1. Evolving the classrooms of the future - Evolving the classrooms of the future - The interplay of pedagogy, technology and community. Jim Slotta OISE University of Toronto

2. Toward the classroom of the future?

3. Key Challenges 1. Promote a close coupling between: design of classrooms, technology, etcdesign of classrooms, technology, etc Pedagogical modelsPedagogical models Theoretical frameworks for learningTheoretical frameworks for learning How do you take advantage of the powerful affordances described here? How do you take advantage of the powerful affordances described here? Smart walls, schools, networks of schoolsSmart walls, schools, networks of schools Online social networks, social tagging.Online social networks, social tagging. Intelligent agents, avatars, etc.Intelligent agents, avatars, etc. Can’t “knowledge engineer, then build to suit” Can’t “knowledge engineer, then build to suit” We seek to restructure the nature of learningWe seek to restructure the nature of learning But we don’t know yet what that would look like!But we don’t know yet what that would look like!

4. Key Challenges 2. Envision our classrooms in terms of student identity and the role of education Not about WHERE they learnNot about WHERE they learn Not about WHAT they learnNot about WHAT they learn Not about HOW they learnNot about HOW they learn … but WHY they learn… but WHY they learn We need new drivers/motivators (“the next sputnik”) and new models for learningWe need new drivers/motivators (“the next sputnik”) and new models for learning

5. Key Challenges 3. Embrace the social dimension of learning Engage classrooms, not studentsEngage classrooms, not students Extend to online communities of learnersExtend to online communities of learners Leverage the powerful emerging technologies and models of social context, folksonomies, democracy of use, etc.Leverage the powerful emerging technologies and models of social context, folksonomies, democracy of use, etc.

6. Responding to Challenges 3. Embrace the social dimension of learning Its not about the curriculumIts not about the curriculum --> Its about the community. Enable students to connect to the communityEnable students to connect to the community Of their classroom, as well as online community Of their classroom, as well as online community Not “bringing the curriculum or community into the classroom thru the monitor Not “bringing the curriculum or community into the classroom thru the monitor --> letting the students OUT through the monitors…

7. Responding to Challenges 2. Envision our classrooms in terms of student identity and the role of education Not “Make curriculum relevant to students”Not “Make curriculum relevant to students” --> Make students relevant to curriculum! Make education relevant and not passive or preparatoryMake education relevant and not passive or preparatory Students become involved in societyStudents become involved in society Society becomes interested and engaged with studentsSociety becomes interested and engaged with students

8. Responding to Challenges 1. Seek a close coupling between (1) the design of classrooms, technology, etc, (2) Pedagogical models, and (3) Theoretical frameworks for learning and instruction 1. Seek a close coupling between (1) the design of classrooms, technology, etc, (2) Pedagogical models, and (3) Theoretical frameworks for learning and instruction Use a design methodology for CSCL elementsUse a design methodology for CSCL elements Pursue and document pedagogical patternsPursue and document pedagogical patterns Pursue formal descriptionsPursue formal descriptions Exchange between labsExchange between labs

9. Key Challenges 3. Embrace the social dimension of learning Engage classrooms, not studentsEngage classrooms, not students Extend to online communities of learnersExtend to online communities of learners Leverage the powerful emerging technologies and models of social context, folksonomies, democracy of use, etc.Leverage the powerful emerging technologies and models of social context, folksonomies, democracy of use, etc.

10. WISE: “receiving curriculum”

11. Teaching with WISE - Challenges Foster deep interactions with students around their ideas Foster deep interactions with students around their ideas Help students connect material to their personal understanding Help students connect material to their personal understanding Encourage social interactions Encourage social interactions Incorporate new technologies Incorporate new technologies Develop an atmosphere of inquiry, critical thinking, and principled understanding. Develop an atmosphere of inquiry, critical thinking, and principled understanding.

12. SAIL: Scalable Architecture for Interactive Learning Scalable platform for learning technologies Scalable platform for learning technologies Smart, reactive learning content Smart, reactive learning content Rich media, highly interactiveRich media, highly interactive Separable layers for content, user interface and dataSeparable layers for content, user interface and data Inter-operate with existing systems Inter-operate with existing systems LMS, SIS, Digital LibrariesLMS, SIS, Digital Libraries Enable community of developers and users Enable community of developers and users Open source, Open contentOpen source, Open content Flexibility for collaborators Flexibility for collaborators Different systems supported by same architectureDifferent systems supported by same architecture

13. SAIL Core Features Java framework (download beans to student machines) Java framework (download beans to student machines) Learning object model (Java bean properties) Learning object model (Java bean properties) Learning content model (rules for assembling content) Learning content model (rules for assembling content) User interaction data model (I.e., with learning objects) User interaction data model (I.e., with learning objects) Data sharing/messaging between objects Data sharing/messaging between objects Publish/subscribe versioning/persistence of content Publish/subscribe versioning/persistence of content Distributed learning object storage and lookup Distributed learning object storage and lookup User model (directories, authentication, security) User model (directories, authentication, security) User groups (dynamic work groups, lab sections) User groups (dynamic work groups, lab sections)

14. SAIL.SOURCEFORGE.NET

15. New opportunities with SAIL Easy deployment, updating, and offline use Easy deployment, updating, and offline use Integration of alternative devices (probe, handheld) Integration of alternative devices (probe, handheld) Full screen, 3D, etc. Full screen, 3D, etc. Communication with desktop software Communication with desktop software Real-time collaboration between learners Real-time collaboration between learners Dynamic and ad-hoc workgroup membership Dynamic and ad-hoc workgroup membership Flow control, automated and manual Flow control, automated and manual Facilitator tools for blended learning Facilitator tools for blended learning

16. New SAIL-based “WISE 3”

17. What comes next- after WISE Not just “step by step” Not just “step by step” Steps may be contingent on previous steps (logic flow)Steps may be contingent on previous steps (logic flow) Student groups may be determined by stepsStudent groups may be determined by steps Steps may differ from one student to the nextSteps may differ from one student to the next Don’t even need a map… steps could be invisibleDon’t even need a map… steps could be invisible New kinds of steps New kinds of steps Real time collaboration, multi-user and P2P exchangeReal time collaboration, multi-user and P2P exchange Steps lead to “spaces” for design, experimentationSteps lead to “spaces” for design, experimentation Better integrated probeware, peripheralsBetter integrated probeware, peripherals Better integration with desktop applications, filesBetter integration with desktop applications, files New supports for teachers, communities New supports for teachers, communities

18. Moving beyond Scaffolded Inquiry SAIL can enable new kinds of scripting: SAIL can enable new kinds of scripting: Collaborative design spaces and communities Collaborative design spaces and communities Smart classrooms - FCL - jigsaw Smart classrooms - FCL - jigsaw New forms of knowledge community software New forms of knowledge community software SAIL can take advantage of new technologies SAIL can take advantage of new technologies Distributed content, UID, Social/semantic metadata Distributed content, UID, Social/semantic metadata Enable research into more complex forms of learning and instruction Enable research into more complex forms of learning and instruction

19. Researching Pedagogical Coherence Researching Pedagogical Coherence - capturing and facilitating community …At all points in time …At all points in time What is teacher doing? What is teacher doing? What are students doing? What are students doing? …For all participants …For all participants How do teachers see and interact with students How do teachers see and interact with students How are students connected to peers How are students connected to peers …At all points in space …At all points in space Classroom, location sensitive, small groups Classroom, location sensitive, small groups Online, offline, at home, field trip, etc. Online, offline, at home, field trip, etc. …In all aspects of curriculum …In all aspects of curriculum What resources, what student work/artifacts? What resources, what student work/artifacts? What assessments, feedback? What assessments, feedback?

20. Enabling Knowledge Communities Supporting knowledge creation Supporting knowledge creation Class wiki, templates, metadataClass wiki, templates, metadata Support for portfolios, student projectsSupport for portfolios, student projects Enabling collaborations, student-teacher exchange Enabling collaborations, student-teacher exchange Collaborative groupwareCollaborative groupware Peer review, exchangePeer review, exchange Scaffolding activities (reflection, search, critique) Scaffolding activities (reflection, search, critique) Fundamental processes of knowledge buildingFundamental processes of knowledge building Metacognitive scaffoldsMetacognitive scaffolds Semantic processing Semantic processing Prior contributions - “things you’ve been interested in”Prior contributions - “things you’ve been interested in” Social connections - “others who were interested in this”Social connections - “others who were interested in this”

21. SAIL Smart Spaces

22. GPS Web - Content - Apps

23. ENCORE ENCORE - Community for Open Resource Exchange

24. More information WISE: http://wise.berkeley.edu TELS: http://telscenter.org SAIL: http://sail.sourceforge.net http://sail.sourceforge.net ENCORE: http://www.encorewiki.org http://www.encorewiki.org email: jslotta@oise.utoronto.ca