UNIVERSITY OF LEEDS CENTRE FOR RESEARCH IN DIGITAL LEARNING - May 2017 Technologies, pedagogies and teacher practices in the long-term: clear development aims? Don Passey Professor of Technology Enhanced Learning Director, Doctoral Programme for e-Research and Technology Enhanced Learning Co-Director, Centre for Technology Enhanced Learning Department of Educational Research Lancaster University LANCASTER UNIVERSITY POWERPOINT TEMPLATES These PowerPoint templates are for use by all University staff. Please see below for further information regarding the use of these templates. Should you have any further queries, please contact the marketing team via webmaster@lancaster.ac.uk Template slide 3: Insert a new slide If you need to insert a new slide, from the ‘home’ toolbar, click on ‘new slide’ and select from the templates the style you require from the dropdown box. Template slide 4: Typing new text and copying text from another document New text should be typed over the text in the appropriate template. Copy and pasting text from another document will result in changing the style of the typography and layout. This is unavoidable as it is part of the Microsoft software. We appreciate that in sometimes you will need to copy text from another document into this template. Once you have pasted the existing text into the template, you will need to change the formatting so that they typefaces, sizes, colour, line spacing and alignment are consistent with the rest of the template. Template slide 5: Inserting images There are three choices of templates with images already inserted. Please use the template with the relevant image size and positioning. To insert an image, please go to ‘insert’ then ‘picture’ and find your image, highlight it and ‘insert’. Resize the image and position as per the example template. Template slide 6: Text boxes If a text box is deleted, either insert a new slide (using the appropriate template) or go to another slide and copy a text box. To select a text box for copying, please click on the outer edge of the text box so that the line goes solid (not dashed). Right click your mouse and select ‘copy’, then go back and ‘paste’ it into the slide where the text box is missing which should paste into the correct position on the slide. Template slide 7: Other information Typefaces, sizes and colours All copy is Calibri. Slide title copy throughout: Size: 36 point Colour Lancaster University red: (RGB) R: 181 G: 18 B: 27 (recent colours on PowerPoint) Small copy on first and last slide: Size: 16 point Colour grey: (RGB) R: 102 G: 102 B: 102 (recent colours on PowerPoint) Sub-headings: Size: 24 point – italics Colour grey: (RGB) R: 102 G: 102 B: 102 (recent colours on PowerPoint) Bullets copy and body copy: Size: 24 point (see below for a further option) Colour grey: (RGB) R: 102 G: 102 B: 102 (recent colours on PowerPoint) It isn’t advisable to have too much text on a slide, however on rare occasions it may be necessary, therefore there is a slide using 20 point bullet pointed text. Line spacing and alignment Single line spacing (apart from the main headings which is ‘exactly 35 point’) All text is aligned left Slide title options There are two options for titles on the slides – one line or two lines for longer titles. Ideally, the one line title should be used, however on rare occasions a two line title maybe needed.

Background Where do we start in developing uses of technology in teaching and learning? Technologies Curriculum Teachers Teaching Learners Learning Where do we start if we want to develop long-term practice?

The four origins of evidence Affordances Of technologies Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Impact On learning, for learners

The state-of-play of the four origins of evidence Affordances Of technologies Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Impact On learning, for learners

What evidence we tend to lack currently Impacts on long-term memorisation, social and societal aspects of learning Uses, outcomes and impacts of project-based activities Megacognitive and metacognitive outcomes and impacts of online learning support Outcomes and impacts for specific groups of learners How lifelong learning is being supported How intergenerational learning is being supported

Teaching for the future? A balance between transmission and participative pedagogies A focus on student-centred approaches Concepts of social constructivism integrated to greater extents Student responsibilities being shifted Forms of engagement and activity widening Greater emphasis on tutoring, guidance and facilitation A greater range of tools being introduced and used

And our own experiences? How long have you been using technology devices to support your learning, training or employment? Over that time, what hardware changes have you encountered? What about the software changes you have encountered over that time? When you started to use new hardware and software, what was your experience in terms of your performance? What would you say are the most important benefits, and have these shifted at all over time? How have you managed to maintain uses and address challenges of technologies when software or hardware changes? Have there been other people around you, in your situations or context, which have made a difference in this respect? If so, would you say those differences have been positive or negative?

A study currently being conducted Joint study between UK and Malaysia Looking at the how and why of long-term uses of technologies for learning, teaching, training or employment Qualitative study Selected sample of long-term users in different current occupations – students; parents; teachers; employers; policy makers; managers Identifying key factors or reasons for long-term use How changes in hardware and software are accommodated Reasons for persistence and commitment People who have been using technologies for learning, teaching, training or employment for 20 or 30 years or more in some cases About the same number of men and women

Some early findings Major hardware changes are seen as providing advantages rather than obstacles Software changes are seen as offering increased ease of use rather than creating increased complexity Moving to a position of advantage is generally recognised as a known Enhanced efficiency and productivity are regular outcomes identified Enhanced communication and cloud access are current outcomes highlighted The work environment is an important engagement and driving factor Others around to support are important, but they may be in different environments – home, office, work, online

Blended learning approaches Consider at a programme and module level which elements must be undertaken on site, and what time needs to be devoted to these, and where in the overall time plan such onsite activities should be located For other elements, identify the learning aims and objectives, and how these relate to ‘new’ ways of learning - problem-based learning (PBL), authentic learning (AL), dialogic learning (DL), situated learning (SL), technology enhanced learning (TEL), networked learning (NL), computer supported collaborative learning (CSCL), or mobile learning (ML) Consider what forms of learning activities can be used to enable the aims and objectives to be met, based on a selection of appropriate interactions – instruction, explanation/illustration, direction, demonstration, discussion, scaffolding, questioning, speculation, consolidation, summarising, initiating/guiding exploration, or evaluating learners’ responses Consider the educator mode or modes that will support these selected activities and learner interactions – teacher, tutor, facilitator, or guide Select the technologies that will support or fulfil these educator-supported activities and interactions - topic-specific resources and software, curriculum-wide learner-centred software, curriculum-wide tutor-centred software, or online learner support

Background references Bonk, C. J., Kim, K.-J. and Zen, T. (2006). Future Directions Of Blended Learning In Higher Education And Workplace Learning Settings. In C. J. Bonk and C. R. Graham (eds.) The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge and L. Y. Muilenburg (eds.) Handbook of mobile learning. Florence, KY: Routledge. Dirckinck-Holmfeld, L., Jones, C. and Lindström, B. (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam, The Netherlands: Sense Publishers, BV. Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), pp. 6–36. Laurillard, D. (2002). Rethinking University Teaching: a conversational framework for the effective use of learning technologies, (2nd edition). London: Routledge Falmer. Mazur, E. (2015). “Flipping the classroom and never looking back”, keynote/plenary talk presented at the Digital Education Show Middle East, Dubai, United Arab Emirates, 15 September 2015. Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. New York, NY: Routledge Passey, D. (2016). Prólogo: Nuevas formas de enseñar usando tecnología. In A. R. Martinell and M. A. C. Alvarado (Eds.), Háblame de TIC: Educación Virtual y Recursos Educativos. (Vol. 3, pp. 8-19). Cordoba, Argentina: Editorial Brujas Passey, D. (2017). New ways of learning using different forms of technologies. In J.A.H. Moral (eds.) Retos y debates en la educación superior para el siglo XXI: Algunas propuestas para orientar la innovación educativa para las sociedades del conocimiento. Xalapa, Mexico: Universidad Veracruzana. pp.15-22 Passey, D. (In Press). Developing inclusive practices with technologies for online teaching and learning: a theoretical perspective. Bordón Revista de pedagogía Passey, D. (Submitted). Blending learning provision for higher education: integrating ‘new ways’ of teaching and learning. NEUPA book from NEUPA and The British Council: International Seminar on Teaching-Learning and New Technologies in Higher Education from 25 to 26 February 2016 in New Delhi Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, pp. 307-313.

Thank you for listening! Contact d.passey@lancaster.ac.uk