowledge Lab, Institute of Education, University of London

Professor Lydia Plowman School of Education, University of Edinburgh

Professor Eileen ScanlonInstitute of Educational Technology, Open University

Professor Mike Sharples Institute of Educational Technology, Open University


Mapping the territory: 12 key themes and recommendations

1. CONNECT

Technology-enhancedlearningresearchisexploringhowtheworldsofinformalandformaleducationcanbeconnected.Organisingaccesstoschoolintranets,school-providedpodcastsandsocialmediaathomeisastart.Butsimplyimportingschoolintothehomeisnotenough.Equally,allowingchildrentobringpersonaldevicesintotheclassroomcanbeseenasdisruptiveanddangerous.Yetevidenceisemergingofthebenefitsofsuchdeviceswhenharnessedtotargetlearning.

Technology-enhancedlearningcanreconceivetheconnectionsbetweenformalandnon-formallearning.Bothworldsaretransformedifyoungpeopleareengagedinproductivelearningusingpersonaltechnologiesandnetworkswithinandoutsidetheclassroom.

2. SHARE

Preparingourchildrenforthefutureishardwhenwedon’thaveaclearideaofwhattheworldwillbelikein20years’time.Butonethingiscertain.They’llneedtobeabletoworktogethertosolveproblems.Teamworkisvitalintheknowledgeeconomyandtherearenewformsofcollaborationthatarenotbeingexploited.

Technologycanhelp,notjustbyencouragingpeopletoworktogether,butbyhelpingthemprofitfromcollaboration,tolearnaboutthingsthatwouldbedifficulttolearnalone.Therearesignificantnewgainsthatcanbedesignedintotechnology-enhancedlearning,preparingstudentsfor21stcenturyteamwork.

3. ANALYSE

Technologycanhelpusanalyseandunderstandhowpeoplelearn.Astechnologytakesanincreasinglycentralplaceineducation,work,andineverydaylife,itbecomesvitaltounderstandhowpeoplelearnwithit.Wearefortunatethatthesametechnologiesthatenhancelearningalsogiveusfreshinsightsintothenatureoflearning.Thisisbecausethedevicesthatstudentsusecanalsoserveasmicroscopesrevealing,inclose-up,thedetailsoftheirlearning.Sothetechnologiescanhelpusmakesenseofthelearningprocess.Thisisimportantiflearningwithdigitaldevicesisnottobecomejustaspeeded-upversionofwhatwehavedonefordecades.Makingsenseofhowpeoplelearncanhelpteachers,lecturersandworkplacetrainersrethinkhowtheyteach.

Usetechnologytounderstandbetterhowwelearn,andsohelpuslearnbetter.

Catchthewaveofsocialnetworkingtoshareideasandlearntogether.

Exploitthepowerofpersonaldevicestoenhancelearning.

RECOMMEnDATIOnRECOMMEnDATIOn RECOMMEnDATIOn


tel.ac.uk

4. ASSESS

Understandinghowpeoplelearnwithtechnologyhelpstosolvealong-runningproblem:howtoassesswhatreallymatters–theemergenceofunderstanding–ratherthanwhat’seasytoassess–whethersomeonecanfollowtherules.Forfartoolongwehaveallbeenlikethedrunklookingforhisfive-poundnoteunderthelamppost–heknowsthatthisisnotwherehedroppedit,butthereisnolighttolookanywhereelse!now,withthelatestartificialintelligencetechniques,itisbecomingpossiblefornewformsofassessmenttoassistteachersandstudentsalike,toattributemeaningtowhatstudentsdo,andtohelpteachersoptimisetheirstrategies.

5. APPLY

Everyoneknowsthatit’snotalwayseasytoapplythemathswelearninschooltosolveeverydayproblems.Asubstantialamountoftimeisspentinschoolsteachingpeopleaboutratiosandpercentages,butitdoesn’tstoppeoplegettingintohorrendousmesseswiththeircreditcards.Arecentstudyshowedthatevenpeoplewhospentalldaylookingatspreadsheetsandtalkingtocustomersonthephone,hadlittleideahowthenumbersworked,orhowtoapplythemtocustomers’problems.Andit’snotjustanissuewithmaths.Peoplecanstruggletouseanyclassroomlearningintheoutsideworld.Technologycanhelpthemmakethelearningthey’veacquiredatschoolorcollegerelevanttoandusefulintheirworkandleisure.

6. PERSONALISE

Technologybyitselfdoesn’tsolveanything.Thepointistodesigntechnologysothatitaddressesproblemsoflearningandteaching.Forexample,wecandesignpersonalisedtechnologywhich,courtesyofartificialintelligence,issensitivetowhatlearnersknowandhowtheywork,andcanadapttooptimisethefeedbacktheyreceive.Wearealreadyusedtocomputersthatknowourfavouritewebsites,recommendwhattolistentoorread,andpredictourtextmessages.Thisisjustthetipoftheiceberg:inthefuture,computerswillknowenoughaboutustoofferapersonalisedlearning,adaptedtoourstrengthsandstyles.Theycanlearnfromusabouthowbesttohelpuslearn.

Allowtechnologytohelplearnersapplytheireducationtotherealworld.

Utiliseartificialintelligencetopersonaliseteachingandlearning.

Developtechnologiestoassesswhatmatters,ratherthanwhatiseasytoassess.

RECOMMEnDATIOn RECOMMEnDATIOnRECOMMEnDATIOn


7. ENGAGE

Technologyismovingbeyondkeyboardsandmice.Increasingly,ITsystemsaresupportinginteractionbytouchormovement,forexamplenintendoWii.

Wehaveknownfordecadesthatlearningisembodiedinmovement.Youngchildrenoftenusegesturetoexpressideasbeforetheyusewords,underliningtheeducationalpotentialofthesetechnologies.Learningcanresideintheflickofafingersendinganobjectacrossascreen.

Therecentadventofcheapertechnologiesforprovidinghaptic(touch)feedback,mobiletabletcomputers,largeinteractivesurfacesandlow-costmovementdetectionsystems,leavesuswell-placedtodeliverlearningthatisactiveandfun.Andwecanalsogatherdatathathelpsusunderstandhowembodimentreallyworks.

8. STREAMLINE

Doctors,architects,musicians–alltakeforgrantedsoftwarethatenhancestheircreativityandproductivity.Teachersneedtoolslikethattoo.

Thankstotechnology-enhancedlearningtheycanhavethem.Wecandesignpowertoolsforteacherstomakelearningmoreeffectiveandtheirtimemoreproductive.Wecanhelpthemshareexpertise,givethemtheopportunitiestothinkmoredeeplyaboutwhattheyteach,howtheyteachit,andwhattheirstudentsarelearning.AndwecanexploitAItechniquesthat‘know’whatteacherswant,tappingintotheirneedsandthoseoftheircommunitiestomaketheprocessofbeinganeducationprofessionalmorestreamlined,moreproductive.

9. INCLUDE

Manypeoplearenotabletotakeadvantageofdigitaltechnologies,excludedfromthismajornewmediumforlearningandforparticipatingintheworld.nearlyafifthoftheUKpopulationmakeslittleornouseoftheinternet.Youknowhowitfeelswhenyouleaveyourphoneathome?Technologycan’tmakeupforinequalitiesbasedonrace,orgender,orclass,butwithoutit,thosegapsriskgettingeverwider.Withtechnology,thegapscannarrow.Technology-enhancedlearninghasthepowertobringlearningtoanyone,anywhere,anytime.Enablingittodosowillhelpcreatealearningsocietyformorepeople,andamoreequalsocietyforeveryone.

Enhanceteachers’productivitywithnewtoolsfordesigningteachingandlearning.

RECOMMEnDATIOn

Gobeyondthekeyboardandmousetolearnthroughmovementandgesture.

RECOMMEnDATIOn

Empowerthedigitallyandsociallyexcludedtolearnwithtechnology.

RECOMMEnDATIOn


12. CONSTRUCT

Watchingyoungchildrenmakesenseoftheworldteachesusanimportantlesson:peoplelearnbestwhentheyaremakingthings,andsharingwhatthey’vemadewitheachother.Reflectingonwhatyouhaveconstructedisakeypartoflearning.Untilnow,thislessondidn’teasilytranslateintolearningmoregenerally–youcouldn’tmakeamodelofthesolarsystem,playaroundwiththeforcesofgravity,ormodeltheoutbreakofthefirstworldwar.Butnow,withcomputers,literallyanythingispossible.Ideasthatcouldonlyexistinthemindsofpeoplecannowhavealifeonthescreen.notonlydoesthisbringthemalive,itgivespeoplethechancetoconstructtheirownmentalrepresentationsalongsidevirtualones.

10. KNOW

Sometimesitfeelsasifwearestrugglingunderaninformationavalanche.Yetthemassiveincreaseinthevolumeanddiversityofinformationdoesnotnecessarilymakeusallmoreknowledgeable.Accesstoinformationbyitselfdoesnotguaranteewisdomorinsight–meaningmustbeadded.

Wheredoesmeaningcomefrom?Humansrelyoncontextandculturetotransforminformationintoknowledge;computerscan’tdothis–yet.Graduallythough,as‘semanticweb’toolscomeonstream,theyarestartingtogathermeaningfromtheweb,notjustinformation.Weneedtolearnhowtousethesepowerfultoolsthatlinkdataandcreatenewwaysoflookingatinformation–turningitintoknowledge.

11. COMPUTE

Computationalthinkingisapowerfulandgeneralwayofexploringhowsystemsandprocesseswork,includingsocieties,thespreadofdiseases,interactingtechnologies,andourownmindsandbodies.Astheworldbecomesmoreandmoreautomatedanddigital,thelanguageofcomputersneedstobecomethefluentsecondlanguageoflearners.

Thesekindsofnewknowledgearetheunderstandingsrequiredinthe21stcentury.Wearelivinginaworldofincreasinginterdependenceandcomplexity.Scienceandmathsunderpinsomuchofeverydaylifeyettoofewpeopleunderstandhowtheyaredone.Quitesimply,thisknowledgeiscurrentlyownedbythe21stcenturydigitalpriesthood–wehaveyettodemocratiseit.Thisknowledgeisessentialifwearetobeproductiveandengagedcitizens.

Understandhowcomputersthink,tohelplearnersshapetheworldaroundthem.

RECOMMEnDATIOn

Unleashlearners’creativitythroughbuildingandtinkering.

RECOMMEnDATIOn

Employtoolstohelplearnersmakesenseoftheinformationoverload.

RECOMMEnDATIOn

1 Connect

Exploit the power of personal devices to enhance learning.


Outsideschool,youngpeopleareenjoyingandbeingempoweredbypersonaltechnology.Theycanconverseandbecontactedanywhere,anytime.Theycandiscoverandsharemediaandproducts.Theycancollaboratethroughsocialnetworksandmulti-playergames.

Contrarytothewaytheseactivitiesareoftenportrayed,researchshowsthattheyenableyoungpeopletodeveloppowerfulskillsthatemployerswant.

Insideschool,thestoryisverydifferent.Littlehasbeendonetolinkthesedigitalactivitieswithformaleducation.Thestatusofschoolinginsocietymeansthatheadteachershavetobecautiousinadoptingnewcurriculaandteachingmethods.Thislimitshowtheycanengagestudentsandconnectwiththeirout-of-schoolculture.

Sowhatisthebestwaytoconnecttheworldsofinformalandformallearning?Whileyoungpeoplecanbegivenaccesstoschoolintranets,podcastsandsocialmediaathome,doingsorisksoverloadingtheirprivateliveswithschool.Conversely,allowingthemto

bringtheirsmartphones,netbooksandotherpersonaldevicesintotheclassroomcouldbeseenasdifficult,disruptive,and–giventheissueswithinternetaccess–potentiallydangerous.Yetsomeresearchershaveshownthatsuchconnectionscanbebeneficialwhendoneinawell-consideredmanner.

Thesebenefitsinclude:• helpingchildrentolearninandoutof

school,throughactivitiesthatstartintheclassroomandthencontinueinthehomeoroutside,enhancedbytechnologythatreinforces,extendsandrelatesformalandnon-formallearning;

• puttingchildrenintouchwiththeexpertiseandalternativeperspectivesofpeopleotherthantheirteachers,aswellasincreasingtheirawarenessofplacesoutsidetheclassroom,strengtheningtherelevanceofclassroomlearning;

• collectingdata‘inthewild’totakebackintotheclassroom,enablingauthenticandoriginalinvestigationsthatgroundthedevelopmentofabstractknowledgeinobservationandexperimentationintherealworld;

• unobtrusivelycapturingindividualchildren’sinterestsandlearningstrategies;

• makinguseofcommunitiesandsocialinteractionsthathappenoutsidetheclassroom.

Learningtechnologiescanreconnecttheworldsofformalandinformallearning.Doingsosuccessfullywillseeyoungpeopleengagedinproductivelearningwithpersonaltechnologiesandnetworkswithinandoutsidetheclassroom.

Mike Sharples, Shaaron Ainsworth, Russell Beale, Elizabeth FitzGerald, Giasemi Vavoula

Learning technologies can reconnect the worlds of formal and informal learning.


1www.essaacademy.org/2www.youtube.com/watch?v=1oCfQSj0BHU3www.youtube.com/watch?v=ScnZM8rU4rc)

TheEssaAcademy1inBoltonhasgivenyoungpeoplethetechnologytotransformlearning–tomakeit,intheirwords,more‘exciting,creative,inspiringandinnovative’.Aspartofadrivetoraisestandards,ithasprovidedeachofits900pupilswithaniPodTouch,whichallowsthemtobeinchargeoftheirownlearninginsideandoutsideschool.

ShowkBadat,Essa’sprincipal,saysthisinnovativeuseoftechnologyisattheheartofthehugeimprovementintheacademy’sresults–upfrom55percentto99.5percentfiveA*-CgradeGCSESintwoyears.‘TheiPodTouchisareallymotivationaltool,empoweringeachchildtoexplorehisorherpersonalcreativityandlearningpotential.Ithasdonethemostremarkablething:removedthelimitstolearning.’

CommunicationbetweenstaffandpupilshasimprovedwithpupilshappytousetheiPodstoaskforhelporadvice.Teacherscanalsousethemtomonitoralltheirpupils’progressinalesson.Meetingoneoftheirbiggestchallengesismadeeasybybeingabletomonitorresponsestoquestionssenttoeveryonesimultaneously.Otherusesincludedoing

onlineresearch;accessingdictionaryandthesaurustools;accessingotherusefulapps.

TheEssainitiativeisalsobringingparentsintoschoolandinvolvingthemintheirchildren’seducation,somethingthathasproveddifficultinthepast.

Pupilsareusingtechnologytocommunicatewiththewiderworld.Theyproducedadocumentaryoftheacademy’sinnovations,includinginterviewswithteachersandpupils,fortheBBCnews‘SchoolReport’initiative.2AndtheymadeaYouTubevideo3onhowtechnologiessuchaslaptopsandhandhelddevicesaretransformingtheirlearning.

In action: Essa Academy

InnOvATIvEUSE

of technology is at the heart of the huge improvement in the academy’s results – up from...

A*– C GCSES IN TWO YEARS

TO55% 99.5%

2 Share

Catch the wave of social networking to share ideas and learn together.

tel.ac.uk The TEL Report 13

Whencomputersfirstappearedinclassroomsthefearwasthattheywouldisolatestudentsfromeachotherand,perhaps,fromtheirteachers.Here,surely,wasadangerouslyabsorbingtechnologywiththepowertoencaseusersinabubbleofprivateconcentration.Infact,theoppositehasturnedouttobethecase:Technologyhascultivatedaformoflearningthatismoresocialinqualitythanitspredecessors.

Intheearlydaysofcomputingthereweretoofewcomputersandtoomanystudentswantingtousethem.Studentshadtoworktogetheratthesemachinesand–perhapstotheirsurprise–teachersfoundthatthesecollaborationscouldbelivelyandconstructive.

Sincethen,workingtogetheraroundandthroughcomputershascontinuedtoevolve.Buttechnologycoulddoevenmoretosupportthissociallearning.Anditshoulddosobecausesuchlearninghasbecomeincreasinglyvaluable.

Accordingtoeducationalpsychologists,jointproblemsolvingandinquiryencouragessocialandintellectualdevelopment.Itputsstudentsunderpressuretoarticulatetheirviewsand,inparticular,toreconcilethem

withtheviewsofothers.Thiscollaborationisapotentpreparationforthedemandsofteamandgroupactivityinworkinglife.Bothindividualsandorganisationsoftenmakeprogressthroughcoordinatedformsofsocialthinkingsuchas‘brainstorming’.Ifwewishtoencouragestudentsintowaysofthinkingthatmakethemostofcollaborationthenweshouldrecognisehowtechnologycanhelp.

Perhapstheimagemostreadilyconjuredupbythenotionofcollaborativelearningisapairofstudentsworkingtogether,headsdown,inaclassroom.Yet,thankstonetworkedtechnologysuchcollaborationsneednotbeconstrainedbyclassroomwallsorschooltimetables.

networkedtechnologycancreateakindof‘distributedthinking’,asstudentsworktogether

acrosstimeandspace.Oneexampleofthisisfoundinthepotentialofmobiletechnologiestosupportdistributedfieldworkexplorations.Anotherexampleisinhighereducationwheredistancelearnersworkingroups,butattheirownspeedonuniversitycourses.

Technologycanextendthetraditionalmodelofacollaborationfromashort,intimate,privateepisodeofproblemsolvingtoonethatisdistributedacrosstime,spaceandparticipantstructure.Technologycanalsoextendcollaborationstoinvolveexperts–makingpossibletheirshort-termengagementwithaproblem.

Collaborativelearningisincreasinglyimportantforstudentsandtechnologyofferspowerfulsupportforsuchexperiences.Technologycanhelpteammemberscommunicatetheirunderstandingofproblemsandmakethecomponentsofthoseproblemseasiertograsp.Technologycanfreecollaborationsoftherestrictionsoftimeandlocation.Finally,itcanenablecollaborationtobecomeamorelooselycoupledaffair:drawinginnewsourcesofexpertisethatcontinuetobe‘social’innature.

Charles Crook, Karen Littleton, Eileen Scanlon, Alison Twiner

Technology has cultivated a form of learning that is more social in quality than its predecessors.


ThePersonalInquiryproject4wassetuptohelpyoungpeopledeveloptheinvestigativeskillsneededinmodernscience.UsingatailormadecomputertoolkitcallednQuire2,pupilsworktogethertoresearchissuesthataffecttheirlives–whethertheyareatschoolorathome,inatowncentreoranaturereserve.

ThenQuire25softwarerunsonbothmobileanddesktopcomputers.Itguidesandsupportsyoungpeoplethroughtheirinvestigationbygivingthemstructuredactivities,dataprobes,visualisationsofdata,andafluidmeansofcommunication.

nQuire2wastestedoutbymorethan150secondarystudentsresearchingurbanheatislandsinnorthamptonandMiltonKeynes.ThisstudyofthephenomenonoftownsbeingwarmerthansurroundingruralareaswasamajorcomponentoftheirGCSEgeographyworkforseveralmonths.Theyusedsensorstocollectenvironmentaldatainthefieldaswellastosupportanalysisandpresentationbackintheclassroom.

Duringafieldtrip,thestudentsusedSciencescopedataloggersandsensors

tomonitorwindspeed,temperature,infra-redirradianceandcarbonmonoxidedata,andtookGPSreadingsofthedatacollectionlocations.Workingingroupsoffour,theyenteredtheinformationintothenQuiretoolkitrunningonPCnetbooks.Theywereencouragedtoaddtextcommentsforeachlocationandtotakephotos.Theirteachersthenintegratedtheresultsoftheirinvestigationsbackintotheirlessons.

ThenQuire2toolkitalsoenabledpupilstoaccessexperthelp.Forexample,14-year-oldsgainedinputfromanutritionexpertintheirprojectonhealthyeating.Similarly,inaninvestigationintotheeffectofnoisepollutiononbirdfeeding,pupilswereabletoworkwithtwouniversityexpertsinanimalbehaviour,soexpertknowledgebecamepartofthecollaborativeproblemsolving.

4www.pi-project.ac.uk5http://www.nquire.org.uk/

In action: Personal Inquiry Project

Technology can extend the traditional model of a collaboration from a short, intimate, private episode of problem solving to one that is distributed across time, space and participant structure.

Students working together on the ‘urban heat islands’ fieldtrip.

3 Analyse

Use technology to understand better how we learn, and so help us learn better.


Educationisfarlesstiedtotraditionalclassroomsandnowhappensathome,withfriendsandonline.Withtechnologyplayinganincreasinglykeyroleinitsliberation,itbecomesimportanttounderstandhowpeoplelearnwithit.

Withoutthatunderstanding,theevidence-informeddesignoftechnology-enhancedlearningsystemsishampered,limitingourabilitytoproviderichandeffectiveeducationalexperiences.Luckily,thesametechnologiesthatenhancelearningalsoenableustogaininsightsintothenatureoflearning.Thisisbecausethedevicesthatstudentsusecanalsoserveasmicroscopes,revealinginclose-upthedetailsoftheirlearning.

Researchersineducationnow‘datamine’therecordsofthousandsofstudents’interactionswithtechnology-enhancedlearningsystems.Data-miningisrevealingwhichcurriculumcomponentspulltheirweightintermsoflearningoutcomes,verydifficultinformationtocollectintraditionalways.Itcanalsobeusedtostudyhowstudentsuseonlinesocialnetworks,experimentwithnewformsof

informationpresentationandfeedback,discovertheextenttowhichstudentsdiffer,andencouragecollaborativelearning.Anditmeansthatlearningtechnologysystemscanbecontinuallyimprovedonthebasisofreal-worldevidence.

Suchevidencehastoldusinthepastthatlearningcanbenefitfromacyclicalapproachandfromasocialone.Alearningcyclemightconsistoftraditionalteachingfollowedbyaphaseinwhichstudentsexplorematerialontheirownorinsmallgroups.Byobservingothers,theylearnwhatworksandwhatnottobothertryingthemselves.Importantlyfortheiracademicself-esteem,theyalsocometounderstandthattheyarenotuniqueintheirmisconceptionsandmisunderstandings.

Technology-enhancedsystemsenablenewandlarge-scaleformsofsociallearningthatprovidepowerfulexperiencesforstudentsandmassesofdataforresearchers.Agoodexampleissocialnetworkbehaviour,understandinghownetworksofpeoplecometogetherandmoveapart,howtheyaccessandcreateinformation,andhowtheyconstructindividualandgroupknowledge.

Suchsociallearningunderlinesthecomplementaryrelationshipbetweentechnologyandeducation–whattechnologydiscoversaboutlearningbeingusedtoshapehowtechnologypromoteslearningandviceversa.

Taketheexampleofgaming.Educationalgamesareincreasinglyseenasacompellingwayofengagingstudents.Difficultconceptscanbeaccessedinwaysthatareinteractiveandconcrete,andplayersmotivatedtoexplorethembecausethegamesarefun.Butthekeychallengefordesignersisensuringthateducationalgameshaveapositiveinfluenceonlearningratherthanonethatisnegativeordistracting.Oneansweristologstudents’interactionswithgamesandusethedatatodeterminehowwelltheyarelearning,whethertheirperformanceisinfluencedbyissuessuchasgenderandhowthegameitselfcanbeimproved.

Richard Cox, Shaaron Ainsworth


ZombieDivision6isa3Dadventuregamewhichhelpseightto11-year-oldswithmaths.Matrices,thehero,exploresalabyrinthpopulatedbyskeletonsofwarriorswithnumbersontheirchests.Tocompletethemaze,Matricesmustengagesomeofthesewarriorsincombatanddefeatthem;othershemustavoidashecannotovercomethem.Thekeycharacteristicofthedesignisthatthemathematicalideas–identifyingnumberpatterns,multiples,primes,factorsandsquares–areembeddedinthegame,notjustadded‘chocolate-coveredbroccoli’.

ThisembeddingisachievedbyprovidingMatriceswiththreeweaponstodivideopponents.Ifhechoosesappropriately,hedefeatsthewarriorskeleton,butifhemakesamistaketheskeletonwillattackhiminstead.

ZombieDivisiondoesn’tjusthelpchildrenimprovetheirmathsskills.Italsologstheirperformanceinordertoprovideteacherswithvaluableinformation.Theycanseewhatdivisionproblemsaparticularchildfindsdifficultoreasy.Theycandiscoveriffactorssuchasgender,amountofgameexperienceormathematicalknowledgeinfluencetheirabilitytoplayandlearn.

Datacanalsobescrutinisedtoseeifchildrencanapplywhatthey’velearntinthegametoothercontexts.Forexample,theirperformancewhendividinganumberonaskeletoncanbecomparedtohowtheygetondoingthesamecalculationinatypicalmathslesson.

Intrialschildrenperformedbetteronthe‘skeletons’thantheydidonthenumbers;butstilldidbetteronthenumbersiftheyhadfirstpractisedontheskeletons.Suchdatacanbeusedbyparentsandteacherstoensurechildrenpractiseappropriatetasks,helpdesignersfindfeaturesthatmakegameseffectiveandhelpresearchersunderstandwhywelearnmorewhenhavingfun.

6http://zombiedivision.co.uk/

In action: Zombie Division

Data-mining is revealing which curriculum components pull their weight in terms of learning outcomes, very difficult information to collect in traditional ways.

Divide and rule… Matrices meets some warrior skeletons.

4 Assess

Develop technologies to assess what matters, rather than what is easy to assess.


‘Ifyoumentioncomputersandtestinginthesamesentence,thefirstthingsmostpeoplethinkofarelongsequencesofmultiple-choicequestions,andspeciallydesignedanswercardsfilledinwithno.2pencils.’SoobservedDavidMichaelandSandeChen7intheir2005reportonthepotentialof‘serious’videogamesbothtopromoteandassesslearning.

Tosomeextentthisisstilltrue.Assessmentmethodsneedtobebetteralignedwithourcurrentunderstandingofhowpeoplelearn.Toomanyhigh-stakestestsareadministeredtoindividualstudentsinexaminationrooms,contextsfarremovedfromthoseinwhichlearningoriginallytookplace.

Improvingassessmentisimportantforreasonsofequity,validity,andcompliancewithgovernmentpolicieson,forexample,e-portfoliosandinclusion.Butreformingassessmentisdifficultbecauseitrequireschangeatalllevelsofaneducationalsystem–fromclassroomtogovernment.

Forthefirsttime,wecanassesswhatreallymatters,ratherthansimplywhatiseasytoassess.Weneedtomovebeyond‘snapshots’

ofstudents’performancetowardsassessmentsthattrackhowtheirlearningisdevelopingovertime.Assessmentthatisrootedinrankingstudentsandschoolsneedstogivewaytoamoreenlightenedapproachthatworks‘harder’toprovide:

• usefuldiagnosticfeedbacktostudentsabouttheirlearning;

• usefulinformationtoteachers;

• asolidbasisforevidence-baseddecisionmakingforpolicymakers.

Thismeansassessingtheprocessaswellastheproductoflearning–the‘how’aswellasthe‘what’.Currently,assessmentmayinhibitcreativityandturnenthusiastic,inquisitivestudentsintoresults-drivenpeopledesperate

toavoidmakingmistakes.Asanyonewhohassufferedexamnervesknows,traditionalmodesofassessmentaretoosensitivetostress,illnessandemotionalupsets.

Assessmentalsoneedstoberethoughtbecauseitisincreasinglyoutofkilterwithcontemporaryteachingandlearning.Comparedtodaysgoneby,studentsnowworkmuchmorecollaborativelyandcooperativelyongroupprojectsatschoolanduniversity.Inquirylearningiscommon,withlearnersencouragedtoaskquestionsabouttheworld,tocollectdatatoanswertheirquestions,andtomakeandtesttheirdiscoveries.Technologyallowsforthesophisticatedassessmentofstudents’inquiriesandtheresultsofthoseinquiries,betheyintheformofhypothesesormodels.

Richard Cox

7Michael,M.&Chen.S.(2005)ProofofLearning:

AssessmentinSeriousGames.Gamasutrawebsite:

http://www.gamasutra.com/view/feature/2433/proof_of_

learning_assessment_in_.php(accessedJan5th2012)

Assessment rooted in ranking students and schools needs to give way to more enlightened approach.


Anothersourceofmisalignmentconcernsmultimedia.Studentsnowlearn,communicateandsocialiseviae-books,websites,socialnetworkwebsites,simulationsandaplethoraofothermultimedia.TheyroutinelycommunicatetheirlearningviawrittenandspokenEnglish,mathematicalandlogicalnotationsaswellasdiagrams,digitalphotographs,videos,chartsandgraphs.Assessmentneedsupdatingsothatstudentscandemonstratetheirlearninginthesamewiderangeofformsthattheyencounteredduringitsacquisition.

Finally,assessmentneedstoreflectawidevarietyofteachingandlearningpracticessuchasproject-,inquiry-andproblem-basedlearning,inotherwordslearner-centredaswellasteacher-centredpractices.Suchmethodscanengrossstudentsintheirwork,buttheirengagement–andtheirperformance–oftenplummetsduringformalassessment.

Bycontrast,e-assessmentshavethepotentialtoengagestudentsinimmersive,meaningfulandchallengingactivitieswhichprovidethemandtheirteacherswithrichinsightsintotheirreasoningandknowledge.Forexample,using

data-miningtechniques,researchersanalysedthehelp-seekingbehaviourof1,400studentswhousedanintelligenttutoringsystemforhigh-schoolgeometry.Theyreportedthatnotonlycouldtheybetterassessstudentswhileteachingthem,butalsothattheassessmentcouldbedonemoreefficiently.Theseresultssuggestthattheremaybenoneedtodifferentiatebetween‘teaching’and‘testing’–overtime,learningisreliablyindicatedbyhowastudentrespondstoteaching.Trackinghowmuchhelpastudentneedswithataskwillresultinasvalidanassessmentasatraditionaltesttakenafterteachinghasended.

JISC8,whichchampionstheuseofdigitaltechnologyineducation,advocatestechnology-basedportfoliosknownase-portfolios.Itsaystheyencourage‘profoundformsoflearning’,aswellhavingaroleinprofessionaldevelopmentandaccreditation,andthepotentialtosupportstudentsmovingbetweeninstitutionsandstagesofeducation.

8http://www.jisc.ac.uk/


9www.patsy.ac.uk10www.tlrp.org/proj/phase111/cox.htm

In action: PATSy

DrHelenKellyalwayskeepsaspecialpatientuphersleeveforwhenshehastoassessherspeechandlanguagetherapystudentsatUniversityCollegeCork.Asthedreadeddaylooms,shecandeterminethecomplexityofthecasebyalteringthenumberofclinicalevaluationsavailabletoherstudents.Therangeshouldbe‘enoughforthemtomakeadifferentialdiagnosis,butnottoomanysoastooverwhelmthem’.

DrKelly’sobligingpatientcomescourtesyofPATSy9,anestablishedonlinecase-basedresource.PATSyallowsmedicalstudentstorepeatedlypractisetheirskillsonmorethan60virtual‘patients’.Usedinmedicine,healthscienceandclinicalpsychology,thesystemprovidesstudentswithinteractivevirtualpatientsaswellasrealdataintheformofvideos,assessments,andanonymisedmedicalhistories.

PATSy,recentlyusedasthecoreplatforminalargeresearchproject10,allowsstudentstosharpenuptheirclinicalskillsasoftenastheylike–evenonthesamepatient.Itisreallearningbydoing.

DrKellysaysthatPATSy‘givesstudentsreal-lifedatatopractisetheirclinicalskillsinassessment,differentialdiagnosisandlinkingtheorytoclinicalwork.Itallowsmeasurementoftheirclinicaldecision-makingskillsaswellastheirtheoreticalknowledge’.

Unlike a real patient PATSy is available any time, any place. A case of assessment successfully contributing to students’ learning as well as evaluating it.

PATSy allows medical students to repeatedly practise their skills on more than 60 virtual ‘patients’.

5 Apply

Allow technology to help learners apply their education to the real world.


Agoodwaytolearnaboutavolcanoistovisitone.Similarly,drivingaracingcarmakesiteasiertounderstandthephysicalforcesinvolved.However,suchlessonsaredifficulttoorganiseandsome–suchasobservingtheeffectsofchanginggravitytounderstandbetterhowitworks–maysimplybeimpossible.Here’swheretechnologycanhelp.

Peopleneedtobeabletousewhattheyhavelearnedatschooltosolveproblemsineverydaylife.Buttheyfindthisdifficult.Theirstrugglestoapplyor‘transfer’theirlearninghavevexedpsychologistsandeducatorsfordecadesandrepresentanimportantissueforsociety.Weneedcitizenswhocanusetheireducationtohelpthemselves,theircolleaguesandsocietytoprosper.Theyneedtobeabletocomeupwithanswersusingthegeneralprinciplestheyhavebeentaught.Andtheyalsoneedtobeabletodotheopposite–toextractgeneralprinciplesfromtheexperienceofsolvingeverydayproblems.

Atthestartofthe20thcentury,theAmericanpsychologistEdwardThorndikeshowedthatjustbecausesomeonehadtheknowledgeorskill

topassatestdidnotmeanthattheycouldtakeadvantageofthatknowledgeorskillinadifferentsituation.Muchhasbeendiscoveredsincethenabouthowtohelppeopleapplytheirlearning.

Wenowknowthatithelpsifpeopleareabletotackleaproblem‘forreal’,iftheycanvarythesituationsinwhichtheproblemoccurs,andiftheycanseeitfromavarietyofperspectives.Italsomakesadifferenceiftheycanjoininactivitiesthatare‘multi-representational’–allowingthemtoseeandmanipulaterepresentationsofthesamethingindifferentways,exploitingthepotentialofdynamicimages,colour,soundandsoon.

Computer-basedsimulations,gamesand‘augmentedreality’–wheretherealworld

isoverlaidwithinformationfromthedigitalworld–hugelyexpandthevarietyofproblemsstudentscanstudy,andtheirabilitytousethisnewknowledge.SimulationauthoringtoolssuchasSimQuest11,enablethemtoexplore,forexample,thephysicsofmotionwithskatersonice,trainsonrailwaysandlorriesonroads.

Somepeopleexcelatjudgingtheextentoftheirunderstandingandthestandardsoftheirwork.Thisself-knowledgeormetacognitioninfluencestheirabilitytoapplytheirlearning.Ideally,everyoneneedstobeabletoevaluatetheextenttowhichtheyhavereachedasolutionandtoassesstheirownlearningneeds.Technologycanhelppeopledeveloptheirmetacognitiveskills,through,forexample,enablingthemtoseeandinteractwithadescriptionoftheirperformanceonatask12.Softwarealsoexiststhatcanbuildamodelofalearner’sdevelopingmetacognitiveskillandofferpersonalisedfeedbacktohonetheseskills.

Rose Luckin, Shaaron Ainsworth, Charles Crook, Mike Sharples and Chris Dede

11http://www.simquest.nl/learn.htm)12http://www.eee.bham.ac.uk/bull/lemore/examples.html

‘Augmented reality’ – where the real world is overlaid with information from the digital world – hugely expands the variety of problems students can study.


Ecosystemsarecomplicated,requiringstudentstobeabletoreasonaboutcomplexcausalpatterns.Asthesepatternsoftenclashwithstudents’preconceptions,theycanstruggletoacquireandapplytheirknowledge.Tohelpthem,ProfessorChrisDedeandcolleaguesattheHarvardGraduateSchoolofEducationdevelopedtheEcoMUvE13curriculum.Thismulti-uservirtualenvironmentoffersstudentstwoimmersive,simulatedecosystemsinwhichtoconductscientificinvestigations.

Oneofthesevirtualworldsisapondinwhichfishhavebeenmysteriouslydying.Studentscanexplorethepond,includingunderthewater.Theycaninvestigatethesurroundingarea,observingtheplantsandanimalsintheirnaturalhabitats.Theirtaskistoworktogether,collectingandanalysingdata,inordertosolvethepuzzleofwhysomanyfishhavedied.

Thesystemhelpsstudentsgaindeeperunderstandingofdifficultconcepts,whichhelpsthemapplytheirlearningindifferentsituations.

EcoMUvEisnowcomplementedbytheEcoMOBILEsystem14.Thiscombines

‘augmentedreality’technologyandenvironmentalprobessothatstudentscanvisitarealecosystem,suchasapond,andusetheirmobiledevicestocollectdata.

Studentswalktoa‘hotspot’identifiedbythemobiledevice.Itpromptsthemtoinvestigatetheorganismstheyfind,askingquestionsabouttheirobservations,andgivingconstructivefeedbackbasedontheiranswers.Theycanalsowatchavideosimulationofanatominvolvedinaprocesssuchasphotosynthesistohelpthem

In action: EcoMUVE

13http://ecomuve.gse.harvard.edu14http://ecomobile.gse.harvard.edu

A green marker shows direction and distance to the next hotspot.

Taking water quality measurements at the EcoMUVE pond.

understandtheflowofmatter.Andtheycanacceptsomeinformationandguidancefromavirtualadviser.

Overlayingthisvirtualdata,information,simulationsandvisualisationsontoexperiencesintherealworldhelpsstudentsapplyformalscienceconceptstothesolutionofpracticalproblems.

The virtual person offers information and guidance to support specified activities in a particular place.

6 Personalise

Utilise artificial intelligence to personalise teaching and learning.


FromHALin Space Odyssey,throughC-3P0andR2-D2in Star Wars,toSonnyin I Robot,Hollywoodhasbeengoodatmakingmoneyoutofourfascinationwithmachinesthatthinkandbehaveintelligently.Andit’snolongersciencefantasy.

Wehavecomputersthatcanflyplanes,modelcountries’economies,searchtheinternetandpredictwhatwewanttotypeintoatextmessage.We’realsodevelopingcomputerswithhumanqualitiessuchastheabilitytounderstandlanguageandrecognisevisualimages.

Educationcantakeadvantageofallthisprogress.Tailor-madelearningiswithinourgraspasartificialintelligence(AI)empowerscomputerstodealwiththefactthateveryoneisdifferent.Wedifferphysically,emotionallyandcognitively–andinourabilitytounderstandhowwelearnandwhenweneedhelp.

Aneducationthatrecognisesthesedifferencescanhelpeveryoneachievetheirpotential.Suchpersonalisedlearningrequiresteachers,tutors,parentsandmentorstoensurethateverystudentworksonproblems

thatareappropriateforthem,problemsthatstretchthemandhelpthemprogress.

SoftwarethatusesAIcanhelpensurethatlearnersreceiverelevantfeedback,whetherworkingindividuallyoraspartofateam.Itcangivethemvaluableinformationabouttheirperformance,enablingthemtomanagetheirownlearningandemotions.

EducationsystemswithAIareveryadaptable.Theycanrespondquicklyandappropriatelytoinformationaboutwhattheaimofalessonis,whothestudentsare,whoisworkingwithwhomandwhereitisallhappening.Andtheycandothiseveniftheinformationchangesorisincomplete.Thecapacitytoadapttostudents’abilities,needs,circumstances–

eventheirmoods–isunderpinnedbysophisticatedAItechniques.

TherearethreemainwaysinwhichAItechniquesareusedtodevelop‘adaptivesoftware’systems:

Building computer models that can act as scientific toolsThinkerTools15isamicroworldthatallows10to14-year-oldstotesttheirideasandunderstandingofforcesandmotion.Studentscanrunsimulationsofobjectsmovingandobservehowvariousforcessuchasimpulses,gravity,andfrictionimpactontheseobjects.Thesoftwarecanbesetuptorunaccordingtonewtonianlaws,andalsoaccordingtootherlawsofphysics.Studentscanrunexistingsimulationsorcreateentirelynewmicroworlds,includinggame-likesimulationswithtargets,andtimers.

Rose Luckin, Joshua Underwood, Kaska Porayska-Pomsta, Lewis Johnson and Lee Ellen Friedland

15http://thinkertools.org/Pages/force.html

Tailor-made learning is within our grasp as artificial intelligence (AI) empowers computers to deal with the fact that everyone is different.

tel.ac.uk30 The TEL Report

Enabling a learning environment to adapt to input from learners, teachers or othersAndesPhysicsTutor16isanintelligenthomeworkhelper,popularintheUnitedStates.Studentsarepresentedwithaphysicschallenge,requiringthemto,forexample,drawvectorsorcoordinatesystems,definevariablesorwriteequations.Andesprovidesthemwithfeedbackeverystepofthewayandencouragesthemtousehelpfulproblem-solvingstrategies.Italsochangesitsadviceinresponsetothekindoferrorthestudentmakes.

Designing computer models based upon a particular theory of learningTheEcolab17softwaresimulationenvironmentisintendedtohelpeightto10-year-oldsexplorefoodchainsandwebs.Itisbasedonourunderstanding,courtesyofRussianpsychologistLevvygotsky,thatchildrenmakegoodprogresswhentheirlearningis‘scaffolded’orsupportedbyaskilledadult.

In action: Alelo

ImaginelearninghowtoargueaboutthestandardofyouraccommodationinFrancebystandinginahotellobbyhavingaheatedconversationwiththemanager.notonlywouldyouacquirethewords,butyouwouldalsoassimilatethebodylanguageandpickuptipsonhowtobehaveinsuchasituation.That,inessence,isthekindoflessonofferedbyAlelo’s‘virtual-worldsimulationsofreal-lifesocialcommunication’.

Alelo’sOperationalLanguageandCultureTrainingSystem19usesavirtualgame-basedenvironmentandinteractivelessonstoprovideforeignlanguageandculturetraining.AItechniquescreateconvincingsocialsimulationsthatcanprocessstudents’speechandbehaviour,engageindialogueandnon-verbalinteraction,andevaluatetheirperformance.Independentevaluationshaveshownsignificantgainsinstudents’knowledgeoflanguageandcultureandgreaterself-confidenceintheirabilitytocommunicate.

19www.tacticallanguage.com/

16http://www.andestutor.org/17https://sites.google.com/a/lkl.ac.uk/ecolab/

AI techniques create convincing social simulations that can process students’ speech and behaviour, engage in dialogue and non-verbal interaction.


In action: Echoes

Andyisadeptatusinghisintelligencetoimprovethesocialskillsofyoungchildren,particularlythoseontheautisticspectrum.Throughinteractingwiththisvirtualboywhoinhabitsatouch-screenmagicalgarden,fivetoseven-year-oldsareencouragedtopractiseskillsrelatedto‘jointattention’.Thiscrucialskill,bywhichonepersonmakesanotherawareofanobjectoreventbypointingorlookingatit,isoftenmissinginchildrenwithautism.

Andyplayswiththechildren,coaxingthemto,forexample,pickflowersorstackpots.ThankstoAImodelling,hecan‘see’hisyoungusers,reasonabouttheiractionsand,crucially,tailorhisresponsestotheminthelightofhisobservationsandinferences.

AndyistheinventionofEchoes,oneoftheTechnologyEnhancedLearningresearchprogramme’sprojects18.Echoesresearchershaveequippedhimwithanunderlyingpersonalitythatinfluenceshisactions–muchlikeahuman,albeitinasimplifiedway.Thismeanshecanemulate,usingAItechniquessuchasplanning,atleastsomehumanbehaviourssuchashavinggoalsandactingonthosegoalsbasedonhisunderstandingofthecurrentstateoftheworld.

Andy’sbuilt-inAIallowshimtohavecredibleinteractionswithchildren–andtheygenerallyenjoytheopportunitieshegivesthemforexplorationandexperimentation.Theyalsoenjoyhavingagoatthechallengeshesets,particularlytheimmediatefeedbackminusanyreal-worldconsequences.ThefactthatthescenarioscanberepeatedendlesslygivesthembothpleasureandasenseofcontrolovertheEchoesenvironment.

18http://echoes2.org/

A child enjoys a game in the magic garden with Andy, the artificially intelligent Echoes agent.

Andy’s built-in AI allows him to have credible interactions with children – and they generally enjoy the opportunities he gives them.

7 Engage

Go beyond the keyboard and mouse to learn through movement and gesture.


Youngchildrencanstruggletomasteramouseorakeyboard,yetitisthroughthesedevicesthatmostareintroducedtotheworldofdigitaltechnology.Fortunatelythisischanging.EngagementwithtechnologyisbecomingeasierthroughtouchscreendevicessuchastheiPadandgameconsolessuchasthenintendoWiiorMicrosoftKinectthatrespondtochildren’sgesturesandbodymovements.

Thepopularityofsuchdeviceswithchildrenhas,unsurprisingly,generatedexcitementintheireducationalpotential.Ourchallengeistobetterunderstandhowthesenewwaysofdirectlyengagingwithtechnologycanenhancelearning.Thiswillnotonlyhelpusdecidewhichdevicestouseandhow,butalsoinformthedesignofnew,moreeffectivetechnologies.

Childrenfindnewtechnologiesexciting,andtheycanmakelearningmoreactiveandfun.However,thereisalwaysariskofthenoveltywearingoffandwhatmaybemoresignificantisthatnewdevicesmakeinteractionwithtechnologyeasier.Indeed,devicessuchastheiPadofferexcitingdigitalinteractioneventoinfants.

Makingiteasiertomanipulatetechnologydoesn’tonlybenefityounglearners.Digitalmaterialscanrepresentdifferentideas,andnewformsofinteractioncanfacilitate,andextend,thewaytheseideascanbemanipulatedandexplored.Forexample,numberblockscanbeslidaroundatouchscreenusingfingersonbothhands,orimagescanbeenlargedorreducedwitha‘pinching’gesture.Astechnologiesbecomemoreadeptatrecognisingspecificgestures,learnerswillbeabletomanipulateandinvestigatedigitalinformationmoreandmoreseamlessly.

Thereisincreasingsupportfortheideathatthewaywethinkmaybe‘embodied’,orinseparablylinkedtoourphysicalexperiences.Evidencehaslargelycomefromthewaythatweusegestureswhenexplainingideas,forexample,movingourhandsupanddowntoexplainthenotionofbalance.Thesegesturesdonotjusthelplisteners’comprehension;theyhelpthespeaker’sownthinking.

Significantly,childrenareoftenabletoexpressideasthroughgesturebeforetheycandosoverbally.Thishasimportantimplicationsfornewformsoftechnologybecausedevicescan

captureandrespondtoparticularactionsthatrelatetoconceptsbeinglearnt.Forexample,bylinkingtheaccelerationofahandhelddevicetoanon-screenrepresentation,childrencanexplorehowtheirphysicalmovementslinktoconceptsofmotion.

Tounderstandhownewtechnologiescanenhanceembodiedlearning,weneedtoidentifytherelationshipbetweenthoughtsandactions.Inthisregard,conceptsthatwereonceconsideredrather‘abstract’,suchasmanymathematicalideas,arenowbeingexaminedintermsofembodiment,raisingthepossibilityofusingnewtechnologiestoenhancelearningintheseareas.TheEmbodiedDesignLab20inCalifornia,forexample,islookingatdevelopingchildren’sunderstandingofproportion.Buildingonthefactthatchildren’sunderstandingisoftenfirstexpressedthroughgesture,theyareinvestigatinghowagesturerecognitiondevice(theWiiinthiscase)canhelpthemexploreandreflectuponthephysicalcomponentsoftheirunderstanding.

Andrew Manches

20http://edrl.berkeley.edu/


In action: SynergyNet

21http://tel.dur.ac.uk/synergynet/

newtechnologiesmakeiteasierforseveralpeopletointeractwithdigitalinformationatthesametime.MultiplayergamesontheWiiandmulti-touchdevices,forexample,offerexcitingnewwaysforchildrentoplayandlearntogether.

Thepotentialofmulti-touchdevicesiscurrentlybeingexploredbySynergynet21.InthisTechnologyEnhancedLearningprogrammeresearchproject,childrenworkatoneoffourlargemulti-touchtables,alittlelikegiantiPads.Thetablesallowthemtoworkontheirownorwithothers;manipulatedifferentformsofinformationsuchastextanddiagrams;andcommunicatewithothergroupsby‘sliding’anitemofftheirtabletowardsanothertable.Initialfindingsindicatethatusingthetablesencouragesthechildrentohavemoretask-focusedconversationsandincreasestheirjointattention.

Aswellasobservinghownewdevicesinfluencechildren’slearning,theSynergynetresearcherscanalsousethetablestorecordchildren’sinteractions,includinggesture,providingrichdataontherelationshipbetweentheiractionsandtheirthinking.

Suchinformationisparticularlyimportantgiventheincreasingevidencethattheideasthatchildrendeveloparestronglyrelatedtoparticularphysicalactions.

Whilstconsideringthebenefitsofnewformsofinteraction,weneedtorecognisethefundamentalroleplayedbyeducatorsinmediatinglearningwiththesetools.Indeed,asignificantaspectoftheSynergynetprojecthasbeentoidentifywaystosupporttheteacherinorchestratinglearningwithnewformsofdigitalinteraction.

Children are often able to express ideas through gesture before they can do so verbally. This has important implications for new forms of technology.

Children work together on a SynergyNet multi-touch table.

8 Streamline

Enhance teachers’ productivity with new tools for designing teaching and learning.


Iftechnology-enhancedlearning’scapabilitiesarecarefullydesigned,itcanhelpteachersfosteractiveindependentlearninginseveralways:

Active learning: multimodaltechnologies(pictures,videos,sounds,animations,text)helpteachersexplainconceptsandrehearseskillsinengagingways.Theycanalsosetinquirylearningactivitiesthatstudentsworkthroughattheirownpaceas,forexample,inStanfordUniversity’sStarLegacy22.

Independent social learning:onlinetechnologiesallowstudentstosupporteachotherinteacher-structureddiscussionsas,forexample,intheInterloc23gamesthatpromotedialogueanddebate.

Adaptive, personalised learning:simulationandmodellingenvironmentsmeanteacherscangivestudentsintensivepracticeonintellectualorskill-orientedchallenges.Feedbackismeaningful,changinginresponsetohowwell–ornot–thestudentisprogressing.Suchpersonalisedfeedbackencouragesthemtospendmoreoftheirowntimepractising–makingtheexerciseevenmoreworthwhile.

ThevalueofthisapproachhasbeenshownbyhapTEL24,oneoftheeightTechnologyEnhancedLearningresearchprogrammeprojects.Dentalstudentsaretrainedonvirtualjawsequippedwithhapticorsense-of-touchtechnology.Theycanfeelexactlywhatitisliketodrillintoatoothandthesystemgivestheminstantfeedbackonhowmuchdecaytheyhaveremoved.Withaninexhaustiblesupplyofvirtualteeth,theyhaveendlessopportunitiestopractise.

Collaborative learning:user-generatedcontenttools(digitaldocuments,virtual3Denvironments,videos,spreadsheets)andonlinediscussionforumsallowteacherstodeviseactivitiesinwhichstudentscanworkandlearntogether.Studentssubmitthefinalproduct,whetheritisasharedunderstandingorapolishedskill,totheirpeersforconstructivecommentandthenontotheirteacherforformativefeedback.

Technology-enhancedlearningmakesitpossibleforteacherstopromotelearningwithoutbeingphysicallyorevenvirtuallypresent.Insteadofteachingthroughlectures,classpresentationsandtutorials,teacherscanusemultimodalwebresources,simulationsandonlinepeersupport.Thismaintains,orevenimprovesthequalityoflearningexperience.Itcanalsomaketeachersmoreproductiveassomevariable-costactivities(linkedtostudentnumbers)switchtofixed-cost(technology-enhancedlearning)activities.Withfewervariable-costactivitiesstudentnumberscan

Diana Laurillard

22http://aaalab.stanford.edu/complex_learning/cl_star.html23http://www.interloc.org.uk/24http://www.haptel.kcl.ac.uk/

In the hapTEL project, comparison with control groups showed that the simulation group learned at least as well, but more efficiently and cost effectively.


increasewithoutacorrespondingincreaseinteachertime.

It’sexpensivetodeveloptechnology-enhancedlearningresourcesandactivities,soforlowstudentnumberstheper-studentcostishigh.Asnumbersincreasetechnology-enhancedlearningbecomesmuchmorecostefficient.

Forexample,ateachermightcurrentlyspendthreehourspreparingmaterialsforsixtwo-hourtutorialsduringwhichshewillteachatotalof24students.Bycontrast,thesameteachercouldspendeighthourspreparingwebresourcesfor48studentstoworkonlineinindependentgroups,andthen15minuteswitheachgrouphelpingthemsumupwhattheyhavelearnt.Theconventionalapproachhastaken15hoursofhertimefor24students.Thetechnology-enhancedlearningapproachhastaken11hoursandhelped48students.

Peersupportiscrucialhere,andthekeytosuccessistheonline activity. Ifitiswelldesigned,itcanpromoteactive,aswellasindependentandcollaborative,learningwhilepreservingtheall-importantteacherfeedback.

Weknowthat‘collaborativelearning’activitiesarehardtogetright,andteachersneedhelpdesigningthem.Perhapstechnology-enhancedlearninghasaroleheretoo?

Teachersalreadyhelpeachotherbysharingresourcesandlessonplans,orlearningdesigns–distillationsofthebestofteachingpractice.Technology-enhancedlearningcanmake

sharingmoreefficient.Atuniversitylevel,theOpenEducationalResources(OER)movementhasalreadyfundedcollectionsofonlinelearningresources,suchasMERLOT25,Jorum26OpenLearn27andtheMITopencoursewareinitiative28.

Teacherscoulddrawonexistinglearningtechnologyresourcestosavesubstantialamountsoftime,butweneedtounderstandthedifferentmetricsofteachertime:itmaytake100hours(forateacherandtechnicalassistant)tocreateagoodanimationresource;howmanyhoursdoesittakeanotherteachertofindit,evaluateitsrelevance,andweaveitintotheirteachingapproach?Five?Ten?Itwillvary,ofcourse.Andwhatisthebestwayofweavingtheanimationintotheirteaching?Triedandtestedexemplarswouldhelp.

Thisiswhyteachersneedtosharethelearningdesignstheyhavefoundtowork,forexample,tohelpstudentscollaborateonasummaryofwhattheyhavelearnedfromtheanimationresourceidentifiedbytheirteacher.

25www.merlot.org 26www.jorum.ac.uk27www.openlearn.open.ac.uk 28www.ocw.mit.edu

OnETEACHERCOULDSPEnD...

3 hours prep + 6x2 hour tutorials = 15 hours to teach 24 students

8 hours prep + 12x15 min tutorials = 11 hours to teach 48 students

TECHNOLOGY ENHANCED LEARNING APPROACH

CONVENTIONAL APPROACH

Teachers,likeallprofessionals,needtechnologytohelpthembecomemoreproductive.Theyaredesignprofessionals,workingouteverydayhowbesttohelptheirlearnersachievetheiraims,andrevisingtheirmethodsonthebasisofwhathappensinpractice.Theyneeddesigntoolstocapturetheirpedagogicideas,testthemout,andreworkthem,buildingon

whatothershavedonebeforeandsharingtheirresultswiththeircommunity.

TheLearningDesigner29isatooltohelpteacherswiththedifficulttaskofworkingtogethertoimprovelearning.ATELprogrammeresearchproject,itgivesthemawayofexpressingtheirbestideas,usingformalcategories,suchaslearningoutcome,teaching-learningactivity,learningexperience,duration,groupsize,andsoon.


In action: Learning Designer

29https://sites.google.com/a/lkl.ac.uk/ldse/

Student numbers

Rela

tive

cost

sConventional Online

20 40 60 80 100

A lower cost per student for technology-enhanced learning for larger cohorts is possible because of the higher proportion of fixed costs.

The Learning Designer analysis screen shows the implications of the design for the overall learning experience (pie-chart) and for teacher workload, depending on whether they reuse an existing resource, or develop it from scratch.

Thedesigntoolcan‘understand’andanalyseteachers’ideas,andprovidefeedbackontheirimplicationsforstudents.Bycollectinglearningdesigns,itcanalsomakeiteasyforteacherstofindsimilardesigns,adoptandadapteachothers’ideas,andsobuildagrowingrepositoryofgoodwaysofteachingandusingtechnology.

9 Include

Empower the digitally and socially excluded to learn with technology.


Inthiswealthy,technology-richcountry,nearlyafifthofpeoplerarely,ifever,ventureonline.Millionsareexcludedfromthedigitalrevolution,unabletoaccessormakegooduseofthedevicestherestofustakeforgranted.TheUK’sdigitalinequalitiesmirroritsotherinequalities.Thoseonthewrongsideofthedigitaldividearethosewhoaremarginalisedasaresultofpoverty,age,gender,disability,race,religionorclass.

Yetsocialexclusiondoesnotinevitablymeandigitalexclusion.Manypoorfamiliesownsmartphones,PlayStationsandPCs.Forthem,theissueishowtoharnessthetechnologiestheyhavetocombattheinequalitiesthatblighttheirlives–inequalitiesinincome,education,housingandhealth.

Helpingthedigitallyexcludedtobecomenotonlydigitallyincludedbutalsodigitallyadvantagedisakeythemeoftechnology-enhancedlearningresearch.

Inthecontextoffull-timeeducation,threegroupsoflearnersaremostatriskofexclusion:thosewhoaredisengaged,thosewhoarehardtoreach,andthosewithspecialeducationalneeds.

Inschools,collegesanduniversities,technologycantransformcurricula,practicesandcultures.Forexample,accessiblelearningmanagementsystemsandassistivetechnologiesmakeiteasierforstudentswithspecialneedstoengagewiththecurriculumandwithotherstudents.Teacherscanuseinteractivemediaandrelatedtechnologies

toopenupthecurriculumandengagedisaffectedlearners.Hard-to-reachstudentswhofeelintimidatedorrejectedbyeducationalinstitutions,cannowlearnathome,inthelocalcaféorcommunitycentre,orintheirhostel.OnceonlinewithamobiledevicesuchasasmartphoneoraniPad,hard-to-reachstudentsareincontroloftheirlearning.

Peopleneedtobeabletousetechnologythatdoeswhattheywantinplaceswheretheyfeelvaluedandcomfortable.Digitalinclusionthereforerequires:

• innovativetechnologiesthataddresstheuniqueneedsandabilitiesofsomestudents,particularlythosewithspecialeducationneeds;

• teachers,parents,carers,supportworkersandcommunityleaderstobecreativeandimaginativeintermsofhowandwheretheyusetechnologieswithlearners;

• communities,institutions,localauthoritiesandgovernmenttopromotecreative,transformativedigitalinclusionpractices.

Jane Seale, Eileen Scanlon, Vic Lally, Richard Noss

OF PEOPLE RARELY, IF EVER, VENTURE ONLINE

InTHISCOUnTRY

FIFTHNEARLY A

tel.ac.uk42 The TEL Report

ManyyoungpeopleenjoyexploringvirtualworldssuchasSecondLifethroughthepersonaofanavatar.Liberatedfromtheconstraintsofreality,theycanchangeeverythingaboutthemselves.Adiffidentboycanbecomeaninvinciblewarrior.Ashyandinsecuregirlcanturnherselfintoaprincess.

TheInter-Life30researchteamsetouttoinvestigatewhetherthecreativepossibilitiesofvirtualworldshadapplicationsbeyondplay.Couldthey,forexample,helpyoungpeoplecopewithimportanttransitionssuchasfromschooltouniversityorfromlocalauthoritycaretoindependentliving.Withthisinmind,theysetuptwovirtualislands:thefirstforover-18stotackleschool-to-universityandwithin-universitytransitions;andthesecondfor13to17-year-oldstoworkoncreativeactivitiesandskillsrelatedtoleavingacarehome.

Ontheislands,theyoungpeopleparticipatedinresearchandreflectiveactivities,gaininginsightsintoemotionsanddevelopingtheirproblem-solvingskills.Theyplannedandexecutedcreativeactivities(withsupport)thatexpressedaneed,issue,orconcern,aninterestorapersonalliking.Island2becameaspace‘in

tension’betweenhomeandschool,aspacethatoftenchallengeditsuserstoactmoreopenlythanwastheircustom.

Island2becameanauthenticplacetoworkandsocialise–fortheresearchteamaswellastheyoungpeople.Itdevelopedbothasenseofplaceandofgrouphistoryastheteenagerscustomisedit,creatingworkingareas,buildingsandpresentationtools.Theybecameemotionallyengagedwiththeirislandandexploredissuesofidentitythroughcommunityactivityanddialogue.Accountsofavatarcustomisationandpersonalisationalsoindicatedthattheexperiencesofislandlifewerecapableofboostingtheirself-esteem.

Onboththeislands,userswereshownto‘map’–orrelate–theirexperiencesinthevirtualcommunityintotheirlifeintherealworld.Lessonslearnedinthevirtualworldwerelessonsthatdidnotneedtobere-learnedintherealworld.

AsoneoftheInter-Liferesearcherssaid:‘Ourhopewasnotjusttodisseminateknowledge,buttoseethekidsconstructknowledge.Someofthemwereinterestedinmakingfilms

depictingaproblemwithvulnerabilityatapointoftransitionintheirlives.Thinkofbullying,teasing,taunting,betrayal.Supposetheymetwiththeiravatarsontheislandandusedthefilmasastimulus,saying“thisistheproblem,howcanwefixit?”Allwe’vedoneisprovidethemwiththespaceandtheopportunitytomakeacontribution.’

In action: Inter-Life

30tel.ac.uk/inter-life/

Once online with a mobile device such as a smart phone or an iPad, hard-to-reach students are in control of their learning.

10 Know

Employ tools to help learners make sense of the information overload.


Picassoisreputedtohavesaid:‘Whatgoodarecomputers?Theycanonlygiveyouanswers.’Answersmayprovideinformation,butit’sknowledgethatreallymatters.Theknowledgetoframequestions,makeconnectionsandtohelpusworkoutwhethertheanswersaretheoneswe’relookingfor.Searchenginescanbeaquickroutetoinformation,buttheysometimesclosedownratherthanopenuppossibilities.Wearestillfindingouthowtechnology-enhancedlearningcanhelpstudentsandadultsbecomeskilledfindersofinformationanddiscerningconsumersofit.Morethaneverbefore,peopleneedtobeabletoevaluatethecredibilityandvalidityofwhattheyfindinthedigitalworld.

Technologyhascontributedmassivelytotheproblemoftoomuchinformation,butitcanalsohelp.Forinstance,Amazon’srecommendersystemsuseinformationaboutourpriorpurchasestosuggestbooksorDvDsthatwemightlikebasedonwhatpeoplewithasimilarprofilehavebought.Thismayhelpwithwadingthroughtheoceansofonlinechoice,butitcanbeabithitormiss.OnTripAdvisor,knowledgeabouthotelsanddestinationsbuildscumulativelyasaresultof

socialinteraction,butweneedtobecarefulandlearnhowtointerpretit.

Onereasonthatcomputersaren’tverygoodatdifferentiatinginformationandknowledgeisthatknowledgeisbuiltsocially.Theculturethatweliveindetermineswhatweneedtoknowandwhatwevalue.Thisknowledgecomesfromlotsofsources:ourparents,ourfriends,oureducationandourexperiences.Wetellstoriesaboutallthesethingsandconstructknowledgeforourselvesandothersintheprocess.

Technologyspeedsthingsup.Usefulknowledgechangesquicklyandhasbecomemorefluid,contingentonlocalcircumstancesandrequirements.Thishaserodedtheconceptofastandardisedbodyofknowledge

oranagreedcanonofwhatshouldbetaught.Infact,thinkingdeeplyaboutwhatknowledgeweneedtoteachinthe21stcenturyisoneofthegreatcontributionsthattechnology-enhancedlearningresearchcanmake.

Thestorageandtransmissioncapacitiesofcomputersenableustoshareinformationmorereadilythaninthepast,butifknowledge=information+meaning,wheredoesthemeaningcomefrom?Computersexcelatretrievingsomethingfrommemory.Butthey’renotsogoodatreflectingordrawingonexperience,yet.

Theworldwidewebisgrowingeverlarger.Thisgrowthhaspromptedmuchdiscussionofhowitmightevolvetoprovideaccesstouseful,timely,trustworthyinformation,while

Lydia Plowman, Patrick Carmichael and Steve Higgins

IF...

KNOWLEDGE=INFORMATION+MEANINGWHERE DOES THE MEANING COME FROM?


notoverwhelmingitsuserswithvastamountsofdata.TimBerners-Lee,aninventoroftheweb,andothershaveproposedremakingwhatalreadyexistsasa‘semanticweb’ofresources.Cleardescriptionofthemeaningofwebcontentwouldallowbetterlinkageofonlinecontent,searchengineswouldapplythesamekindofreasoningthatpeopleuse,andwebuserswouldbeofferedamoreseamlessexperience.

Thisgrandvisionofa‘next-generationweb’hasbeenslowtodevelop.Butincreasingnumbersofgovernmentandpublicbodies,researchorganisationsandmuseumshaverecognisedthepotentialbenefitsoflinkingdatafrommultiplesources.Thishasenormouseducationalpotential,butitisnaïvetoassumethatsimplybringingdataintotheclassroomwillenablenew,orbetter,orfaster,learning.

Governmentsoftenrefertotheknowledgeeconomy.Theyaspiretoaneconomythatisdrivenbyinnovation,changeandgrowthtoensureglobalcompetitiveness.Increasingly,thisisadigitaleconomy–theresultofdigitalnetworkingandcommunicationinfrastructuresthatprovideaglobalplatformoverwhichpeopleandorganisationscaninteract,communicate,collaborateandshareinformation.

Itreliesonskilledlabour;evenmanualjobsnowneedpeoplewhoarecomfortablewithtechnology.Grapplingwithvastamountsofinformationandbeingabletotransformitintoknowledgerequiresaneducationthatencouragescreativity,clearthinking,independenceandingenuity.Technologycanhelp,butitaloneisnotthesolution.Teachersarestillvitalinthetranslationofinformationintoknowledge.Andstudentsmustbeactivelyinvolvedtoo–technologycansupporttheprocess,butitcannotdoitforthem.

Technology-enhancedlearningresearchishelpingustorethinkthenatureofknowingbychangingthewaysinwhichinformation

ispresentedandunderstood,challengingourpriorknowledgeandhelpingustoseekoutnewdirectionsandassociations.

In1910theeducationalphilosopher,JohnDewey,wrote:‘Thedistinctionbetweeninformationandwisdomisold,andyetrequiresconstantlytoberedrawn.Informationisknowledgewhichismerelyacquiredandstoredup;wisdomisknowledgeoperatinginthedirectionofpowerstothebetterlivingoflife.Information,merelyasinformation,impliesnospecialtrainingofintellectualcapacity;wisdomisthefinestfruitofthattraining.’31

31Dewey,.1910‘SchoolConditionsandtheTrainingof

Thought,Chapter4inHowwethink.Lexington,Mass:

D.C.Heath,(1910):45-55

It is naive to assume that simply bringing data into the classroom will enable new, or better, or faster learning.

TheEnsembleTELprogrammeproject32exploredhowweb-basedresourcesmightbeincorporatedintoteachingandlearninginhighereducation.Itexaminedhowteachersandlearnersusetheweb,andhowdataandotherlinkedonlineresourcesaremobilisedtomeetlearningaimsandsuggestnewdirectionsforenquiry.various‘mediating’practiceshelpstudentsmakegooduseofthevastamountofdata.Theserangefromteachersmakingselectionsandrecommendationstostudents(forexample,byhelpingthemtonarrowdowntheresultsofsemanticwebsearches)torichwebinterfacesandvisualisationswhichpresentlarge,complexdatasetsinmoreaccessible,explorableformats.

Forinstance,theEnsembleteamworkedwithteachersandundergraduateplantscientiststodevelopaninteractivetimelineofplantevolutionwhichbroughttogetherdatasets,texts,images,mapsandpublications,allowingstudentsanoverviewoftrendsandpatternsbeforeexploringparticularaspectsindepth.

Theteamalsoworkedwithenvironmentaleducationteacherstodevelopanassessed‘casestudy’inwhichundergraduatesdecidedthebestlocationforahydroelectricpowerstation.Todoso,theyhadtodrawonauthenticdatasuchasclimaticrecordsandmeasurementsofriverspeedsandheightsovertime.Theywerehelpedbya


In action: Ensemble

32http://www.ensemble.ac.uk/wp/

The Ensemble plant evolution timeline draws live data from online sources to create dynamic visualisations.

combinationoflinkeddataandvisualisationtoolsthatenabledthemtoseepatternsandresemblancesinwhatmightotherwiseseemintractable,denseorvastamountsofinformation.These,pluscruciallytheteacher’sexpertiseinshapingand‘bounding’thecasestudy–nottoobroad,nottoodirected–madeforanengagingyetchallengingactivity.

Thinking deeply about what knowledge we need to teach in the 21st century is one of the great contributions that technology-enhanced learning research can make.

11 Compute

Understand how computers think, to help learners shape the world around them.


Wearelivinginaworldofincreasinginterdependenceandcomplexity.Scienceandmathsunderpinsomuchofeverydaylife:yettoofewpeoplereallyunderstandhowthescienceandmathsthataffectstheirlivesisdone.Thatknowledgeisessentialifwearetobeproductiveandengagedcitizensofthe21stcentury.Howelsecanwehopetounderstandstockmarketcrashes,comparegoodsandservicesonline,orassesscompetingargumentsaboutclimatechange?Computationalthinkingempowersustoexplorehowsystemsandprocesseswork,includingsocieties,thespreadofdiseases,interactingtechnologies,andourownmindsandbodies.

Weneedtodistinguishcomputationalthinkingfromcreativecomputerprogramming(or‘coding’).Botharerelevantandimportantskills.

Computationalthinkinginvolvesformsofdynamicproblemsolvingthatcomputerscientistspractise,suchassplittingproblemsintosmallerparts,tracinghowthingswork,finding‘bugs’inprocesses,recognisingandanalysingpatterns.Giventhecentralityofcomputersinscienceandincreasingly,social

science,computationalthinkingisanessentialtoolformakingsenseoftheworld.

Throughcomputationalthinkingwegainawayofquestioningevidenceandassumptions,bybuildingmodelsandanalysingpatternsindata.Researchsuggeststhatevenyoungchildrencanmakesenseofsomeoftheseideas,includingestimation,interpretingevidence,anddynamicmodelling.Althoughtheyoriginateincomputerscienceandmathematics,theyareimportantforthewayweallthinkandact.

Yet,asBenGoldacresays,inhisbookBad Science33:‘Theprocessofobtainingandinterpretingevidenceisn’ttaughtinschools,norarethebasicsofevidence-basedmedicineandepidemiology,yettheseareobviouslythescientificissuesthataremostonpeople’sminds.’

Shut down or restart?34,theRoyalSociety’s2012reportintocomputinginUKschools,highlightsanotherbenefitofcomputationalthinking.‘Wewantourchildrentounderstandandplayanactiveroleinthedigitalworldthatsurroundsthem,nottobepassiveconsumersofopaqueandmysterioustechnology.Asoundunderstandingofcomputerscienceconceptsenablesthemtogetthebestfromthesystemstheyuse,andtosolveproblemswhenthingsgowrong.Citizensabletothinkincomputationaltermsareabletounderstandandrationallydebateissuesinvolvingcomputation,suchassoftwarepatents,identitytheft,geneticengineering,andelectronicvotingsystemsforelections.’

Arecentstudyofhowpeopleinterpretcomputeroutputsintheirworkplacesfoundthatmanypeoplewerecompletelyunawareofthesystemsthatunderpinnedtheirworkinglives.Forexample,peopleworkinginapension

Mike Sharples, Richard Noss

33Goldacre,B.(2009)BadScience(London:Harper

Perennial)34RoyalSociety(2012)Shutdownorrestart?:Theway

forwardforcomputinginschools.http://royalsociety.org/

education/policy/computing-in-schools/report/

This failure to understand anything of the invisible computer models that dominate our lives is dangerous.


companydidnotknowthatthespreadsheetstheyusedeverydayweregovernedbyformulae,ratherthananarbitrarysetofentriesbymanagers.Thisfailuretounderstandanythingoftheinvisiblecomputermodelsthatdominateourlivesisdangerous.Ifpeopleareignorantofwhatcomputerscanandcan’tpredict,theybecomepotentialvictims,atthemercyoftheprogrammers.Yet,inthewordsofthechiefexecutiveofapackagingcompany,whenworkersareintroducedtotheideasbehindthemodels,theydevelopasenseof‘empowerment’and‘jobsatisfaction’.Thesearenewliteraciesthatpeopleneedtobeworkersandcitizensofthe21stcentury.

Theskillsofcomputationalthinkingcanbetaughtwithorwithoutcomputers,byexploringhowprocesseswork,lookingforproblemsineverydaysystems,examiningpatternsindata,andquestioningevidence.Forexample,bankingcrisescanbeexploredascomputationalsystems.Banksreceivecashindeposits.Theylendoutmostofthiscashasloans.Thesystemworkssmoothlyuntilthepointwhenthere’salackofconfidenceinthebank,thelendersdemandtheirdepositsback,andthebankdoesn’thavesufficientfundsto

meettherequests.Thebugsinthebankingsystemcanberepaired,forexamplebydepositinsurance,butthiscancausefurtherproblems,andsoon.visualtechniquessuchasflowchartscanshowhowtheseprocesseswork,evenifthere’snocomputerpresent.

Butcomputersmakeitpossibletoshowthecomputationalprocessesinaction.Theycanshowhowthingswork,thebitsbehindthescenesthatareoftenhidden–butwhichsometimes,especiallywhensomethingunusualhappens,peopleneedtoknow.

Computerscanalsoempowerchildrentocreateandrunprograms,especiallywhenusinglanguagesconstructedwithyoungpeopleinmind.Writingprogramsmeanschildrencanmakethingshappen,ratherthanhavethemhappenwithoutunderstandinghoworwhy.Childrenalsobecomepartofavibrantglobalcommunityofpeoplewholiketocodeandworktogethertochangethewaythatweinteractwithourtechnology.

Forexample,Year10childrenfromBlatchingtonMillschoolproducedawinningentryforthePearsonInnov8nationalcompetitionby

Writing programs means children can make things happen, rather than have them happen without understanding how or why.


developingscience‘apps’formobilephones35.Theirplayfulhands-onscienceexperimentsusedthebuilt-infunctionsofphonessuchastiltsensorsandvoicerecognition.

TheBlatchingtonchildrenwerenotjustwritingprograms,theywereengagedinsoftwaredesign.Theysetoutspecificationsforinteractivesoftware,basedontherequirementsofthecompetition.Theyproposedsoftwareappsthatexploitedthefeaturesofmodernmobilephones.Theydesignedinterfacesandproducedstoryboardsfortheinteractivesoftware.Andtheypresentedtheirsolutionsintextandvideo.

Byprogrammingcomputersthemselves,peoplecancometoseethatsoftwareisn’tmagicproducedonlybybigcorporations,butisbasedonsomeprinciplesandprocessesthattheycanunderstand.Programmingisnotjustgrapplingwithlonglinesofcode.Sincethe1960s,therehavebeenmanyattemptstodesignprogramminglanguagesandsystemsthatareaccessibletothenon-programmer–toeveryoneinfact.

35http://innov8.pearson.com/


Therearemanywaystogetinvolvedinprogramming.Forexample,notmuchmorethan£20willbuyyouasingle-boardcomputerdevelopedintheUKbytheRaspberryPiFoundation36.Thefoundation’sgoalistostimulatetheteachingofbasiccomputerscienceinschoolsatminimalcost–withtheultimateaimofensuringthatpeoplecontrolcomputersratherthantheotherwayround.

Thefoundationhasfoundareadymarket.Sincethegovernmentannouncedthatitwasbackingtheteachingofprogramming,demandforthecheap,credit-card-sizedcomputerhassoared.Itcomesequippedwithaprocessorsimilartotheoneusedinmanysmartphones,amemorychip,anEthernetporttoconnecttotheinternetandacoupleofUSBports.

Afterplugginginakeyboard,mouseandscreen,childrenshouldbeabletousethePi’sopen-sourcesoftwaretowritetheirowncode.

Programming for everyoneScratch37isaprogramminglanguagethat,toquoteitspopularwebsite,‘makesiteasy

tocreateyourowninteractivestories,animations,games,music,andart–andshareyourcreationsontheweb’

Thekeydesignideaisthataspeoplecreateprojectsandprogramsforthemselves,andthensharethefruitsoftheirprogramming,theycomeintocontactwithkeymathematicalandcomputationalideas.Thuswhilelearningtothinkcreatively,theyalsocometothinkcomputationally.Thisisprogrammingineverysensebutone:itisnotjustforprogrammers.

Scratchisthelatestinalonglineofprogramminglanguagesforchildren.ThefirstofthesewasLogo,developedatMITnearly50yearsagoandupdatedseveraltimesoverthedecades38.ArecentadditiontothelistisnetLogo39,amodellingsystemthat,basedonwritingsimpleprogramsinadialectofLogo,allowspeopletobuild,tinkerwithandsharedynamicmodelsofanythingfromdynamicarttomodelsofevolution.

Thisabilitytomodelhowcomplexsystemsdevelopovertimecomescourtesyofmodellersthatgiveinstructionstohundredsorthousandsofindependent

In action: Program or be programmed

A NetLogo program reveals how 300 birds, randomly scattered across the screen, start to clump together and form flocks with one bird in front. Each bird only knows about its nearest neighbours, yet the flocking behaviour emerges from three simple rules, shared by each bird. There is no leader bird!


‘agents’alloperatingconcurrently.Thiswayofthinking–thatpatternandstructureemergefromsimplerulesappliedtomanyinteractingagents–underpinswholeareasofmodernscienceandsocialscience.Itisakeycomponentofcomputationalthinkingthatprovideswaystothinkaboutevolution,randomness,3Dgraphicsandanever-expandinglistofideas.

Logo,netLogoandScratchaimtotapintoactivitiesthatchildren(andadults)findnaturallyinteresting(drawing,emergenceandgames,respectively).OneofthekeydifferencesbetweenScratchanditspredecessorsisthatprogramsdonotconsistoflinesoftext-basedcode.Therehavebeenseveralattemptstoachievenon-textualprogrammingsystems,forexample,ToonTalk40.ThelatestadditiontotherangeisMIT’sAppInventor41.AppInventorisaprogrammingsystem,notdissimilartoScratch,thatletsnoviceprogrammerseasilycreategamesonmobilephones.Insteadofwritingcode,youvisuallydesignthewaytheapplooks,andusingsimplescratch-like‘blocks’,specifyhowtheappworks.

36http://www.raspberrypi.org37http://scratch.mit.edu/38Apowerfulrecentversionmaybefoundat

http://www.r-e-m.co.uk/logo/?comp=imagine39http://ccl.northwestern.edu/netlogo/40www.toontalk.com41http://www.appinventor.mit.edu/

Scratch lets you write programs by slotting jigsaw pieces of code together.

Is the Raspberry Pi a simple, cheap solution to children’s lack of programming skills?

12 Construct

Unleash learners’ creativity through building and tinkering.


Watchingyoungchildrenmakesenseoftheworldteachesusanimportantlesson:thatpeoplelearnbestwhentheyaremakingthings,andsharingwhatthey’vemadewitheachother.Makingsomethingproducessomethingtotalkabout,reflectupon,andultimatelylearnwith.Anditpresupposesthatonehassomethingwithwhichtobuild–blocks,orpaints,ormusicalinstruments.

Inthepast,mostthingsweremoreorlessunbuildable–playingaroundwiththeforcesofgravity,ormodellingthespreadofdiseaseswithpencilandpaperhasalwaysbeenoutofreachforthevastmajority.Butnow,withcomputers,literallyanythingispossible.

Computersopendoorswhichusedtobeclosedtoeveryoneexcepttheveryfew–themathematiciansandscientistsandmusicianswhocouldbuildthingsintheirheads.nowanythingispotentiallybuildableonacomputer,andifit’sbuildable,itbecomesthinkable,discussable,andultimately,learnable.AsSeymourPapertsaid,indescribinghistheoryof‘constructionism’some20yearsago42,thespecialthingaboutbuildingisthatitconstructsa‘publicentity,

whetherit’sasandcastleonthebeachoratheoryoftheuniverse’.

Insimilarvein,DouglasThomasandJohnSeelyBrownin200943putforwardanewmodelofeducationthatfuseslearningasreflecting,learningasmaking,andlearningasbecoming.Creativeplayandimprovisationareessentialforprosperinginacomplexandchangingworld.

TheprogrammingsystemsinChapter11givesomepotentexamplesofwhatcanhappenifpeople–evenveryyoungpeople–aregivenpowerfultoolsthatallowthemtoconstructandshareideasembodiedinthings (includingvirtualthings).

Reflectingonwhatyouhaveconstructedisakeypartoflearning.Untilnow,thislessondidn’teasilytranslateintolearningmoregenerally.Butnow,withcomputers,ideasthatcouldonlyliveinthemindsofpeoplecanhavealifeonthescreen–bringingthemalive,and,mostimportantly,givingpeoplethechancetoconstruct mental representationsofdynamicsystemsalongsidevirtualones.

Richard Noss

42Papert,S(1980)Mindstorms:Children,Computers,and

PowerfulIdeas.(BasicBooks:newYork)43Thomas,D.&SeelyBrown,J.(2009)AnewCulture

ofLearning:CultivatingtheImaginationforaWorldof

ConstantChangehttp://www.newcultureoflearning.com/

newcultureoflearning.html

Anything is potentially buildable on a computer, and if it’s buildable, it becomes thinkable, discussable, and ultimately, learnable.


Mathematicsisthescienceofpatterns.Identifying,analysing,andpredictingpatternsisthesourceofthepowerofmathematics–whetherit’sasequenceofnumbers,thestructureofshapes,thechangeintheclimate,thespreadofavirus.Butfindingpatternsinafewcasesisnotenoughformathematicians:thetrickistoexpressthepatternsothatit’strueforallcases–togeneraliseit.

Thisturnsouttobedifficultforlearners.Theproblemisthatifyouasksomeonetospotapattern,say‘howmanytilesdoyouneedtomakea“traintrackpattern”?’anaturalstrategyistocount.Whynot?Wecanencouragepeopletothinkalittlemorebyaskingthemtopredictthenumberoftileswhenit’sverylarge,buteventhen,asking‘howmany?’cuespeopleintocountinginsomeway.

Thetrickistolookatthestructure ofthepattern,toseeitassomethingthatisrepeatedtoformarule.Theclassicwaytodothisistousealgebra–callthenumberof‘buildingblocks’nandgofromthere.Butthatispreciselywhatwearetryingtoteach!We’reaskinglearnerstousethelanguageofalgebra,beforetheyunderstandwhatthatlanguageissupposedtobeabout.

MiGen44isanintelligent,computer-basedsupportsystemintendedtohelppupilsgettogripswithalgebrawithoutthedifficultyofmanipulatingabstractsymbols.Youngpeopleentera‘microworld’thatencouragesthemtoconstructpatternsinacolourful,dynamicandvisualformat.Theyarenudgedtoexplorethenatureofrelationshipsanduncoverrules

forthemselves.Andtheyareempoweredtopresenttheiranswerscreatively,usingsimplesequencesofcolouredtiles.

IntheMiGenmicroworld,studentsbumpintopowerfulideas.Theylearntomovefromthespecifictothegeneral.Theimportantlessonhereisthatstudentsfirstconstructpatterns,andonlythen,whentheyhavebuiltacomputer‘model’ofthetilingpattern,dotheyhavetoexpresswhattheyhaveconstructedinsomeform.Thatformisasortofalgebra,butitlooksabitdifferent.Itislearnablebecauseitgivesstudentsalanguagetotalktoeachotheraboutwhattheyhavemade.Inotherwords,thesystemhelpsstudentstosee the general in the particular, tokeepholdofthelinkbetweenwhatthey’veconstructed,andtherulethatexpressesthatconstruction.AfterthreeorfourlessonsusingMiGen,studiesinfiveschoolsshowedthatstudentswereabletoapplytheirknowledgetoconventionalgeneralisationtasks.

MiGenaddsanewdimensiontotheideaofconstruction,throughitsartificialintelligencetechniquesthatsupportteachers.Intelligentsystemsthatfocusonlyonthestudentscan

In action: MiGen

Building the flower model is a two-part process. First, students construct; second they express. Keeping hold of the relation between the constructed picture and the ‘equation’ help students bring meaning to the symbols.

endupmarginalisingteachers.ButMiGenkeepstheminthepicturebyprovidingasuiteoftoolstomonitorstudents’progressandtoviewandcomparetheirconstructions.Twostudentsmay,forexample,seeapatternintwodifferentways,bothofwhicharecorrect.Theymaybotharriveatanalgebraicexpressionfortheirpattern.Butunlesstheyknowwhattheotherhasdonetheywillnotrealisethatrulesthatlookcompletelydifferentcaninsomesensebethesame.MiGencanspotthepotentialbenefitoftheircollaborationandhelpteachersgroupthemtogether.

Aswellashighlightingfruitfulcollaborations,thesystemcanhelpteachersgaugestudents’progress,andpinpointthoseinneedofassistance.SotheideaofconstructionismisextendedtoharnessthetechniquesofAI,tohelpstudentsconstructwhatmatters,tonoticewhatgoeswrong,and–mostcritically–toreflectonandshareasproductivelyaspossible,whattheyhavebuilt.


44http://migenproject.wordpress.com/


1 Ainsworth,S.,deJong,E.&Hmelo-Silver,C.(2010).OntheProcessandOutcomesofInquiryLearning:ChangingApproachestoAssessment.InKimberlyGomez,LeilahLyons,JoshuaRadinsky(Eds)ProceedingsoftheInternationalConferenceoftheLearningSciences,Chicago.

2 Beetham,H.,Magill,L.,&Littlejohn,A.(2009).Thrivinginthe21stcentury:Learningliteraciesforthedigitalage.JISC.http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf

3 Campbell,S.W.(2006).PerceptionsofMobilePhonesinCollegeClassrooms:Ringing,Cheating,andClassroomPolicies.CommunicationEducation,55,3,280-294.

4 DeJong,T.&Wilhelm,P.(2010).Assessmentandinquiry;issuesandopportunities.InKimberlyGomez,LeilahLyons,JoshuaRadinsky(Eds)ProceedingsoftheInternationalConferenceoftheLearningSciences,Chicago.

5 Collins,Trevor;Joiner,Richard;White,AliceandBraidley,Lindsay(2011).Schooltripphotomarathons:Engagingprimaryschoolvisitorsusingatopicfocusedphotocompetition.In:ALT-C2011,18thInternationalConference:ThrivinginaColderandMoreChallengingClimate,6-8September,2011,Leeds,UK.

6 Cuban,L.(2003).OversoldandUnderused:ComputersintheClassroom.HarvardUniversityPress.

7 Cox,R.&Lum,C.(2004).Case-basedteaching&clinicalreasoning:SeeinghowstudentsthinkwithPATSy.InBrumfitt,S.(Ed.)InnovationsinprofessionaleducationforSpeechandLanguageTherapists,Whurr.

8 Eshach,H.(2007).BridgingIn-schoolandOut-of-schoolLearning:Formal,non-Formal,andInformalEducation.JournalofScienceEducationandTechnology,16(2),pp.171-190Url:http://dx.doi.org/10.1007/s10956-006-9027-1

9 Feng,M.&Heffernan,n.(2010).CanWeGetBetterAssessmentFromATutoringSystemComparedtoTraditionalPaperTesting?CanWeHaveOurCake(BetterAssessment)andEatIttoo(StudentLearningDuringtheTest).InBaker,R.S.J.d.,Merceron,A.,Pavlik,P.I.Jr.(Eds.)Proceedingsofthe3rdInternationalConferenceonEducationalDataMining.P41—50.

10 GarciaGarcia,G.&Cox,R.(2010).AnInteractiveEducationalDiagrammaticSystemforAssessingandRemediatingtheGraph-as-PictureMisconception.InJ.Kay,J.Mostow,v.Aleven,(eds.),IntelligentTutoringSystems,v2.Springer.ISBn978-3-642-13436-4

11 Goldin-Meadow,S.(2009).Howgesturepromoteslearningthroughoutchildhood.ChildDevelopmentPerspectives,3(2),106-111.

12 Goldin-Meadow,S.(1997).Whengesturesandwordsspeakdifferently.CurrentDirectionsinPsychologicalScience,6(5),138-143.

Further reading


13 Gorman,P.,nelson,T.,Glassman,A.(2004).OrganizationalAnalysis,vol12,no.3,pp.255-270.http://www.simmons.edu/som/faculty/docs/the_millennial_generation_a_strategic_opportunity.pdf

14 Habgood,M.P.J.&Ainsworth,S.E.(2011).Motivatingchildrentolearneffectively:Exploringthevalueofintrinsicintegrationineducationalgames.JournaloftheLearningSciences.20(2)169-206.

15 Higgins,S.,Mercier,E.,Burd,L.,&Joyce-Gibbons,A.(inpress).Multi-touchtablesandcollaborativelearning.BritishJournalofEducationalTechnology.doi:10.1111/j.1467-8535.2011.01259.x

16 Hoyles,C.,noss,R.,Kent,P.&Bakker,A.(2010).ImprovingMathematicsatWork:Theneedfortechno-mathematicalliteracies.(Routledge:London)

17 Jenkins,H.(2006).Confrontingthechallengesofparticipatoryculture:Mediaeducationforthe21stcentury.WhitepaperfortheMacArthurFoundation.RetrievedonJuly1,2008,fromhttp://newmedialiteracies.org/files/working/nMLWhitePaper.pdf

18 Laurillard,D.(2002).RethinkingUniversityTeaching:AConversationalFrameworkfortheEffectiveUseofLearningTechnologies.2ndedition.London:RoutledgeFalmer.

19 Manches,A.,&Price,S.(2011).DesigningLearningRepresentationsaroundPhysicalManipulation:HandsandObjects.Paperpresentedatthe10thInteractionDesignandChildrenConference,Boston,US.

20 Mason,Robin(2005).TheevolutionofOnlineEducationattheOpenUniversity.In:Kearsely,Greged.Onlinelearning:Personalreflectionsonthetransformationofeducation.USA:EducationalTechnologyPublications.

21 noss,R.,Poulovassilis,A.,Geraniou,E.,Gutierrez-Santos,S.,Hoyles,C.,Kahn,K.,Magoulas,G.D.,&Mavrikis,M.(inpress).Thedesignofasystemtosupportexploratorylearningofalgebraicgeneralisation.Computers&Education,publishedonlineaheadofprint2011,doi:10.1016/j.compedu.2011.09.021

22 Perrotta,C.&Wright,M.(2010).newassessmentscenarios.Futurelabreport(www.futurelab.org.uk)

23 Porayska-Pomsta,K.,Frauenberger,C.,Pain,H.,Rajendran,G.&Smith,T.etal.(2012).Developingtechnologyforautism:Aninterdisciplinaryapproach.PersonalandUbiquitousComputing,2012,volume16,number2,Pages117-127

24 Rainie,L.“Digital‘natives’InvadetheWorkplace,”PewInternetandAmericanLifeProject,Sept.27,2006.http://www.pewinternet.com/~/media/Files/Presentations/2006/new%20Workers.pdf


25 Ripley,M.(2007).E-assessment–anupdateonresearch,policyandpractice.FuturelabliteraturereviewReport10update(www.futurelab.org.uk)

26 Scanlon,E.,Blake,C.,Twiner,A.,Collins,T.,Jones,A.,&Kerawalla,L.(2011,July).Collaborationincommunitiesofinquirers:Anexamplefromageographyfieldtrip.PaperpresentedattheComputerSupportedCollaborativeLearningconference,HongKong.

27 Schwartz,D.,Brophy,S.,Lin,X.,&Bransford,J.(1999).Softwareformanagingcomplexlearning:Examplesfromaneducationalpsychologycourse.EducationalTechnology,ResearchandDevelopment,47(2),39-59.

28 Seitemaa-Hakkarainen,P.,viilo,M.&Hakkarainen,K.(2010).Learningbycollaborativedesigning:Technology-enhancedknowledgepractices.InternationalJournalofTechnologyandDesignEducation,20(2),109-136.

29 Sharples,M.,Scanlon,E.etal.(2011).FinalReport:PersonalInquiry(PI):DesigningforEvidence-basedInquiryLearningacrossFormalandInformalSettings.

30 Sharples,M.(2000).TheDesignofPersonalMobileTechnologiesforLifelongLearning.ComputersandEducation,34,177-193.

31 Trinder,K.,Guiller,J.&Margaryan,A.(2008).Learningfromdigitalnatives:bridgingformalandinformallearning.YORK:TheHigherEducationAcademy.http://www.gcu.ac.uk/media/gcalwebv2/academy/content/ldn/LDnFinalReport.pdf

32 Trninic,D.,Reinholz,D.L.,Howison,M.,&Abrahamson,D.(2010).Designasanobject-to-think-with:semioticpotentialemergesthroughcollaborativereflectiveconversationwithmaterial.Paperpresentedatthe32ndAnnualMeetingofthenorth-AmericanChapteroftheInternationalGroupforthePsychologyofMathematicsEducation,Morelia,Mexico.

33 vavoula,G.,M.Sharples,P.Rudman,J.Meek,andP.Lonsdale.(2009).MyArtSpace:Designandevaluationofsupportforlearningwithmultimediaphonesbetweenclassroomsandmuseums.Computers&Education53,2,286–99.

34 Warwick,P.,Mercer,n.,Kershner,R.,&KleineStaarman,J.(2010).Inthemindandinthetechnology:Thevicariouspresenceoftheteacherinpupils’learningofscienceincollaborativegroupactivityattheinteractivewhiteboard.ComputersandEducation,55(1),350-362.

35 Wood,D.J.,Bruner,J.S.,&Ross,G.(1976).Theroleoftutoringinproblemsolving.JournalofChildPsychiatryandPsychology,17(2),89-100.

londonknowledgelab

Referencing this document

System Upgrade – Realising the Vision for UK education (2012). A report from the ESRC/EPSRC Technology Enhanced Learning Research Programme. Director: Richard Noss, London Knowledge Lab.

ISBN 978-0-85473-925-7Published 2012

Editor: Stephanie NorthenProduction Editor: James O’Toole

tel.ac.ukTechnology Enhanced Learning Research Programme London Knowledge Lab, Institute of Education, University of London, 23-29 Emerald Street, London, WC1N 3QS

youtube: youtube.com/tlrpteltwitter: @TLRPTELemail: [email protected]: +44 (0)20 7911 5577

TECHNOLOGY ENHANCED LEARNING tel.ac.uk System Upgrade · 2013. 5. 1. · Introduction: Technology...

Documents

Transcript of TECHNOLOGY ENHANCED LEARNING tel.ac.uk System Upgrade · 2013. 5. 1. · Introduction: Technology...