Supporting the 21st Century Learner

Supporting the 21st Century Learner

Prof. Steve MolyneuxDirector - Learning Lab

Predicting The FuturePredicting The Future

The point is not to predict the future

but to prepare for it and to shape it!

The point is not to predict the future

but to prepare for it and to shape it!

Please Note: Any Predictions are bound to be too conservative!

Please Note: Any Predictions are bound to be too conservative!

GlobalisationGlobalisation

Knowledge SocietyKnowledge Society

IndividualisationIndividualisation

Global VillageGlobal Village

IT / DigitalisationIT / Digitalisation Ethos, Environment, HealthEthos, Environment, Health 24-hours society24-hours society

WealthWealth

The pace of change is accelerating. The result will be

far greater transformations in the first two decades of the 21st

century than we saw in the entire 20th century.

Ray Kurzwell - The Age of Spiritual Machines

The pace of change is accelerating. The result will be

far greater transformations in the first two decades of the 21st

century than we saw in the entire 20th century.

Ray Kurzwell - The Age of Spiritual Machines

Change 1: PaceChange 1: Pace

Classroom

Physical Space

Class Timetable

Parents’ evenings

0900 - 1530

School Based

Change 2: EducationChange 2: Education

Generic IT

40 period week

Learning EnvironmentsDistributed Networks

Personal programme

Intensive activity

Online information

24hrs / 365 days

Community Based

Personalised IT

Change 3: Them - Digital NativesChange 3: Them - Digital Natives

SCARY: Today’s Digital Natives are VERY DIFFERENT

Neuroplasticity had pre-defined them to:Receive information really fastParallel processing and multi-taskPrefer graphics before textPrefer random access (hypertext)Function best when networked (physical & virtual)Thrive on instant gratification and frequent rewardsPrefer games to “serious” work

Bayor Medical University, USA

SCARY: Today’s Digital Natives are VERY DIFFERENT

Neuroplasticity had pre-defined them to:Receive information really fastParallel processing and multi-taskPrefer graphics before textPrefer random access (hypertext)Function best when networked (physical & virtual)Thrive on instant gratification and frequent rewardsPrefer games to “serious” work

Bayor Medical University, USA

Very Scary: They are IT Literate when leaving Secondary School and within 5 Years will be IT literate when entering Primary

Very Scary: They are IT Literate when leaving Secondary School and within 5 Years will be IT literate when entering Primary

Many of our students will have changed so radically that they may

respond slower to the ways our educational system has taught us to

teach.

Many of our students will have changed so radically that they may

respond slower to the ways our educational system has taught us to

teach.

We, as Digital Immigrants, learn, like all immigrants, some better than others to adapt to their environment.

We retain, to some degree, our "accent", that is, our foot in the past - where we feel most comfortable.

Our "digital immigrant accent" can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it.

We, as Digital Immigrants, learn, like all immigrants, some better than others to adapt to their environment.

We retain, to some degree, our "accent", that is, our foot in the past - where we feel most comfortable.

Our "digital immigrant accent" can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it.

Change 4: Us -Digital ImmigrantsChange 4: Us -Digital Immigrants

Maybe this ‘Loss of Control’ is why some Schools are reluctant to deploy new technologies and

therefore adopt ‘low risk’ deployment strategies.

Maybe this ‘Loss of Control’ is why some Schools are reluctant to deploy new technologies and

therefore adopt ‘low risk’ deployment strategies.

Digital ImmigrantsDigital Immigrants

You are not aloneYou are not alone

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Problem: Automation vs. Innovation

Problem: Automation vs. Innovation

AutomationExploiting ICT to streamline and improve existing practices, activities, processes and organisations including Educational Institutions.

AutomationExploiting ICT to streamline and improve existing practices, activities, processes and organisations including Educational Institutions.

InnovationBringing about change by exploiting ICT to introduce new ideas and new ways of teaching and learning

InnovationBringing about change by exploiting ICT to introduce new ideas and new ways of teaching and learning

Exploiting ICT - The ‘Old’ DaysExploiting ICT - The ‘Old’ Days

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Traditional Classroom DesignTraditional Classroom Design

Desk at the front of classroomDesk at the front of classroom

Classroom designed around the Classroom designed around the principle of factoriesprinciple of factories

Emphasised efficiency, conformity Emphasised efficiency, conformity and disciplineand discipline

Desk at the front of classroomDesk at the front of classroom

Classroom designed around the Classroom designed around the principle of factoriesprinciple of factories

Emphasised efficiency, conformity Emphasised efficiency, conformity and disciplineand discipline

Current Classroom DesignCurrent Classroom Design

Not very different from the classroom Not very different from the classroom of the pastof the past

ICTs have been added to classrooms ICTs have been added to classrooms but not to allbut not to all

Integrated curriculum with ICTs is Integrated curriculum with ICTs is emergingemerging

Not very different from the classroom Not very different from the classroom of the pastof the past

ICTs have been added to classrooms ICTs have been added to classrooms but not to allbut not to all

Integrated curriculum with ICTs is Integrated curriculum with ICTs is emergingemerging

Need to re-evaulate what impact ICT has on the ‘Classroom’

In the realm of personalised learning - What is a Class anyway?

Need to re-evaulate what impact ICT has on the ‘Classroom’

In the realm of personalised learning - What is a Class anyway?

“1. Computers are incredibly fast,

accurate and stupid;

2. Humans are incredibly slow,

inaccurate and brilliant.

3. Together they are powerful

beyond imagination.”

“1. Computers are incredibly fast,

accurate and stupid;

2. Humans are incredibly slow,

inaccurate and brilliant.

3. Together they are powerful

beyond imagination.”

The Human / Computer SynergyThe Human / Computer Synergy

For 100s of Years some have excelled at boring Students in a classroom (with and

without IT)

For 100s of Years some have excelled at boring Students in a classroom (with and

without IT)

What have we done withsuch wisdom?

What have we done withsuch wisdom?

Now some are doing the same but on-screen!

Now some are doing the same but on-screen!

The Online TextbookThe Online Textbook

The interactive properties of e-learning are The interactive properties of e-learning are

capable of creating a capable of creating a community of inquirycommunity of inquiry that that

is independent of time and space and with the is independent of time and space and with the

combination of combination of interactive and reflective interactive and reflective

characteristicscharacteristics can stimulate and facilitate a can stimulate and facilitate a

level of level of higher order learninghigher order learning unimaginable to unimaginable to

date.date.

The interactive properties of e-learning are The interactive properties of e-learning are

capable of creating a capable of creating a community of inquirycommunity of inquiry that that

is independent of time and space and with the is independent of time and space and with the

combination of combination of interactive and reflective interactive and reflective

characteristicscharacteristics can stimulate and facilitate a can stimulate and facilitate a

level of level of higher order learninghigher order learning unimaginable to unimaginable to

date.date.

Exploiting e-LearningExploiting e-Learning

Learning Taxonomy (Blooms101)Learning Taxonomy (Blooms101)

KnowledgeKnowledge

Exhibits previously learned material by recalling facts, terms, basic conceptsand answers.

Exhibits previously learned material by recalling facts, terms, basic conceptsand answers.

Demonstrating understanding of facts and ideas by organising, comparing, translating, interpreting, giving descriptions and stating main ideas.

Demonstrating understanding of facts and ideas by organising, comparing, translating, interpreting, giving descriptions and stating main ideas.

ComprehensionComprehension

Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

ApplicationApplication

AnalysisAnalysis

Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalisations

Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalisations

SynthesisSynthesis

Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Eval.Eval.

Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

Higher Order Thinking SkillsHigher Order

Thinking Skills

Lower Order Thinking SkillsLower Order

Thinking Skills

ConcreteConcrete

AbstractAbstract

OUTCOMES

OUTCOMES

SimpleSimple

ComplexComplex

TASKS

TASKS

What is LearningWhat is Learning

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

Eval.Eval. CompareCompareCriticiseCriticiseAssessAssess JudgeJudge ConsiderConsiderWeighWeigh RelateRelate

InventInvent CombineCombine ConstructConstructPlanPlanRole PlayRole Play DesignDesign

ContrastContrastClassifyClassifySummariseSummarise AnalyseAnalyse ResearchResearch

PresentPresent ReportReportInterpretInterpret ModelModelChooseChoose ModifyModify

PredictPredictExplainExplain CompareCompareIllustrateIllustrate

Cognitive TasksCognitive TasksCognitive TasksCognitive Tasks

LabelLabelRecallRecall

GatherGatherSelectSelect

GatheringInformationGathering

Information

ConfirmingInformationConfirmingInformation

Making use ofInformation

Making use ofInformation

DeconstructingInformation

DeconstructingInformation

ReconstructingInformation

ReconstructingInformation

Judgingthe outcome

Judgingthe outcome

e-Reading Versus e-Learninge-Reading Versus e-Learning

Universal Adoption of World Wide Web on Internet begins in Mid 1990’sUniversal Adoption of World Wide Web on Internet begins in Mid 1990’s1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 20021990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

e-Learning Era Begins

Market Creation Phase

e-Learning Era Begins

Market Creation Phase

Instructor Led Classroom Instructor Led Classroom

Satellite Instruction Satellite Instruction

Correspondence CoursesCorrespondence Courses Traditional Distance Learning

Begins Migration to eLearning in Late 90’s

Traditional Distance Learning

Begins Migration to eLearning in Late 90’s

Student Administration Student Administration

Testing and Assessment Testing and Assessment

Web Conferencing Web Conferencing

Online MentoringOnline MentoringText Based Internet

TrainingText Based Internet

Training

Online LearningOnline Learning WBTWBT

CBTCBTCD ROMCD ROM

Interactive VideodiscInteractive Videodisc

Text Based Self Paced (Books)Text Based Self Paced (Books)

eBookseBooksVideoVideo

CBT Era Ends

Technology Based Multimedia Phase Began in Late 80’s

CBT Era Ends

Technology Based Multimedia Phase Began in Late 80’s

eLibrarieseLibraries

Online Reference Online Reference

Synchronous Online Learning Synchronous Online Learning LMSLMS

LCMSLCMS

Correspondence Phased Out in 2002-2003

Correspondence Phased Out in 2002-2003

Where does e-Learning fit?Where does e-Learning fit?

Where does e-Learning fit? (cont)

Where does e-Learning fit? (cont)

Post-Browser Stage Begins in 2004 -- Adoption of Internet2 begins in 2007-2008Post-Browser Stage Begins in 2004 -- Adoption of Internet2 begins in 2007-20082002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20122002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Early e-Learning Era Ends

Value Creation Phase

Early e-Learning Era Ends

Value Creation Phase

e-Learning eBookse-Learning eBooks

e-Learning eLibrariese-Learning eLibraries

LMS and LCMS MergeLMS and LCMS Merge

LCMSLCMS

2nd Generation

e-Learning Era Begins

Broadband

All Content Streamed- Integration, Automation, and

Personalisation

Commodity Phase

2nd Generation

e-Learning Era Begins

Broadband

All Content Streamed- Integration, Automation, and

Personalisation

Commodity Phase

TelepresenceTelepresenceSatelliteSatellite Intelligent TutorsIntelligent Tutors

3rd Generation e-Learning Era

Begins

On Internet2, New xBand Technology

Rich Collaboration

and Simulation

3rd Generation e-Learning Era

Begins

On Internet2, New xBand Technology

Rich Collaboration

and SimulationAll Administration AutomatedAll Administration Automated

Paper Becomes Print on DemandPaper Becomes Print on Demand

CD ROM Phased Out

CD ROM Phased Out

Universal Access to e-

Learning

xBand Backbone

Global Brands, Global Degrees

TelepresenceVR-Simulation

AI Learning Emerges

Universal Access to e-

Learning

xBand Backbone

Global Brands, Global Degrees

TelepresenceVR-Simulation

AI Learning Emerges

Analogue Video Phased Out

Analogue Video Phased Out

eLibraries and eBooks Dominate

eLibraries and eBooks Dominate

LMSLMS

Automated ContentAutomated Content

Live Classroom, Proctoring and

Telepresence Merge

Live Classroom, Proctoring and

Telepresence Merge

Automated TutoringAutomated Tutoring

PersonalisationPersonalisation

Blended InstructionBlended Instruction

Biometric TestingBiometric Testing

2nd Generation Web Conferencing

2nd Generation Web Conferencing

ERP, CRM, SCM, HR, KM, CM and LMS/LCMS

Integrated

ERP, CRM, SCM, HR, KM, CM and LMS/LCMS

Integrated

SimulationSimulation

Content Management

AUTHORING

METADATA

TOO

LS

MIS

Reports

Collaboration

Course Management

Tool ToolTool

Library Management

Local Assets Repositories External Assets Repositories

A ‘True’ Personalised VLEA ‘True’ Personalised VLE

Personal Human Computer Interface

Device Device Device

e-PortfolioAssessment

Device

Classroom Resource

Management

Device Device

AdminPastoral Care

Personalised Interfaces based on

Student’s Culture (Language etc)

Learning Styles (Kinetic etc.)

Role (Learner, Teacher, Peer)

New Devices

IPods, PDAs, Phones, iDTV etc.

New Publishing Media

Wiki, Community Portals, Blogs, Podcasts

Integrated Systems

Assets not Courses

Resource Management (Human & non-Human)

Smart Buildings (move Staff - not Students)

Personalised Interfaces based on

Student’s Culture (Language etc)

Learning Styles (Kinetic etc.)

Role (Learner, Teacher, Peer)

New Devices

IPods, PDAs, Phones, iDTV etc.

New Publishing Media

Wiki, Community Portals, Blogs, Podcasts

Integrated Systems

Assets not Courses

Resource Management (Human & non-Human)

Smart Buildings (move Staff - not Students)

Need for something newNeed for something new

New Immersive Learning Environments

Students developing and testing hypotheses

Role playing Games

Solving “authentic problems”

Access to authentic tools / resources

Visualisation and Simulation

Leveraging potential contests

Spatial Conquests

New Immersive Learning Environments

Students developing and testing hypotheses

Role playing Games

Solving “authentic problems”

Access to authentic tools / resources

Visualisation and Simulation

Leveraging potential contests

Spatial Conquests

The New ‘Games’ EraThe New ‘Games’ Era

Content Revisited: Media MixContent Revisited: Media Mix

The Cognitive Games CultureThe Cognitive Games Culture

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Technical Infrastructure(The TV)

Quality Content(The TV Show)

Interesting, Fun,Interactive, Motivating

Necessary SoftwareOptimised Network

Good content and infrastructure are both neededto be successful with e-learning.

More important is Sound Pedagogy

Responding to the challengeResponding to the challenge

CONTEXT not CONTENTIs King

Teaching how to read is easy - Teaching how to known what to read is another matter!

CONTEXT not CONTENTIs King

Teaching how to read is easy - Teaching how to known what to read is another matter!

Access to Content is NOT Enough

Access to Content is NOT Enough

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The Context Spark‘New Roles for Educators’

The Context Spark‘New Roles for Educators’

The Content + Support Model: The materials are designed not only to deliver the knowledge and skills content, but also the teaching. The role of the teacher is as a mentor.

The Content + Support Model: The materials are designed not only to deliver the knowledge and skills content, but also the teaching. The role of the teacher is as a mentor.

The Social Constructivist Model: Limited pre-prepared materials. Students collaborate and have considerable discretion in sharing experience, identifying their needs and finding solutions. The role of the teacher is as a facilitator.

The Social Constructivist Model: Limited pre-prepared materials. Students collaborate and have considerable discretion in sharing experience, identifying their needs and finding solutions. The role of the teacher is as a facilitator.

The Resources + Guidance Model: The materials contain the knowledge and skills information but are not structured as a teaching programme. The teacher guides the learning process as a teacher.

The Resources + Guidance Model: The materials contain the knowledge and skills information but are not structured as a teaching programme. The teacher guides the learning process as a teacher.

Our Educational System Must Produce Technology-Capable Citizens

Within a sound educational system students can become:

Our Educational System Must Produce Technology-Capable Citizens

Within a sound educational system students can become:

• Capable information technology users• Information seekers, analysers, and evaluators• Problem solvers and decision makers• Creative and effective users of productivity tools• Communicators, collaborators, publishers, and producers• Informed, responsible, and contributing citizens

• Capable information technology users• Information seekers, analysers, and evaluators• Problem solvers and decision makers• Creative and effective users of productivity tools• Communicators, collaborators, publishers, and producers• Informed, responsible, and contributing citizens

What We RequireWhat We Require

3 Phases of Classroom Transformation

3 Phases of Classroom Transformation

• Replacement– teachers are likely to plan to use ICT as a ‘replacement’ for teaching and learning

activities that are already part of their repertoire but students are essentiallydoing what they would have done anyway.

• Enhancement– teachers have gained confidence with ICT and have begun to see how it could

change their practice. Instead of planning activities that replicate their traditionalteaching, they are able to incorporate ideas that would not be possible withouttechnology.

• Transformation– teachers are able to personalise learning, matching the right technology to the

learning experiences that benefit the learners in their care. The teacher’s use ofICT has changed how they approach the planning and delivery of lessons, andtheir use of ICT is both judicious and wide-ranging.

The Global ClassroomThe Global Classroom

Year 9 Students from TavistockYear 9 Students from Tavistock Year 10 Students from MN, USA

Year 10 Students from MN, USA

US/UK Military Commanders and Iraqi Students, Baghdad, IraqUS/UK Military Commanders and Iraqi Students, Baghdad, Iraq

Both studying Human Rights as part of Citizenship curriculum

Both studying Human Rights as part of Citizenship curriculum

Final WordsFinal Words

Imagine a future where you will have your own personalised learning environment that reflects your individual style and learning needs, and is instantly available.

Not only is it your one point of learning entry for everything you need to learn, including access to Human support, but it will continue to learn as you learn and modify its behaviour based on interacting with you over time.

Imagine a future where you will have your own personalised learning environment that reflects your individual style and learning needs, and is instantly available.

Not only is it your one point of learning entry for everything you need to learn, including access to Human support, but it will continue to learn as you learn and modify its behaviour based on interacting with you over time.

Final WordsFinal Words

Imagine an intelligent, interactive mentor who pops up anytime you choose when you need a little performance

support. For example, you may be solving an equation when you realise you need more in-depth information on the

topic. You click on a mentor icon on your desktop to bring up the intelligent mentor. The mentor would gather the

learning objects necessary and deliver them to the environment, which would assemble them for an immediate

learning experience.

Imagine an intelligent, interactive mentor who pops up anytime you choose when you need a little performance

support. For example, you may be solving an equation when you realise you need more in-depth information on the

topic. You click on a mentor icon on your desktop to bring up the intelligent mentor. The mentor would gather the

learning objects necessary and deliver them to the environment, which would assemble them for an immediate

learning experience.

Final WordsFinal Words

If you can Dream it - You can do it. Walt Disney

If you can Dream it - You can do it. Walt Disney

Our responsibility is to prepare them for a future they CAN

imagine!

Our responsibility is to prepare them for a future they CAN

imagine!