1. Distributed-Learning Communities as a Model for Educating Teachers Chris Dede Harvard University Chris_Dede@harvard.edu www.gse.harvard.edu/~dedech/

2. “Test to Standard” Model of Educational Improvement  Develop content standards based on knowledge and skills of disciplinary experts  Implement high-stakes tests that inexpensively document coverage of the attainments tests can measure  Reward and punish individual students, teachers, schools, and districts based on test performance

3. Shortfalls in No Child Left Behind  Twenty-seven years of content to cover in twelve years  Little prioritization of knowledge central to interrelationships, citizenship, lifelong learning  Curriculum driven by low-level content and skills measured by cheap, drive-by tests

4. The Partnership for 21st Century Skills  Six Key Elements of 21st Century Learning  ICT Literacy Framework Linking 21st Century Tools to Learning Skills  21st Century Content  Milestones for Improving 21st Century Learning  Nine Steps to Build Momentum www.21stcenturyskills.org

5. Powerful Pedagogical Models ïguided inquiry learning with active construction of knowledge ïapprenticeship/mentoring relationships ïlearning communities: social exploration of multiple perspectives How People Learn (National Academy Press, 1999) http://www.nap.edu/books/0309070368/html

6. Learning Community A culture of learning, in which everyone is involved in a collective effort of understanding Shares and develops a repertoire of resources: experiences, tools, stories, ways of addressing recurring problems Allows a close connection between learning and doing Addresses the informal and tacit aspects of knowledge creation and sharing an alternative means of teaching/learning and of professional development

7. Evolving toward Distributed Learning Sophisticated Methods of Learning and Teaching guided construction of knowledge and meaning apprenticeships and mentoring infusion of research into teaching Orchestrated across classrooms, homes, workplaces, community settings On demand, just-in-time Collaborative distributed across space, time, media

8. My Distributed Learning Course http://www.gse.harvard.edu/~dedech/502/  face-to-face interaction  videoconferencing  wireless, handheld devices  small group collaboration via groupware  synchronous interaction in virtual environment  asynchronous, threaded discussion  informal website-based learning experiences  shells for course authoring New Forms of Rhetoric

9. Lessons Learned Richer, deeper learning from mixture than from any subset Participants “Find Their Voice” Time for Communication and Reflection Peer Mentoring and Collaboration Very different individual patterns of preference for mixture of media Instructional design complex mix of cognitive, affective, psychosocial

10. Distributed-Learning Communities Range of participants’ skills and interests goes beyond geographic boundaries and face-to-face opportunities Asynchronous media enable convenient participation, deeper reflection, and archiving of insights Emotional and social dimensions rely on synchronous virtual interchanges Broader range of participants will actively engage in dialogue Compared to face-to-face communities, more investment required to participate

11. “Next Generation” Interfaces for Learning and Teaching  World to the Desktop: Accessing distant experts and archives for knowledge creation, sharing, and mastery  Multi-User Virtual Environments: Immersion in virtual contexts with digital artifacts and avatar-based identities  Ubiquitous Computing: Wearable wireless devices coupled to smart objects for “distributed cognition”

12. What is a MUVE? A representational container that enables multiple simultaneous participants to access virtual spaces configured for learning. A place where learners represent themselves through graphical avatars (persona) to communicate with others’ avatars and computer-based agents, as well as to interact with digital artifacts and virtual contexts. A learning experience that provides diverse activities in support of classroom curriculum.

13. River City Curriculum Figure 1: Lab Equipment inside the University Figure 2: River Water Sampling

14. So What? Why Should Teachers Care?  enhancing motivation (challenge, curiosity, beauty, fantasy, fun, social recognition)  reaching learners who don’t do well in conventional classroom settings  building fluency in distributed modes of communication and expression -- rhetoric  rich, authentic representations (e.g., MedievalWorld)  professional development via virtual communities http://muve.gse.harvard.edu/muvees2003/

15. “Next Generation” Interfaces for Distributed Interaction  World to the Desktop: Accessing distant experts and archives for knowledge creation, sharing, and mastery  Multi-User Virtual Environments: Immersion in virtual contexts with digital artifacts and avatar-based identities  Ubiquitous Computing: Wearable wireless devices coupled to smart objects for “distributed cognition”

16. Why Ubiquitous Computing One-to-One Student to Tool Ratio Wireless Handheld Devices (WHD) offer approximately 60% of the computing power of laptops of a few years ago One WHD is approximately 10% of the cost of one modern laptop Handheld ubiquitous computing – instant on, anytime, everywhere, and in the hand of the user

17. Augmented Reality Combines physical world and virtual world contexts Embeds learners in authentic situations Engages users in a socially facilitated context Computer simulation on handheld computer triggered by real world location

18. Proof of Concept Environmental Detectives –Players briefed about rash of local health problems linked to the environment –Provided with background information and “budget” –Need to determine source of pollution by drilling sampling wells and ultimately remediate with pumping wells –Work in teams representing different interests (EPA, Industry, etc.)

19. Harvard’s Handheld Devices for Ubiquitous Learning Project http://gseacademic.harvard.edu/~hdul/

20. “Next Generation” Interfaces for Learning and Teaching  World to the Desktop: Accessing distant experts and archives for knowledge creation, sharing, and mastery  Multi-User Virtual Environments: Immersion in virtual contexts with digital artifacts and avatar-based identities  Ubiquitous Computing: Wearable wireless devices coupled to smart objects for “distributed cognition”

22. Focus on Our Core Business… Support Portal for Teacher Retention

23. Focus on Our Core Business… CURRICULUM DESIGN ASSISTANT

24. Tapped In: ti2.sri.com/tappedin/

25. Design Heuristics for Distributed-Learning Communities Transformative goals Building collective knowledge and resources Multiple ways to participate Mechanisms for sharing via a range of interactive media

26. Conditions for Success in Technological Innovation High-quality learning tools and materials Extensive professional development Strong technical infrastructure Organizational shifts to enable deeper content, powerful pedagogies Equity in Content and Services as well as Access and Literacy Stakeholder Involvement

27. Meeting the Challenge of Transformation via “Unlearning” ßDeveloping fluency in using emerging interactive media ßComplementing presentational instruction with collaborative inquiry-based learning ßUnlearning almost unconscious assumptions and beliefs and values about the nature of teaching, learning, and schooling crucial issue for professional development

28. Four Levels of Learning Technologies  Device (cell phone, HDTV, personal digital assistant)  Application (word processors, intelligent tutoring systems, educational simulations)  Medium (shared virtual environments, interactive television, worldwide web)  Infrastructure (Internet, telephone system, cable and broadcast television, cyberspace)

29. Beyond McLuhan  Media shape their messages  Media shape their participants  Infrastructures shape civilization