BIS Curated Conversations BIS Curated Conversations 2. Technology Innovation2. Technology Innovation

Professor Richard Noss TEL & Professor Richard Noss TEL & @FredGarnett London Knowledge Lab@FredGarnett London Knowledge Lab

Tech Innovation OverviewTech Innovation Overview

Original discussion on Education Innovation;; 1. Redesigning learning and teaching;1. Redesigning learning and teaching;

Nigel Ecclesfield, Steve Ryan, Josh UnderwoodNigel Ecclesfield, Steve Ryan, Josh Underwood

2. Repurposing Cultural Contexts2. Repurposing Cultural Contexts

Rose Luckin, Fred Garnett, John CookRose Luckin, Fred Garnett, John Cook

3. Rethinking the nature of Knowing;3. Rethinking the nature of Knowing;

Celia Hoyles, Richard Cox, Patrick McAndrewCelia Hoyles, Richard Cox, Patrick McAndrew

4. Revisioning knowledge & design;4. Revisioning knowledge & design;

David Jennings, Patrick McAndrew, Liz BurdDavid Jennings, Patrick McAndrew, Liz Burd

Richard Noss on how TEL is answering these questionsRichard Noss on how TEL is answering these questions

Stuart Edwards on BIS PolicyStuart Edwards on BIS Policy

Richard Noss - TELRichard Noss - TEL

How can technology help us innovate?Innovation 1: Redesigning learning & teaching

Innovation 2: Repurposing cultural contexts

Innovation 3: Rethinking the nature of knowing

Innovation 4: Revisioning knowledge & design

Redesigning learning & teachingRedesigning learning & teaching

It’s about Practitioners, Intelligent Tools & AppsIt’s about Practitioners, Intelligent Tools & Apps

Nigel; Digital Practitioner research project Nigel; Digital Practitioner research project

Steve; Intelligent Tools in the hands of Steve; Intelligent Tools in the hands of Practitioners Practitioners

Josh; Flexible use of Apps and AndroidJosh; Flexible use of Apps and Android

Nigel Ecclesfield - LSIS Nigel Ecclesfield - LSIS

The Arrival of the Digital Practitioner?The Arrival of the Digital Practitioner?

““learning with technology arises from the learning with technology arises from the context of learner needs and draws on the context of learner needs and draws on the use of web and mobile technologies both use of web and mobile technologies both inside and outside institutional inside and outside institutional frameworks” frameworks”

Steve Ryan - LSESteve Ryan - LSE

And more Informal learning processes…And more Informal learning processes…

Changing learning and teaching means Changing learning and teaching means rethinking practice with the use of rethinking practice with the use of intelligent tools intelligent tools deployed with greater deployed with greater awareness by practitionersawareness by practitioners

Josh Underwood – LKL Josh Underwood – LKL

& we can make the most of consumer products& we can make the most of consumer products

Android Market & the App Store point towards Android Market & the App Store point towards more agile models for personal and more agile models for personal and collaborative participation in design by bringing collaborative participation in design by bringing together product presentation, user ratings, together product presentation, user ratings, social recommendations, feature requests, bug social recommendations, feature requests, bug reports, other feedback, designer responses, reports, other feedback, designer responses, related apps, etc. related apps, etc.

In a more open future we might also expect links In a more open future we might also expect links to user-generated re-designs to user-generated re-designs

Repurposing Cultural ContextsRepurposing Cultural Contexts

But it’s not just learning & teachingBut it’s not just learning & teaching

Rose; Redesigning Learning ContextsRose; Redesigning Learning Contexts

Fred; Ambient Learning CityFred; Ambient Learning City

John; Social Informality in the WorkplaceJohn; Social Informality in the Workplace

Rose Luckin - LKLRose Luckin - LKL

And it’s not even just the institutions…And it’s not even just the institutions…

Emerging technology, such as social media, Emerging technology, such as social media, augmented reality and virtual worlds make it augmented reality and virtual worlds make it technically possible for learners to create and share technically possible for learners to create and share multi-media and multi-sensory representations of multi-media and multi-sensory representations of their experiences and understanding. their experiences and understanding.

These representations offer learners new These representations offer learners new opportunities to communicate their personal opportunities to communicate their personal perspective and teachers new ways to inquire into perspective and teachers new ways to inquire into student learningstudent learning

Fred Garnett - LKLFred Garnett - LKL

Out here in the streets...Out here in the streets...

New contexts need New contexts need new metaphorsnew metaphors, new , new relationships, new partnershipsrelationships, new partnerships

And new processes of participation using And new processes of participation using social media; we've developed "social media; we've developed "Aggregate then Curate"

John Cook - London MetJohn Cook - London Met

And in the workplace…And in the workplace…

situated workplace learning, both formal situated workplace learning, both formal and informal, is being given the same and informal, is being given the same priority as motorways by the EC, which is priority as motorways by the EC, which is why Horizon 2020 is getting €80 billion. why Horizon 2020 is getting €80 billion.

We need ‘Facebook for the workplace’ We need ‘Facebook for the workplace’

Challenges for TEL are the need to Challenges for TEL are the need to address impact and scaleaddress impact and scale

Rethink the Nature of KnowingRethink the Nature of Knowing

New technology-enabled processes New technology-enabled processes changing how we come to understandchanging how we come to understand

Celia; rethinking MathematicsCelia; rethinking Mathematics

Richard Cox; developing heterogeneous Richard Cox; developing heterogeneous reasoning reasoning

Patrick; building on the affordances of Patrick; building on the affordances of being 'Open'being 'Open'

Celia Hoyles - IoECelia Hoyles - IoE

Through evidenced-based design…Through evidenced-based design…

Technology can open access to knowledge in Technology can open access to knowledge in ways previously impossible through, for ways previously impossible through, for example, dynamic and graphical tools. example, dynamic and graphical tools.

Our recent "MiGen” research project allowed Our recent "MiGen” research project allowed learners to engage with some difficult ideas in learners to engage with some difficult ideas in mathematics by combining such tools with mathematics by combining such tools with state-of-the-art pedagogy augmented by state-of-the-art pedagogy augmented by Artificial Intelligence techniquesArtificial Intelligence techniques

Richard Cox - EdinburghRichard Cox - Edinburgh

And it’s not just the basics …And it’s not just the basics …

Experienced clinicians diagnose using several Experienced clinicians diagnose using several reasoning modes (deductive, case-based,..) but reasoning modes (deductive, case-based,..) but health science students lack a case-base so must health science students lack a case-base so must reason only hypothetico-deductively. reason only hypothetico-deductively.

PATSy (www.patsy.ac.uk) - an interactive virtual PATSy (www.patsy.ac.uk) - an interactive virtual patient database - provides students with on-patient database - provides students with on-demand case-based reasoning practice. Enables demand case-based reasoning practice. Enables students to become more heterogeneous reasoners. students to become more heterogeneous reasoners. Students also learn vicariously from othersStudents also learn vicariously from others

Patrick McAndrew - OpenPatrick McAndrew - Open

To everyone using new technology…To everyone using new technology…

The way in which people are relying on The way in which people are relying on 'google knowledge' -search can also 'google knowledge' -search can also bring together people with very bring together people with very specialised interests. specialised interests.

The process of making technology ‘open’ The process of making technology ‘open’ changes many processes we take for changes many processes we take for grantedgranted

Revision Knowledge & DesignRevision Knowledge & Design

Which means that we can broaden the Which means that we can broaden the questions that we addressquestions that we address

David; technology is society made durableDavid; technology is society made durable

Patrick; identifying new patternsPatrick; identifying new patterns

Liz; seamless integration of technology Liz; seamless integration of technology innovation innovation

David Jennings - EverythingDavid Jennings - Everything

not just institutionalised knowledge…not just institutionalised knowledge…

““Technology is society made durable,” said Technology is society made durable,” said Bruno Latour. That used to mean “made Bruno Latour. That used to mean “made rigid and hard to change”. rigid and hard to change”.

With open, interconnected technology With open, interconnected technology platforms, we can platforms, we can if we want to if we want to make society make society fluid, flexible and agile without losing fluid, flexible and agile without losing durability (other than for hidebound durability (other than for hidebound institutions), and with more resilienceinstitutions), and with more resilience

Patrick McAndrew - OpenPatrick McAndrew - Open

To everyone using new technology…To everyone using new technology…

Design approaches for learning in the Design approaches for learning in the open are as much about open are as much about patterns for patterns for learning learning in the open, as changing content in the open, as changing content itself. itself.

Technology is as much about pattern Technology is as much about pattern design as new tools and resourcesdesign as new tools and resources

Liz Burd - DurhamLiz Burd - Durham

into a space we never dreamed we would beinto a space we never dreamed we would be

Good technology innovation should seamlessly Good technology innovation should seamlessly integrate into the work environmentintegrate into the work environment

Research into pervasive technologies must Research into pervasive technologies must facilitate a process whereby those that engage facilitate a process whereby those that engage with a new technology can adopt a scaffolded with a new technology can adopt a scaffolded approach to its integration in its work practicesapproach to its integration in its work practices

Celia; through "Evidenced-based design" Celia; through "Evidenced-based design"

Technology InnovationTechnology Innovation

Our four big ideas on technology Our four big ideas on technology innovation require;innovation require;

1. New skills; power tools for teachers1. New skills; power tools for teachers

2. New relationships; in context, 2. New relationships; in context, aggregate aggregate then curate then curate social media social media

3. New tools; Apps, Open, Frameworks3. New tools; Apps, Open, Frameworks

4. New patterns in Society; not technology 4. New patterns in Society; not technology made durable, but adaptive & agilemade durable, but adaptive & agile

Technology InnovationTechnology Innovation

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