Richard Noss London Knowledge Lab TEL Director: Teaching and Learning Research Programme
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Transcript of Richard Noss London Knowledge Lab TEL Director: Teaching and Learning Research Programme
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8 projects£12 million2007-12
Partners HEA, Becta, ALT
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SynergyNet: Supporting Collaborative Learning in an Immersive Environment. Semantic Technologies for the Enhancement of Case-Based Learning Inter-Life: interoperability and transition A Learning Design Support Environment (LDSE) for Teachers and
Lecturers Echoes 2: Improving Children's Social Interaction through Exploratory
Learning in a Multimodal Environment Personalised learning with Haptics when Teaching with Online Media:
PHANTOM Personal Inquiry (PI): Designing for Evidence-based Inquiry Learning across
Formal and Informal Settings Migen: Intelligent support for mathematical generalisation.
TEL Portfolio: October 08
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building cumulativity developing research capacity generalising findings (commentaries, working
papers, special editions… combining 21st c. technologies with 21st c.
pedagogy interdisciplinarity (perspectives from the
social, cognitive and technological sciences)
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Transforming the quality of learning and teaching by exploiting the responsive and adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities.
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assist students in recognising and analysing and expressing the structure of patterns
provide intelligent support for students directly and through explicit support for their teachers.
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intelligent support for teachers in an exploratory system in the classroom
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study depth of engagement with learning, and degree of individual responsibility in collaborative tasks.
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how does the mix of independent and collaborative activity mediated by the multi-touch screens facilitate learning?
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Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods.
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combine interactive whiteboards, gesture and gaze tracking, and intelligent agent-based context-sensitive interfaces to create a novel interactive multimodal environment that can provide new ways of investigating and supporting the development of social skills in children with Asberger Syndrome (aged 5-7).
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an explicit focus on inclusion as a window on learning
AI and computer science: “Creating a robust and seamless real-time system
that integrates motion and gesture capture, facial expression recognition, eyetracking and embodied agent technology that is suitable for educational purposes is plausible, but challenging”
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Enabling the provision of education and skills to be deployed in more open, variable, and accessible ways, so that learning opportunities are available in a more seamless environment that can link classroom, home, workplace, and community.
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• ‘with … software running on both mobile and desktop computers children .. investigate issues that affect their lives, across different settings - including the classroom, their homes, and discovery centres - through a scientific process of gathering and assessing evidence, conducting experiments and engaging in informed debate.
MyselfMy environmentMy community
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develop dynamic lesson plans (scripts) that exploit the technology, are exploratory, yet foster real learning?
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Achieving higher quality and more effective learning in affordable and acceptable ways
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develop an interactive environment to enable teachers to lead the discovery of innovative pedagogical designs that exploit the potential of TEL.
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change the way software engineers think about the architecture of TEL
change the way educational theorists think about expressing learning theory
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PersonalisationInclusionFlexibilityProductivity
Re-vision