Merchant Taylors' Education Seminar January 2015
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A Talk given at the Merchant Taylors' Education Seminar in January 2015. The theme is making research relevant to educational practitioners.
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Merchant Taylors' Education Seminar January 2015
- 1. Research and Education Rose Luckin r.luckin@ioe.ac.uk
- 3. Research and Education 1. Research expertise, making what researchers already know about learning with technology relevant to teachers, learners, parents, managers, policy makers; 2. Conducting research with teachers, parents and schools as participants; 3. Conducting new research that answers questions of relevance to teachers, learners, parents, managers, policy makers; 4. Events.
- 4. Research and Education 1. Research expertise, making what researchers already know about learning with technology relevant to teachers, learners, parents, managers, policy makers; 2. Conducting research with teachers, parents and schools as participants; 3. Conducting new research that answers questions of relevance to teachers, learners, parents, managers, policy makers; 4. Events.
- 5. How can technology support CPD?
- 6. How can technology support CPD? • systematic mechanisms for dissemination by innovative teachers; • funding for practitioner time buy-out and small operational costs; • support for the roles of leading and co-ordinating facilitators; • encouragement for self-organising communities, such as TeachMeet.
- 7. How can technology make it easier to teach difficult subjects? Microworlds and simulations…
- 8. Software that adapts itself to the learner.
- 10. Research and Education 1. Research expertise, making what researchers already know about learning with technology relevant to teachers, learners, parents, managers, policy makers; 2. Conducting research with teachers, parents and schools as participants; 3. Conducting new research that answers questions of relevance to teachers, learners, parents, managers, policy makers; 4. Events.
- 11. What is Research? Desk Research Participatory Empirical Research Literature Review Observation Quantitative Qualitative Research Method Data Collection Method Data Analysis Method Survey Interview Empirica l
- 12. PELARS
- 13. PELARS
- 14. PELARS
- 15. PELARS • Secondary school aged learners • STEM subjects • Problem based or inquiry based learning that uses technology inside or outside the classroom
- 16. Research and Education • Research expertise, making what researchers already know about learning with technology relevant to teachers, learners, parents, managers, policy makers; • Conducting research with teachers, parents and schools as participants; • Conducting new research that answers questions of relevance to teachers, learners, parents, managers, policy makers; • Events
- 17. Nesta report How has technology been used to support learning and what are the examples of effective innovation?
- 18. Nesta report Learning from experts
- 19. Nesta report Learning with others
- 20. Nesta report Learning through making
- 21. Nesta report Learning through exploring
- 22. Nesta report Learning through inquiry
- 23. Nesta report Learning through practising
- 24. Nesta report Learning from assessment
- 25. Nesta report Learning in and across settings
- 26. Nesta report In order to become an effective technology enriched practitioner, start from the type of learning that you want for your learners and then explore what technologies can support this type of learning and how they can best be used. Five pointers that may help • Share, adapt and empower • Know the learning environment. • Support teachers to manage new activities • Think beyond the formal learning environment • Record and disseminate
- 27. Check-list for recording how technology is used to support learning What learning did you want to support? How did you set up the activity, was it tightly structured, or more free flowing? How were learners organized and managed? How do you know that it worked? What was the environment for learning? How were the physical resources arranged? For example, the possibility of undertaking a new activity might be restricted by the size of a classroom or the location of particular technologies, while web-based interactions may mean that learners are now feasibly able to interact from different locations than in the past. Whether formal or informal, there will also be formal and informal rules that shape the behaviour of teachers and learners in the learning environment – what are they? Who else was involved and what skills and attitudes did they bring? Teacher/s, other learners, technicians and other less obvious people within schools, such as senior managers, teaching assistants, technical staff and network managers all influence teaching and learning. How did other people’s rules and practices impact on how the technology supported learning? What technology was involved – how much did it cost, how complex was it, how much time did you need to invest on order to become familiar enough with it to use it confidently?
- 28. Research and Education • Research expertise, making what researchers already know about learning with technology relevant to teachers, learners, parents, managers, policy makers; • Conducting research with teachers, parents and schools as participants; • Conducting new research that answers questions of relevance to teachers, learners, parents, managers, policy makers; • Events.
- 29. What The Research Says • At the LKL in Emerald Street • Last Friday afternoon, every other month • Free, everyone welcome • Wide range of topics, for example: – iPads in the classroom – MOOCs – E-Assessment – Learning spaces
- 31. Research and Education Thank you r.luckin@ioe.ac.uk
Editor's Notes
- The design of online support environments for professional practitioners - use Technology to build a networked practitioner forum through which they may form communities, bear in mind that: practitioners and managers find it difficult to integrate technologies into their context. Their attitude and confidence with technology impacts on uptake and innovation requires leaders to accept the possibility of some initial ‘failure’. and provide: systematic mechanisms for dissemination by innovative teachers; funding for practitioner time buy-out and small operational costs to reap symbolic and practical benefits; support for the roles of leading and co-ordinating facilitators to develop the organisational and inter-personal skills-sets required to guide groups of teachers and ‘tune them in’ to the available technologies; encouragement for self-organising communities, such as TeachMeet.
- Well-designed technologies can be used to good learning effect for many subjects through, for example The creation and use of microworlds and simulations… In RoomQuake, an earthquake simulation system, students adopt the pretense that their classroom is an active seismic field, and that a series of earthquakes is expected over the course of several weeks within that field. Ambient media serve as simulated seismographs that depict continuous strip-chart recordings of local vibration (seismograms), where locality is conditioned upon their specific placement in the classroom. Most of the time, the seismograms reflect a low level of background vibration. At (apparently) unpredictable times, a crescendoing rumble (emanating from a subwoofer situated in the corner of the classroom) signals the occurrence of an earthquake. Upon this signal (or as soon thereafter as classroom instruction permits), students move to the seismographic stations to read the waveforms. Reading the seismogram recorded at a single location provides two critical pieces of information: the magnitude of the event, and the distance (but not direction) of the event from the recording station. Determining the epicenter of an earthquake requires readings from multiple sites, which may be combined together through the process of trilateration to obtain a solution. In RoomQuake, we use calibrated dry-lines anchored at the seismographs to sweep out arcs of potential epicenter loci; the solution is obtained when the students at the end of those lines converge at a common point. Once the location and magnitude have been determined, the teacher hangs a color-coded (representing magnitude) Styrofoam ball from the ceiling at the epicenter point, providing a salient historical record of the event series, and students update poster-based representations of the temporal and intensity distributions of the events. Over the course of about two dozen earthquakes spread over six weeks, the classroom "fault line" emerges. https://www.evl.uic.edu/moher/Tom_Moher/RoomQuake.html
- https://www.carnegielearning.com Dynamic computational modelling to support software that adapts itself to the learner. This is effective for well-defined subject knowledge domains (including professional practice), and procedural and thinking skills.
- Language learning: technology provides access to authentic linguistic and cultural content; opportunities for feedback, correction and learner communication in the target language; support for learners to reflect on and improve their own learning practices. Activity design, not technology determines the skills practiced. Mobile technology offers particular benefits. In language learning through: relevant help or information; more flexible use of time and space; adaptation to personal preferences; continuity between different settings; and greater opportunity for sustained language practice whilst carrying out everyday activities
- EU funded - PELARS is concerned with hands-on, project-based and experiential learning scenarios in STEM subjects. The project will produce and evaluate technology designs for learning activity data generation (moving image-based and embedded sensing) to be used to develop learning analytics (data-mining and reasoning) support tools for teachers, learners and administrators, providing frameworks for evidence-based curriculum design and learning ecosystems. Through teacher and learner engagement, user studies and evaluated trials in all three of these contexts.
- The objectives of this work package are to integrate learning analytics derived from the project technologies with curriculum learning objectives in STEM classrooms. Examine how curriculum objectives shape the design of learning activities, and formative and summative assessment, with a particular emphasis on the use of technologies in and outside of the classroom. - to examine current curriculum objectives practice and inquiry-based learning, teaching practice/learning designs and school policy. Through this to understand current processes in assessing curriculum objectives, with an emphasis on the use of technologies both within and outside the classroom - to examine current processes for innovation within STEM classrooms to better meet and assess curriculum objectives, with an emphasis on technologies both within and outside the classroom. - to research new curriculum models made possible by the tools developed in the PELARS project - to develop support material for STEM classroom activities enhanced by the PELARS learning technologies The objective here is to create a tighter coupling between curriculum and how it is practically implemented in the classroom, and the measures developed within PELARS for the tracing of learning process
- The Decoding Learning report was commissioned by Nesta, the UK’s innovation foundation, to inform their digital education programme. It critically examines the evidence and asks how we might better exploit innovative technology to support learning. We look beyond published research to innovative practice amongst teachers and learners. We investigate: Proof, putting learning first; Promise, for technology to help learning in new ways; and Potential, to make better use of technologies we already have. No technology has an impact on learning in its own right; rather, its impact depends upon how it is used. Accordingly, we rejected the lure of categorising innovations by type of technology employed. Instead, we identified the types of learning activities that we know to be effective and explored how technology can innovatively support and develop these effective learning activities. We therefore organised our review around 8 effective learning themes. In each theme there are some great examples and a table of 150 innovations can be downloaded from the Nesta website: http://www.nesta.org.uk/publications/assets/documents/decoding_learning_data The eight learning themes can also be combined in interesting and effective ways. Linking learning activities within and across different learning themes enables learners to create a coherent learning episode. This orchestration of activity can support learning and create deeper understanding. It can also strengthen future learning by helping learners establish more versatile approaches to learning.
- Learning from experts Theories of learning emphasise the role of a more knowledgeable other, or expert, in guiding learners. This could be a peer or a parent, but is more usually a teacher. The increasing wealth of online resources offers great potential for both teachers and learners through new ways of presenting information and ideas more dynamically and interactively. These resources offer possibilities to enrich dialogue between teachers and learners, yet place great demands on both to evaluate and filter the information on offer. Teachers have an important role to play in supporting learners to interpret new ideas and to convert that information into knowledge. Technologies that support dialogue need to play an important role in the rise of online resources. Example The Mathematics Imagery Trainer (Abrahamson, et al., 2011) uses digital technology to help children, aged 11-12, build upon their physical knowledge of proportion. This is achieved by using an everyday device: Nintendo wii controllers, to present information that responds to children’s gestures. Fundamentally for this innovation, children are asked to verbalise what they think is happening. In this way, the design provides a powerful tool to enhance discussion between the teacher and learner.
- Learning with others Much of our knowledge arises from social interaction. Whether we learn, and what we learn, depends upon our relationships with teachers, peers, parents and others. There are three particularly promising areas for the development in this theme: representational tools that enable the activities taking place to be presented to the learners; scaffolding tools to provide a structure for learning with others; and communication tools that support learners working at a distance from each other to collaborate. Example. ‘NICE discussion room’: a space providing technical support for social learning. Learners need resources that externalise the objects and processes of thought, and so support sharing. This room specifies tools for doing so. Different media (paper and screen) are accommodated and their surfaces may be shared or concealed in various patterns during learning episodes. Emerging knowledge may be captured, annotated, edited, archived and made public - all within the same technical infrastructure. The system provides a versatile single space for socially-organised learning, it emulates workplace conditions that demand brainstorming and team thinking.
- Learning through Making T The success of Learning through Making rests on two principles: first, learners can benefit by constructing their own understandings: by building things ‘outside’ they can develop ideas ‘inside’; and second they must create something they can share with others. Digital technology can bring the idea of construction alive. Learners can construct anything in their imagination; and they can then share, discuss, reflect upon and, ultimately, learn about that construction using technology. Example: Learners developed a sensor system for school premises to collect environmental data, such as temperature and light levels. This system incorporated professional tools, such as the Arduino Microcontroller platform, the Eclipse Integrated Development Environment, and the Android Application Programming Interface. The environmental sensor unit (Figure 2.Xa) reported its data to an online data aggregator [cosm.com]. The collected readings and data visualisations were accessed by a bespoke application running on an Android phone
- Learning through exploring Learning through Exploring rests on two principles: firstly, learners are given freedom to act; secondly, they need to regulate their own actions, which is itself an important skill for learning. Digital tools can provide new and engaging ways to explore information, and offer new ways to structure the environment that learners explore. Electronic Blocks are physical building blocks with embedded electrical components, used to allow young learners to explore basic elements of computational thinking. Sensor blocks, action blocks and logic blocks are combined together by learners within extended tasks that resemble free play. Children can make their own discoveries about how the different blocks combine and develop a fundamental understanding of programming in the process
- Learning through inquiry Successful learners need to be able understand and participate within complex, evidence–based debates. Inquiry–based learning provides one way to enable learners to think critically and participate in such debates. Technology can support learning through inquiry in a wide variety of settings, across a range of subjects and with different types of learners. In our review, the most highly rated innovation from those evaluated by a panel of experts was an example of learning through inquiry, which involved an online portal that engaged secondary and higher education students in creative challenges set by industry. The major appeal of this project was its ability to connect learning with real-life, industry–based demands. RoomQuake (Moher, et al. 2005) is a simulation where the classroom is augmented with a “thin layer” of computation linked with a learning scenario. Over six weeks, learners experience simulated earthquakes realised using audio subwoofers and fixed position PDAs within the room that simulate seismographs. Learners are active participants, using calibrated tape measures to find earthquake epicentres using mathematical trilateration, and constructing representations of seismic event history. Learners discover underlying rules, develop general skills such as graph plotting, trilateration, and reading graph outputs and increase their domain knowledge about earthquakes.
- Learning through Practising Whatever is being learned, practice makes perfect. Practising enables learners to build a solid foundation of knowledge that can then be used in other contexts – such as solving a more difficult mathematical problem, or taking part in conversation in a foreign language. The use of technology to support practise is rarely seen to be innovative; but promising developments include the use of rich multimodal environments that can create challenging problems and provide appropriate feedback. Zombie Division is a game designed to help children aged around eight to eleven years to practice their multiplication and division by dividing skeletons wearing numbers (such as 18) with mathematical weapons (such as 3). Research revealed that successful educational games do not simply provide an opportunity for learners to practice. Instead games that integrate the knowledge and skills to be learnt directly into the structure of the game activity are both more fun for children to play and more effective than those where the game is used as motivation but without connection to the learning content.
- Learning from assessment Knowing what learners know, and don’t know, is crucial to effective teaching. The current level of research innovation in technology–supported assessment is modest, but technology offers great promise in this area. For example, data captured through a variety of digital tools can be combined with learning analytics to provide a continual stream of information about learner progress for use by learners and teachers; and e-assessment using social networks and read-write technologies such as web 2.0, can facilitate peer, collaborative and self-guided interaction and learning. The Subtle Stone: Balaam (2009) demonstrates a novel use of technology to help teenagers and their teachers reflect on the impact of their emotional state upon their language learning. There is increasing evidence that emotions are crucial to effective learning. The Subtle Stone is the first tool of its kind designed to collect students’ self-reports of emotional experience in real time. Initial studies illustrate its capabilities as a data capture tool and as a teaching tool. It prompts consideration the emotional impact of both learning activities and teaching methods.
- Learning in and across Settings Learners interact with people, places and things as they learn. This context of learning can determine not only the quality of learners’ experiences but also their learning outcomes. Learners improve their knowledge and deepen their understanding when they apply their learning across different locations, representations and activities. Technology can help learners apply and transfer learning from one setting, such as a lesson at school, to another, such as a field trip or the home, and have the potential to enhance learning in a wide variety of settings. Purple Mash takes advantage of cloud storage to offer a suite of learning tools hosted on the Internet to support learning between home and school for primary-aged learners (aged 3-11 years). Activities include, creative tools and themed activities, along with guidance for parents and teachers, Figure 2.n illustrates a simple activity about water use at home, and includes video examples, a gallery of clipart and photos, and guidance about how to complete the activity. Learners can develop their schoolwork at home with parents. Schools pay a subscription to the tools and both home and school must have access to the Internet.
- In the report we identify trends and opportunities grounded in effective practice and set out what we believe are the most compelling opportunities to improve learning through technology. In order to become an effective technology enriched practitioner, start from the type of learning that you want for your learners and then explore what technologies can support this type of learning and how they can best be used. Five pointers that may help are to: Share, adapt and empower Teachers have always been highly creative, designing a wide range of resources for learners. As new technologies become increasingly prevalent, they will increasingly need to be able to digitally ‘stick and glue’. To achieve this, teachers need to develop and share ways of using new technologies – either through informal collaboration or formal professional development. But they cannot be expected to do this alone. They need time and support from school leaders to explore the full potential of the technologies they have at their fingertips as tools for learning. School leaders can further assist teacher development by tapping into the expertise available in the wider community. Know the learning environment. Any innovation needs to be fitted within an established learning culture, such as the classroom. For example, a proposed innovation may challenge how teachers perceive their own role, affect whether learners see their peers as competitors or collaborators, or undermine how the term “learning” is understood. Support teachers to manage new activities Integrating new technologies into classrooms is often challenging for teachers, since they have to manage the functioning of the devices as well as fulfilling their existing classroom management role. Where possible, proposed innovations should ensure that classroom technology is adopted in such a way as to minimise these overheads, or even to provide support for the teacher in carrying out their tasks. Think beyond the formal learning environment For example, learners might derive knowledge from external people and resources, collaborate with others outside their immediate peer group, and present their work to an audience that extends beyond their own class or school. Record and disseminate Tell colleagues what works for you and your students and make sure you give them enough information to know if what worked for you could work for them. The checklist of questions below may help.
- Thanks you