1. Technology and the Grand Challenge for Future LearningPeter Scott, Fridolin Wild

2. WHO ARE WE?
3. We are a group of people who are preparing the next break through in technology enhanced learning
foto: ESA
4. SO WHAT?
5. 5 Million EUR from the European Union, 6.4 Million EUR in total.
Well, we got substantial funding from the European Commission to (re-)structure the European Research Area in TEL.
6. 7. The Open University, Milton Keynes, UK
Universit Joseph Fourier, Grenoble, France
Ludwig-Maximilians-Universitt, Munich, Germany
University of Bristol, Bristol, UK
University of Nottingham, Nottingham, UK
Leibniz Universitt Hannover, Hannover, Germany
Knowledge Media Research Center, Tuebingen, Germany
Centre for Social Innovation, Vienna, Austria
EcolePolytechniqueFdrale de Lausanne, Lausanne, Switzerland
KatholiekeUniversiteit Leuven, Leuven, Belgium
ConsiglioNazionaledelleRicerche, IstitutoTecnologieDidattiche, Genova, Italy
Open University of the Netherlands, Heerlen, Netherlands
Know-Center, Graz, Austria
University of Freiburg, Freiburg, Germany
ATOS ORIGIN, Barcelona, Spain
SCIENTER, Bologna, Italy
We are 16 orgs from all over Europe
coordinated by
8. AND LOTS OF FRIENDS :)
9. In fact, we have been spending two years now making lots of friends.
10. We call it: CAPACITY BUILDING.
11. Alpine Rendez-Vous 2011
12. SHAPING THE FUTURE
13. WITH GRAND CHALLENGES
14. Grand Challenges
Understandable & significantwith a clearly stated compelling case for contributing to long-term benefits for society
Challenging, timely, and achievable with concerted, coordinated efforts
Clearly useful in terms of impact and scale, if solved, with long-term benefits for many people and international in scope
Measurable and incrementalwith interim milestones that produce useful benefits as they are reached
15. Which problem?
Main activities required?
Timeframe?
Measurable progress and success indicators?
Which capacities/resources needed?
foto: flickr/myoldpostcards
16. Neurosciences, Technology & Learning (ARV11)
Substantially improving motivation and learning of learners by systematically using game-based environments informed by our emerging understanding of the brains reward system
17. 18. Reduce the drop-out rate in online learning by 10% employing recommender systems for learning
Privacy, Data Protection, Surveillance in DataTEL:
The DataTEL research must address issues with respect to data protection (or other relevant) legislation compliance, concerns with respect to individual privacy, as well as problems arising from surveillance (social sorting, cumulative disadvantages)
data TEL (ARV11)
19. Exploring the Fitness and Evolvability of Personal Learning Environments (ARV11)
Instant formation of learning networks
One tutor per learner
20. Multiply effectiveness of your workforce
With the help of learning analytics that reflects and predicts all skills relevant
For having a flexible, adaptive, resilient, open, cooperative mindset
Thereby putting a soft skill focus on top of core knowledge
STELLAR Meeting of Minds 11
21. Not person-solo
Assess person-plus
Ros Sutherland, University of Bristol
22. NOW: HOW CAN YOU ENGAGE?
23. 24. A few impressions:
Landing page
Aggregation from Feeds, Podcasts, Publications,
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25. 25
What is this site about, video welcome messages
generics
Dedicated featured groups
podcast player
featured publications & burst search
New users
Latest groups
specifics
Featured activities
and blogs
The Landing Page
26. 26
Activity
River
27. 27
Introduction with link to more detailed information on pages
Interface to relevant publications
Discussion topics
aggregation possible
notifications
Pages
Groups Blog Postings
An Example Group
ratings,
Files & Bookmarks
28. FOR WHAT AGAIN?
29. TEL Framework: core research areas
(from the STELLAR delphi study with 576 global participants)
Connecting Learners
Computer-supported collaborative learning
Reducing the digital divide
Emotional and motivational aspects of TEL
Workplace learning
Connection between formal and informal learning
Interoperability
Informal learning
Improve practices of formal education
Contextualized learning
Personalization of learning
Ubiquitous & mobile
technology and learning
Orchestrating Learning
ContextualizingLearning
30. A FEW KMi EXAMPLES
31. An Open University Science book
scale and services
http://www.youtube.com/watch?v=Q1wGzp7E36k
32. 33. An Open University Music book
Lyrics; Score; Listen; Think;Do
http://www.youtube.com/watch?v=kE9Zn90j5lw
34. For 'signed in students'
Private AV for all L1 & L2 in 2011
35. apps are easy
buthard to scale
Virtual Microscope with 4 rocks
36. adding value to an app
in-app puchase
37. live multi-party interaction
via Apple GameCentre
http://www.youtube.com/watch?v=KXCHKYsi1q8
38. 'in tablet' learning experience
what do you dream of that is missing?
pedagogy and design for
the post pc world?
39. If TEL research could answer1 question for you
40. in the next 5 years
41. what would that question be?
42. //eof.
43. 3rd STELLAR Delphi RoundVisionary Statements 5 Areas of Tension
Ubiquitous learning opportunities vs. Focused and critical processing of information
Digital divide despite technology spread
Data tracking for personalized learning vs. Data privacy
Approved practices vs. Continuous innovation in the classroom
Individual learning paths vs. Standardized learning paths
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44. Monitoring Web OUtreach
visitors visitspages
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