Richard Noss Director: TLRP-TEL London Knowledge Lab, University of London tlrp/tel
Towards some Grand (?) Challenges for Technology Enhanced Learning Richard Noss London Knowledge Lab...
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Towards some Grand (?) Challenges for Technology
Enhanced LearningRichard Noss
London Knowledge LabUniversity of London (IOE/Birkbeck)
TLRP - Technology Enhanced Learningwww.tlrp.org/tel
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TEL projects 2009Semantic Technologies: for the Enhancement of Case-Based Learning
Inter-Life: interoperability and transition
Learning Design Support Environment for Teachers and Lecturers
Echoes: Improving Children's Social Interaction through Exploratory Learning in a Multimodal Environment
Migen: Intelligent support for mathematical generalisation.
HapTel: Personalised learning with Haptics when Teaching with Online Media
Personal Inquiry: Designing for Evidence-based Inquiry Learning across Formal and Informal Settings
SynergyNet: Supporting Collaborative Learning in an Immersive Environment.
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TEL grand challenges?
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PersonalisationTransforming 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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Inclusion
Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods.
http://www.tlrp.org/tel/digital_inclusion/
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Flexibility
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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Productivity
Achieving higher quality and more effective learning in affordable and acceptable ways
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Redefining the challenges
• the right size
• resonate with practice
• researchable
• scalable
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the rest of the talk
• some key themes of learning, teaching and technologies
• some example projects
• challenges emerging from them
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theme 1: semantic technologies
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EnsembleCreating a ‘momentum of reuse’ by combining semantic web technologies, grid technologies, social software and digital repositories to support case-based learning in advanced education settings.
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the educational semantic web
“.is at a stage in its development comparable to the Internet prior to the Mosaic Web Browser in 1993, when the Internet too was conceptualised primarily as accessing or disseminating information, rather than as a learning environment or means of collaboratively constructing knowledge”.
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Challenge 1
• to understand better the evolving relationship between information and knowledge
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developing tools
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Challenge 2
• to recognise what meanings learners are creating for themselves as they engage with new tools and artefacts
• digital literacies
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theme 2: new kinds of
technological infrastructure (3d worlds, mobile, ...)
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Inter-Life
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an educational environment of web-based and mobile technologies to support the development of a virtual space for young people and their teachers engaged in activities to develop transition skills
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an example scenario
to develop a set of student-generated activities leading to a flexible, sustainable, online resource to help the school to university transition.
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Interlife research questions
How can transitional change be handled in the virtual world?
How do personal identities develop during transitions in the virtual world, and how does this map onto real world activity?
How can integrated use of mobile technologies be employed to enhance skill development in transitional experiences?
How can ‘interoperability’ be successfully achieved between applications, documents and media?
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the problem of interdisciplinarity
• “I find it a little difficult to stay focused on what my priorities are because there is so much information coming through about what can be done. I think it is evolving and I think people are starting to learn that to move forward we do need to keep going because that is the nature of working with a mixed group of strong researchers in terms of the computing science expertise and the education and social science.”
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Challenge 3
develop a research community that acknowledges and redefines disciplinary boundaries
early-career researchers
ethical considerations
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theme 3: supporting teachers
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Learning Design Support
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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Challenge 4
• facilitating learning scientists and computer scientists to reshape each others’ models in order to
design for productivity
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Challenge 5: redefining what we are trying to teach
technology enhanced research
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“We were seeing things that were
25-standard deviation
moves, several days in a row,”
said David Viniar,
Goldman’s chief financial officer.
The age of the universe is about 5.1012 daysThe expected waiting time for this event, 25 s.d., is 3*10137 days.6*10124 lives of the universe
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TEL: www.tlrp.org/telLondon Knowledge Lab: www.lkl.ac.ukRichard Noss: [email protected]