Notes from ELI 2015 Riyadh - Day One
Stephen Downes, Half an Hour,
Rob Kadel
The Untapped Potential for eLearning Pearson Research & Innovation Network / University of Colorado Denver - learning to think laterally, or to think divergently (think outside the box) - instead of thinking of one answer, thinking of many possible answers - example: alternative ways to commute to work - Research & Innovation Network (Pearson) - Kimberly O'Malley, head - turning ideas into useful and usable innovation networks - various centres for different projects - accomoplishments: collaborative games, essay scoring algoritms, etc - Student success - what does it mean? - beyond school - Oxford Economics survey 2011 - skills most in demand: - interpersonal and communication skills - digital - agile thinking - global operating skills - CEOs valued these, but said most employees today do not have these skills - we can reach this, but have to look at the world students live in today - The current environment - tech in schools - two speeds: full steaam ahead, or, what do we do now? - we need to meet students in their own space, in the technology they already use - Personalized Learning - Howard Gardner: individuation, pluralization - individuation: each student taught in ways that are comfortable - pluralization: anytung being taught should be taught in several ways (to reach more students) - in a practical snese - not just 1:1 computing - students and teachers customize learning objectives and strategies for work - rigorous curriculum framework - relevant assessment, teachers as facilitators - SAMR model of technology integration - It takes a village: components of education transformation - leadership: establish vision, lead by example, - policy: align with outcoms - curriculum and assessment - in alignment with each other, must ensure students gain essential knowledge and 21st c skills - digital tech - tools and data to support personalization - sustinable resourcing - develop resources at scale - research and evaluation - Purposful planning - getting to goals - eg. 'all studnets must achieve success in mathematics before graduation' - need to clearly define what these thinsg are - Goals > Objectives > Activities > Tasks (hierarchal structure) - if you can measure the tasks, you can measure all the way up - the task level is the easiest to measure - eg. Pearson's MathXL - importance of verbs (action words) - use Bloom's digital taxonomy (HOTS to LOTS) - the full-steam ahead approach is not purposeful - need to map out all learning tasks beforehand (example, school with Chromebooks couldn't read MS Word documents) - ensure that adequate staff are assigned to each task - ensure that budgets are accurate - that you can measure the success of your program - Learning outcomes and efficacy - it isn't enough to merely be good, you have to do good (ie., you have to show you are good) - Pearson - has taken a strong effort to measure our products and our services (video clip from Pearson CEO) (but no, this isn't an advertisement for Pearson, he assures us) - "return on investment in human capital" - measuring the tasks = measuring efficacy - Challenges in the Gulf region - infrastructure - are all schools and all users connected? - leadership - are leaders supporting and demonstrating effective technology use? - language - more than half of websites that exist are in English - how to maintain rich heritage of Arabic language - but how to teach them all English - digital literacy - students need basic understanding of how to use devices - not just mobile phones, can you work with computers, eg., save and send a file - professional development for teachers Q&A - Q: will tech in the education field cut out labour, the way it has in other fields - A: I don't think it will replace teachers - there is the danger or potential that it will replace teachers, but that's not the way we want to go - want to keep teachers as facilitators - Q: you talk about an outcome-based theory, based on tasks, which is a classical theory around for years - but do you do tasks first, or goals first? - A: just a way of redefining the way we have thought of education in the past - it is very difficult to measure goals, but it is possible to measure the outcomes - Q: what about social media - A: replicate them in the 'walled garden' -- or experiment with tools (but they don't always work) - Q: knowledge is non-reductive? - A: it depemds on the language we use - 'what does it really mean'? Olaf Zawacki-RichterThe development of online distance education and media usage behavior in higher education - traditional students - 1950s - male, - C.A.Wedemeyer 1981 - increasing diversity in university, beginning of open university, open admissions - University of London 1826 "beginning" of open university, distance learning - 1889 - sample of advertisement describing correspondance study - so correspondance education is closely linked to the development of the postal system in Europe - South Arica - UNISA - The open learning movement - begins in the 1960s - list: OU (1969), Athabasca (1970), FernUniversitat (1974) - some very large ones - China, Turkey - new open universities - Nigeria, Malaysia - UMUC - development of online distance education - more open universities - Russia - traditional campuses - eg. Penn State - 'world campus' Institutional Structures - Oldenberg University, Germany - need organizational structure to "manage this process in a profeessional way" - Centre for Lifelong Learning (C3L) - Structure of the blended learning program: - independent study phase - 1st cintact session - online projevt work - 2nd contact session - project portfolios Instructional design model: ADDIE - emohasis on first phase, evry important - need to know prior knowledge, media preferences Media usage behavious in Education - does the net generation now arrive at the university? - very few empirical studies supporting the claims of Tapscott, Presnky, etc - so what are these studients doing? Research questions: wat do they use, what is their value, informal media, etc? - exploratory study - data in 2012 - big 276 question survey, 2,339 students fro German universities - 99% have access to broadband, 38% use internet 4-6 hours per day - media typology (Grosch and Gidion) - acceptance rates llfdifferent tools and rechnologies - second Life - dead last on the list - cluster analysis - 5 groups: - ubiquitous web services, email, LMS - provuided by uni - eg. online library - cooperation & entertainment - comouter conference, social netwirks, iTines - external web 2.0 toos, blogs, skype - exotic applications - 2nd life, Twitter - not used much for learning - high acceptance by traditional studnets just a few, eg. email, non-traditional students use a wide range of tools - gap between demand and supply of e-learning, significantly higher demand for e-learning among non-trad - media usage typology - entertainment - 51% - periphrial - 20% - advanced - 20% - instrumental - 7% - Implications: - developed authoring tool for courses for tablets - iAcademy - C3LLO - mobile LMS - mostly for communications - no relationship between age and media usage - very high acceptance for LMS and print-based materials - the university should not imitate informal social networks Richard L. Edwards Executive Director, iLearn Research, Ball State UniversityIncreasing Student Success through Online Learning, Learning Analytics, and Learner-Centered Practices - student success - students maximizing their abilities - online education joins: online learning, learning analytcs, and learning processes - from minister of education: "less teaching, more learning" - more learning = more effective teachning Student Success - formal vs informal learning - learning anytime, anywhere - learning how to learn - lifelong learning Areas of broad agreement at #ELI_2015 - we have the technology to make online learning effective - the demand for online education is growing rapidly - 21st century learners were born into a digitally connected workd - there will continue to be waves of innivation in e-learning Claim: students are leading us into the "postmodality" er - online learning is no longer a novelty - meeting the needs of these students will require institutional ecosystems Thomas Cavanaugh, 2012, Educause Premise #1 - success in online learning requires an ecosystem - can't focus on student success in isolation from, eg: - faculty development, eLearning support, 3rd party support, IT support, admin & services - "we have educated them in terms of their whole mind and body" - clubs, sports, etc - we have to replicate that in online learning - Ball State's iLearn Premise #2 - eLearning mindstes andd our cultures of learning affect how we develop our online programs - institutions that take risks succeed, institutions thta take a step back do not succeed - success is possible, but you first have to believe that onlin innovation is what you want to do - "You have to believe" - Drector of iLearn - chief moral officer: - foster continuous learning among faculty and staff - encourage critical and creative thinking, new solutions, etc - turn research into practice, support pilot projects, fail fast - build a culture of assessment to identify successes and failures "we no longer can talk about what constitutes great teaching without evidence" - disruptive innovative - elewarning has that potential, but it won't be destructive - educate more of your citizens at a lower cost - continbuous evolution - the more we talk about teaching and learning and the less about technology the more success you will have Premise #3 - anticipate great change - what is going to change the most? education, work, or society? - I would say all of them are going to change a lot - the drivers are deep changes in the nature of work - the jobs 20 years from now aren't the jobs of today Overview of iearn Research Projects - new forms of content delivery - open educational resources - learning analytics - gamification - flipped intsruction - enhancing student engagement Slide: Support :: learner Centred Practices Engagement :: Blended and Online Learning Feedback :: Learning Analytics (Research-based model :: Action Research Projects) Analytics - student in the centre - types of anaytics, stakeholders, data quality and transfers, potentiql bottlenecks, scale of analytics - speed of anaytics - small data: descriptive; big data: predictive 3 Takeaways - Adopt best practices for learners (7 principles of good practice - Chickering and Gamson 1987) - what are the practices great students do - eg. self-regulation - eg. Ball State MOOC to give students better skills - note-taking, study skills, historical thinking, writing skills - help students develop their metacogntive skills - learning how to learn - most of your existing tools can be reourposed to support this - eg our HITS project - eg. pretest for foundational skills, then fix deficiencies - eg. write metacognitive questions to be answered each week - identify misunderstandings and confusions - based on data from online course - students responses result in just-in-time changes - start small pilot projects, see how it works in your ecosystem, and evaluate outcomes - collqborate with faculty and staff - strategic coordination - teaching is teaching; learning is learning Q: should we be building one platform for the whole country, o multiple platforms? A: I tend to favour one platform, because of support costs, but prefer a flexible and customizable approach - one platform for all is just good business sense Q: suggestion to use MOOCs not to teach a course, but to teach the skills hey need - but how do we make sure students use them? A: we're going to require the prep-MOOC for every student that gets a deficiency grade at the mid-term

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