Current trends in distance education point to changing patterns in business models and in learning design, these being clearly interconnected, and the solutions reside in both high level and low level decisions. The higher level decisions are related to personalised learning, practical subjects, shorter programme cycles, partnerships for face-to-face sessions and technologies for seamless learning. The lower level decisions imply the design of learning environments and the implementation of learner support strategies. So, this talk will explore the processes and suitable technologies for learning design, including the design and application of digital media in teaching and learning, and a critical analysis of the benefits of technologies in education.
1. Changing Patterns in
Interactive Learning
Design
José Bidarra
Department of Science and Technology
Universidade Aberta, Portugal
EMPOWER Webinar Week
EADTU | 20 November 2018
3. • 8 AM
• 12 AM
• 2 PM
• 4 PM
• 7 PM
“ICTs are not mere tools but rather environmental forces that are
increasingly affecting us. For instance blurring the distinction between
reality and virtuality, and between human, machine and nature” (L. Floridi)
4. Problem to address
• How can educational institutions respond to
the emergence of a new student profile?
– always connected,
– on the move,
– in constant interaction,
– accessing vast information,
– making fast decisions,
– integrating different media.
5. Current situation
• Given the level of uncertainty in our world, we
have to distinguish the fads from the more
substantial developments;
• Many have been proclaiming that online
learning will render lectures obsolete, that
physical colleges will be replaced by online
universities, and that MOOCs will be the new
norm. However, this is not what seems to be
happening…
6. An intelligent mix
• This is the hypothesis: the future lies in an
intelligent mix of face-to-face and online
learning, what is called blended or hybrid
learning.
• The solution may be: moving away from
didactic lecturing in classrooms towards
integrated digital learning environments.
(Tony Bates, November 12, 2018)
7. Strategic decisions
• Content (what people need)
• Tech (how to reach the users)
• Data (know and learn from users)
• Social (get in touch and stay in touch)
• Support (connect deeply and authentically)
8. High level decisions
• Personalised learning
• Practical subjects
• Shorter programme cycles
• Partnerships for face-to-face
• Technologies for seamless learning
12. Learning design principles
• Simple design (intuitive, harmonious)
• Focused utility (targeted, essential,
extraordinary)
• Collaborative and social (useful, respectful)
• Intersection of function and emotion
(storytelling, games, gamification)
• Crafted execution (robust, refined, beautiful)
13. Persuasive design ideas
• Make it visual
• Make it move
• Make it obvious
• Encourage interaction
• Anytime & anywhere
14. A case study: MILAGE
MILAGE - MathematIcs bLended Augmented GamE
Project reference: 2015-1-PT01-KA201-01292
José Bidarra, 2018
15. • Create an App & Web platform;
• Use gamification techniques to engage students;
• Implement game mechanics involving students
and teachers;
• Use three different levels of problem complexity:
beginners, intermediate and advanced;
• For each problem there are two levels of exercise
resolution: detailed and concise (videos).
MILAGE - Goals
José Bidarra, 2018
16. More than 12 000 users in 2018
José Bidarra, 2018
19. MILAGE - Results
• Higher motivation to learn math;
• Sharp increase in autonomous study;
• Inclusion of low and high achievers;
• Self-assessment and peer-assessment;
• Collaboration and resource sharing.
José Bidarra, 2018
20. Learning technology
• Mobile internet:
– Mobile video viewers worldwide - 1.9 Billion users
(eMarketer, 2018)
– Social media users worldwide (Nielsen, Q1, 2018):
• Facebook - 2.2 Billion users
• YouTube - 1.9 Billion users
• Instagram - 1 Billion users
• Internet users - 4.2 Billion users
• Emergence of VR / AR / MR
25. Content Gamification
"the use of game design elements in non-game contexts" (Deterding et al., 2011)
• Points: points are fantastic motivators and can be used to
reward users/students across multiple levels or dimensions
of a gamified activity
• Levels: these are often defined as point thresholds, so the
students (or users) can use them to indicate a higher status
and have access to bonus content.
• Challenges, badges, achievements, and trophies: the
introduction of goals in an activity makes students (users)
feel like they are working toward a goal.
• Leader boards: in the context of gamification, high-score
tables are used to track and display desired actions, using
completion to drive valued behavior.
José Bidarra, 2018
26. Digital Storytelling
• Storytelling is based on a
set of four elements that
are still valid in the digital
age, namely:
• A narrator
• A plot
• A setting
• Characters
• There is usually a conflict
of some kind. Some
common types of conflict
may include:
• Conflict between one
person and another or
between groups;
• Conflict between a person
and the natural
environment;
• Conflict between an
individual and the society.
29. Conclusion
• In the near future, students will have to make
a difference against algorithms, robots and AI
agents in the workplace;
• These students will have to deal with more
uncertainty, complexity and obsolescence in
their professional careers;
• So, we have to teach students to be more
effective, creative, and innovative in solving
emerging problems.
José Bidarra, 2018
This chart shows the correlation between learner-control and levels of teaching (from information transfer to skills to knowledge creation to real work and learning).
This chart shows the correlation between learner-control and levels of teaching (from information transfer to skills to knowledge creation to real work and learning).