Richard Noss Co-director: London Knowledge Lab Institute of Education, University of London Director: UK Technology-enhanced Learning (Teaching and Learning Research Programme, Phase 4) Technology-Enhanced Learning – how, to whom and what to teach?

Computers are transforming education But what kind of transformation ?

what are the challenges? what kind of research is this? building a cumulative body of TEL research that impacts practice the lampost problem c. 21 pedagogy + c.21 technology cultural assumptions teachers as co-designers scaling up

exploring the future of learning with digital technologies exploring the future of learning with digital technologies

Aim of my talk to think about the design and evaluation of technology- enhanced learning (TEL) as a window on learning in general understanding to design designing to understand understanding to design designing to understand

extend the range of what can be expressed and explored by personalising learning reshape more productively how students and teachers construct knowledge incorporate technologies into flexible learning designmake learning more inclusive (an epistemological & social issue) what does the computer “do”? what can we make the computer “do”?

Personalisation exploiting the adaptive capabilities of advanced digital technologies to achieve a better match with learners’ needs, dispositions and identities. developing tools to help individual learners gain information and turn it into knowledge

...showing that it is possible to design an intelligent system for learning about mathematical generalisation that respects exploration and investigation personalisation TEL programme: Noss et al.

TEL programme: Noss,et al The learner has iteratively constructed an expression of a dynamically-changing pattern The system constructs advice, guidance and feedback The system ‘generalises’ the pattern and shows what would happen for different instances helping the learner to ‘keep an eye on the general”. personalisation the graphocentric curriculum

supporting learning in university courses with semantic web tools TEL Programme: Carmichael et al. personalisation turning information into knowledge for multiple identities and learning styles turning information into knowledge for multiple identities and learning styles

Productivity Achieving higher quality and more effective learning in affordable and acceptable ways

LDSE has developed a prototype interactive environment to enable teachers to collaborate in the discovery of innovative pedagogical designs that exploit the potential of TEL TEL programme: Laurillard et al productivity

The teacher as learner uses the LDSE to build, test, share and reflect on a learning design...which is used by the system to adapt to the learner productivity building evolutionary change into revolutionary transformation

...developing and evaluating a virtual learning system based on haptic and synthetic devices TEL programme: Cox et al. productivity

evaluating skills and concepts revisiting transfer

Flexibility Learning opportunities are available in a more seamless and accessible environment that can link classroom, home, workplace, and community. Build virtual worlds that support learning in the real world and connect them with everyday culturally embedded artefacts

Personal Inquiry using mobile and desktop computers, children engage in scientific processes of gathering and assessing evidence, conducting experiments and engaging in informed debate Myself My environment My community TEL Programme: Sharples et al flexibility rethinking complexity and hierarchy

an educational environment of web-based and mobile technologies to support the development of a virtual space for young people and their teachers engaged in activities to develop transition skills flexibility TEL programme: Lally et al

flexibility looked-after children school university transition a safe environment in which familiar technologies connect with the virtual world exploiting (!) learners’ culture

Inclusion Improving the reach of education and lifelong learning to groups and individuals who are not best served by mainstream methods. Improving learning for those whose learning styles do not fit the ‘one size’ of mainstream education

inclusion TEL programme: Porayska-Pomsta et al.

inclusion tools for outliers become tools for all

inclusion TEL programme: Burd et al.

inclusion make learning more inclusive through redefining social space

learner constructs system learns and adapts researchers & teachers develop theory and practice software developer restructures constructionism: seeking 21c. pedagogy psychology building knowledge structures pedagogy building a sharable entity

TEL research programme: London Knowledge Lab: