La Universidad del País Vasco/Euskal Herriko Unibertsitatea CINTE17 CONFERENCE - October 2017 Technology and educational innovation – but who is the innovator and what is the innovation? Don Passey Professor of 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.

My focus for this presentation New technologies are enabling a range of innovations in education Online provision, asynchronous discussion, virtual realities, and game-based learning are all examples that highlight this Innovation can happen in different ways and in different parts of educational practice So, who should be considered the innovators, and what is the innovation that is or should happen? I will discuss these key questions, from an historical, current and future perspective The important and crucial roles of teachers will be highlighted

Innovation is not ‘new to us’

Innovation has involved both hardware and software

How do we recognise current innovations in education?

Four ‘positions’ for innovation Affordances Of technologies Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Impact On learning, for learners Source: Passey (2013)

Where does the innovation happen? Affordances Of technologies Beyond and prior to the classroom Uses Through pedagogies and activities Beyond and prior but also in the classroom Outcomes From activities, for teachers and for learners In the classroom and perhaps beyond Impact On learning, for learners In and beyond the classroom

Who is the innovator? Affordances Of technologies Developer(s) Teacher(s) Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Learner(s) Impact On learning, for learners

And the role of learners in innovation? When we try to innovate education, we often leave students out of the equation. We do not innovate in students’ learning, their mind, attitudes, behaviors, character, metacognition, and work ethics enough. Yet, we try everything we can to improve teaching (delivery), while what we actually need is to improve learning. Source: Serdyukov (2017)

And the role of the teachers? “an effective impact on school could be obtained if and only if technological innovation is developed together with pedagogical innovation … the use of new tools results in little pedagogical gain if novel educational strategies and the activities in which teachers and students are involved are not carefully reconsidered and planned … pedagogical innovation should be based on the opportunities offered by technological advances and on a critical examination of how such advances change substantially, in direct or indirect ways, the needs, the modalities and the content of teaching and learning activities.” Source: Bottino (2013)

How do we gain insight into the potential for innovation? Affordances Of technologies Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Impact On learning, for learners Qualitative case studies Quantitative independent control group studies

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

The future? Educational technology innovation was initially focused for the learner (in the 1980s) – on affordances and uses It was then focused more on the teacher (in the 2000s) – on uses and outcomes It is currently being focused on the institution – on affordances, uses and outcomes How far will it go beyond to a wider society and community – focusing more on informal learning opportunities perhaps? Will the interpretation of educational technology innovation ever be truly outside the involvement of teachers? Will the 80-20 rule be broken in this context?

References Bottino R.M. (2013). Reflections on Educational Technology, Research and School Innovation. In Lytras M.D., Ruan D., Tennyson R.D., Ordonez De Pablos P., García Peñalvo F.J., Rusu L. (eds) Information Systems, E-learning, and Knowledge Management Research. WSKS 2011. Communications in Computer and Information Science, vol 278. Springer: Heidelberg, Germany Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. Routledge: New York, NY Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33

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