Learning in a Connected World
-
Upload
barbara-newland -
Category
Education
-
view
132 -
download
2
description
Transcript of Learning in a Connected World
Learning in a Connected World
Dr Barbara NewlandUniversity of Brighton
Students in Higher Education today learn in a connected world
What are the implications for online and face-to-face learning?
How does this change the role of the academic in teaching?
How is their learning and education changing in this digital world?
Learning in a Connected World
How many of you have a smart phone ie it does more than phone calls and texting?
With person next to you list ways in which you use your phone
Current context
Telephones are everywhere
In 1972, less than half of households had a telephone- 42% . Now nearly all households have either a landline or mobile phone
In 2000, 58% households contained at least one person with a mobile phone. Today 86% do.
http://www.bbc.co.uk/news/magazine-21698533
General Lifestyle Survey
Text-based communications are surpassing traditional phone calls or meeting face to face as the most frequent ways of keeping in touch for UK adults
Tablet ownership has jumped from 2% to 11% in 12 months, while one in ten UK adults now has an e-reader
UK households now own on average three different types of internet-enabled device such as a laptop, smartphone or internet-enabled games console with 15% owning six or more devices.
Communications – Ofcom 2012
What year will an 18 year student just about to start university have been born?
When did you have your first mobile phone?
When did you have access to the Internet from home?
Student expectations
Studies both in UK and abroad show that students:
◦ expect Blended Learning to be part of their education
◦ still want F2F teaching
◦ want a flexible learning environment with access any time, any where
(ECAR 2012; JISC, 2007; JISC 2009, JISC, 2011, NUS, 2010)
Student expectations
One Year or Less◦ Mobile Apps◦ Tablet Computing
Two to Three Years◦ Game-based Learning◦ Learning Analytics
Four to Five Years◦ Gesture-based
Computing◦ Internet of Things
Time to adoption – Horizon report
People expect to be able to work, learn and study whenever and wherever they want to
The technologies we use are increasingly cloud-based and our notions of IT support are decentralized
The world of work is increasingly collaborative, driving changes in the way student projects are structured
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators
Education paradigms are shifting to include online learning, hybrid learning and collaborative models
There is a new emphasis in the classroom on more challenge-based and active learning.
Key trends – Horizon report
High-resolution screens allow users of tablets, such as the iPad, to easily share content, images and videos on the screen
As people tend to use tablets to supplement and not replace smartphones they are viewed as less disruptive tools
Tablet computing
“Tablet ownership among college students and college-bound high school seniors has more than tripled from a year ago. Further, a large number of students plan to purchase a tablet within the next six months.
College students and high school seniors believe that tablets are just as valuable for educational purposes as they are for personal entertainment.
Students agree that tablets will transform the way college students learn in the future.
More students are reading digital books, and a majority of college students now prefer to read digital books than print.”
(Pearson, 2012)
Student ownership
Apps
Always-connected Internet devices using imbedded sensors, cameras and location awareness
Higher education institutions are now designing apps tailored to educational and research needs across the curriculum.
Productivity◦ Allow users to create something
Interactivity◦ User engagement but do not create new materials
Reference◦ Provide information
Types of use
Blended Learning Definition
Face to Face
Online
Blended
Blended Learning Environments Are the Norm
And Online-Only Course
Experiences Are Up
Technology Commendations
Importance of various devices to academic
success
1. Continue to support blended-learning environments and reward innovation of scalable (successful) blended-learning practices.
2. Don’t underestimate the importance of technology to students, and consider their ratings of the effective use of technology by their instructors as a key indicator for their general experience with technology at the institution.
3. Look to emerging or established leaders (other institutions, other countries, other industries) for strategies to deliver institutional and curricular content to tablets and smartphones.
4. Develop a plan to learn about your students’ technology profile, experiences, and interests.
11. Don’t assume all students know how to use the technology
they own and employ as academic tools.
Recommended actions - ECAR
How does this change the role of the academic in teaching?
What are the implications for traditional lectures when students have instant access to information?
Role of the academic
Lecture and self-study elements of a course are reversed
F2F time used more interactively◦ PollEverywhere using phones◦ Collaborative presentations using tablets
Potential to focus on increasing understanding rather than covering material
Pedagogy - flipped classroom
Here’s a question for debate in a
Business context class. Everyone gets their say and can see what others think but it’s
anonymous. This kind of question I use as a starter
for class discussion
But what if students don’t want to pay to text or tweet?
Even better. I start by asking who in class has free texts on
contract/package. Then everyone clusters in groups
around those phones, and they discuss how to vote.
I get interaction before as well
as during and after the vote.Sue GreenerBrighton Business School
MOOCs
http://www.bbc.co.uk/news/business-18191589
Education institutions will cease to be exclusive agents of coordination, service provision, quality assurance, performance assessment, or support
Content, teaching and accreditation will becomedisaggregated
Different forms of accreditation should be developed to recognise informal know-how and practice-based competences.
Future of education institutions
“refers to the interpretation of a wide range of data produced by and gathered on behalf of students in order to assess academic progress, predict future performance, and spot potential issues.” (Horizon, 2012)
“applies the model of analytics to the specific goal of improving learning outcomes.” (ELI, 2011)
Learning Analytics
Reasons for learning analytics
Institutions can look for patterns across the institution and within Schools or degree programmes
Academics can look at the data to decide when to intervene to enable better outcomes both for retention and achievement.
Student use of learning analytics tools can enable them to view their levels of activity, attendance, progress and grades in comparison with other students
Forsythe, R et al
Multi-institutional project - 16 institutions, over 1,000,000 student and 6,000,000 course level records
Similar models were used in each institution
System is predictive ie it sends an alert to an academic counselor that a student might not attend the following week so the counselor can contact the student.
Predictive Analytics Framework (PAR)
“data can point learners to personalized learning pathways tailored to their needs, aspirations, abilities, and timelines.”
“data is actually most useful to inform thinking, questioning, planning, and next steps.”
“Technology makes education more personal, not less. Systems don't replace people; they empower people—both advisors and students—to make better decisions.”
(Oblinger, D. 2013)
Implications for learning
“analytics should be a torch and not a hammer“
Clay Shirky
From the things people chose to "like" on Facebook, researchers at Cambridge University used algorithms to predict religion, politics, race and sexual orientation.
The researchers warned that the digital profiles people are creating also threaten privacy.
http://www.bbc.co.uk/news/technology-21699305
Facebook 'likes' predict personality
Augmented reality gadgets
Camera-equipped headset suspends a small screen in front of an owner and pipes information to that display. The camera and other functions are voice controlled
Glass can be used to take pictures and record video, as well as share content directly via email or social networks
Advantages but also risk to privacy
http://www.bbc.co.uk/go/em/fr/-/news/technology-21937145http://www.youtube.com/watch?v=v1uyQZNg2vE&feature=player_embedded#
Google Glass
Learning in a connected world- summary
Blended Learning is increasing
Role of academic is changing
Learning and teaching in HE is changing
Lectures are becoming more interactive
Learning analytics are changing education
References BBC, 2012, Top US universities put their reputations online,
http://www.bbc.co.uk/news/business-18191589
Department for Business Information and Skills, 2011, Higher Education: Students at the Heart of the System, http://bis.gov.uk/assets/biscore/higher-education/docs/h/11-944-higher-education-students-at-heart-of-system.pdf
ECAR National Study of Undergraduate Students and Information Technology, 2012 Report (2012) http://www.educause.edu/ecar
Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
HEFCE (2010). Study of UK Online Learning http://www.hefce.ac.uk/pubs/rdreports/2010/rd17_10/
Horizon Report, 2012, http://www.educause.edu/library/resources/2012-horizon-report
JISC, 2007, Student Expectations Study. Available from http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf
JISC, 2009, Higher Education in a Web 2.0 World Available from: http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf
JISC (2010) Managing Students' Expectations of University. http://www.jisc.ac.uk/publications/reports/2010/managingexpectations.aspx
Kosinskia,M, Stillwella, D, Graepelb, T, 2013, Private traits and attributes are predictable from digital records of human behavior, Proceedings of the National Academy of Sciences of the USA, http://www.pnas.org/content/early/2013/03/06/1218772110.full.pdf+html
NUS, 2010, Student perspectives on technology - demand, perceptions and training needs
NUS (2011). Technology in Higher Education Charter http://www.nusconnect.org.uk/news/article/6010/2489/
Oblinger, D. G. and J. L. Oblinger, Eds. (2005). Educating the Net Generation
Oblinger, D, 2012, Analytics: What We're Hearing http://www.educause.edu/ero/article/analytics-what-were-hearing
Oblinger, D. (2013)Analytics: Changing the Conversation, EDUCAUSE Review, vol. 48, no. 1 (January/February 2013 )Jan 28, 13
Ofcom (2012) Communications Market Report http://stakeholders.ofcom.org.uk/market-data-research/market-data/communications-market-reports/cmr12/uk/
Online Learning Task Force (2011). Collaborate to Compete: Seizing the opportunity for online learning for UK higher education. http://www.hefce.ac.uk/pubs/hefce/2011/11_01/
Predictive Analytics Framework (PAR) http://wcet.wiche.edu/advance/par-framework
SOLAR – Society for Learning Analytics Research http://www.solaresearch.org/
Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., Hoogveld B. ; Editors: Redecker, C. & Punie, Y., 2011, The Future of Learning: Preparing for Change, JRC Scientific & Technical Report. http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html
Redecker, C., 2009, Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe.
References
Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PH
www.brighton.ac.uk/clt/ www.slideshare.net/barbaranewlandhttp://barbaranewland.wordpress.com/
Contact details