perspectives on technology enhanced teaching and learning from the aqua-tnet project

Perspectives on technology enhanced teaching and learning

from the AQUA-TNET project COFASP Workshop, Bilbao, 8 Oct 2015

John BostockUniversity of Stirling, UK

LLP – Erasmus – Erasmus Network

Before we start…

Sally Reynolds from @iT Audiovisual Technologies,

Informatics and Telecommunications in Belgium was

due to present and help lead this session but

unfortunately had to cancel this week due to acute

laryngitis. However she will hopefully join our chats

online

You are invited to discuss the presentation and issues

raised during the afternoon via “TodaysMeet” which is

a closed forum for this meeting, but very similar to

Twitter, which limits each message to 140 characters.

It is a gentle introduction to the world of social

messaging with no registration requirements – just

jump in and try it. - https://todaysmeet.com/cofasp

Session presentation slides will be made available online at

http://www.slideshare.net/jbostock

Starting point

Lots of terms tend to be used at these kinds of

workshops – but do we have a common

understanding of them?

Teaching

EducationLearning

Skill development

Knowledge exchange

Extension Training

Ability

Knowledge

Performance

What is your (short) definition of:

Use your Internet connected laptop, tablet or smartphone to

respond online at:

https://pollev.com/johnbostock360

Or text “JOHNBOSTOCK360” to (+34) 949 06 00 70 and

then text your response to the same number

Education ?

What is your (short) definition of Education?

These responses

illustrate the

differences in

understanding that

can exist even with

common terms

Working definitions (1) EDUCATION

All formal and organised

efforts to build the

capacities, capabilities, skills

and knowledge of

individuals

Helping people to develop in all

kinds of ways & helping people

to learn and realise their

individual potential – focus is

on the system and desired

outcomes

Working definitions (2)

You may define these terms

somewhat differently …. That’s

fine!

• The fundamentals of potential

• Intelligence, strength, commitmentCapacities

• Basic abilities

• Understanding, empathy, dexterityCapabilities

• The ability to do something specific

• Analyse, reason, make, communicateSkills

• Sum of what people know

• Structured information for understandingKnowledge

Working definitions (3) LEARNING

Efforts made by individuals (on

their own or in collaboration with

others) to increase their

knowledge, skills, capabilities

and capacity

Focus here is on the

individual and their

engagement in

learning activities

Working definitions (4) TEACHING

Activities carried out by one

person in order to encourage and

support the learning of others

(usually termed “students”)

Focus is on tools and

methods that will be

most effective

Working definitions (5) TRAINING

Activities designed to give

individuals specific and

measurable/assessable

knowledge, skills, capabilities or

capacities

Focus here is on

measurable learning

outcomes – e.g.

indicating ability to

properly carry out

specific work

related tasks

Working definitions (6) EXPERIENCE

Knowledge and skills that are

built up in individuals as a by-

product of living and working

(accidental and passive learning

etc…)

Focus on living as learning – a

greater variety of experience

will enrich learning and

personal development

Working definitions (7) EXPLICIT

KNOWLEDGE

Knowledge and know-how that

can be readily written down and

taught to other people

The main focus of

education…?

Working definitions (8) TACIT KNOWLEGE

Knowledge that is rarely formally

documented – that underpins

human relations and individuality

and is often highly specific to

contexts (e.g. professional

networks)

This is the knowledge mostly

absorbed through living and life

experiences – Reputedly >70%

of what we actually use in the

workplace

Working definitions (9) ASSESSMENT

Activities designed to provide

the user with a measure of

performance or achievement

(knowledge or skill etc)

Focus on measuring

“learning outcomes”

- Can be formative

assessment

(feedback to the

learner to help them

improve their

performance) or

summative

assessment (how

they have done)

Working definitions (10) ACCREDITATION

Providing formal (third party)

recognition for the outcome

of assessment

The awarding of qualifications,

certificates or badges to

individuals that they can use to

demonstrate their achievement

to others

So, let’s put the primary focus on Learning

and Learners

Image source: http://pixabay.com/en/learn-note-sign-directory-64058/

Everything else is part of the support act!

What is the (needed?) balance between

push and pull?

Image sources: http://edtech2.boisestate.edu/estherbarney/506/unit/pushpull.html & http://blog.herodesignstudio.com/pull-customers-in-with-

inbound-marketing/

Learning is a process

For individuals:

- Pushed (?) by teachers and employers

- Pulled (?) by interested and engaged

students?

For organisations:

- Pushed by customer demands

and regulatory requirements?

- Pulled by desire to be innovative

and competitive?

Formal vs informal learning

Image sources: http://c4lpt.co.uk/

Mark Britz, Charles Jennings, Jane Hart

Formal learning is best suited for:

providing a body of knowledge for the

novice to bring them up to scratch

learners who like structured learning,

and who need to be told what to learn

and how to learn it

Informal learning is more suited

for: people who need to add

information to an already existing

body of knowledge people who like

“messy”, unstructured learning and

like to find out things for themselves

and make the connections with the

knowledge they already have.

What are their motivations?

Image sources: https://flic.kr/p/4f3WSS, https://flic.kr/p/8cfXiy, https://flic.kr/p/cwRkLb &

https://flic.kr/p/aBXjmx

Artisanal worker

College students?

Knowledge worker

Manager

What are your motivations for learning?:

Use your Internet connected laptop, tablet or smartphone to

respond online at:

https://pollev.com/johnbostock360

Or text “JOHNBOSTOCK360” to (+34) 949 06 00 70 and

then text your response to the same number

What best motivates you to learn?

What are your motivations for learning?:

Self motivation is very

evident here, but other

learners may be motivated

by external factors…

Motivations

Understanding motivations is essential for successful learning support…

Learning theories (1)

There are several academic models of learning processes…

Graphic source: http://www.bioteams.com/images/the_five_major.jpg

Learning styles (1)

People are have different learning styles…

Image source: http://www.learnersbubble.com/wp-content/uploads/2014/04/learningstyles.jpg

Learning styles (2)

Image source: http://stew.ucdavis.edu/Shared_Resources/Shared_Resources_Online/Delivery/Teaching_Methods/

Degree of active

engagement

influences retention

of knowledge

Learning is a social activity

Image source: https://julianstodd.wordpress.com/2013/10/25/how-we-arrived-at-social-learning/

There is

considerable

focus now on

the social and

community

dimensions of

learning and

the importance

of personal/

peer interaction

– and how

these happen

now online.

Jane Hart – journey from formal courses to

“working as collaborative learning”

Diagram from

the Centre for

Learning and

Performance

Technologies

(C4LPT)

Image source: http://c4lpt.co.uk/

So, how do you engage with learning?

Results from the survey

at:

https://goo.gl/S98A7S

Using Google Forms

So, how do you engage with learning?

Results from the survey

at:

https://goo.gl/S98A7S

Using Google Forms

So, how do you engage with learning?

Results from the survey

at:

https://goo.gl/S98A7S

Using Google Forms

So, how do you engage with learning?

Most of our learning, especially as adults is informal rather then formal and

professional learning in particular is driven by what we need to know to do our jobs

and to solve problems

Image source: http://c4lpt.co.uk/

Action research

Image source: https://ccar.wikispaces.com/T2+Resources

Riel (2013)describes

action research as “a

form of cyclic learning

that capitalizes on day-

to-day work experiences

as opportunities to

improve practice”.

It has particular strength

when academic

researchers and industry

collaborate using action

research to solve

problems facing the

industry

Action research (2)

Image sources: https://valenciacollege.edu/faculty/development/tla/actionResearch/ARP_softchalk/ARP_softchalk_print.html

Action research is a way to create

partnerships where both industry

and academia learn from the

collaborative activities – breaking

down the usual one-way

relationship of teacher-student or

expert-client

The approach (problem based

learning) can also work in other

contexts.

Policy drivers

We should also take into account perspectives from the wider policy

environment – picked up by COFASP which include:

• Need for greater engagement and cooperation between industry,

regulatory and policy agencies and academia

• Need for more emphasis on interdisciplinary studies and understanding

• Need to focus on generic skill development as well as specialist

knowledge

• Need to consider wider social and societal responsibilities and foster

engagement

Image source: http://ec.europa.eu/research/swafs/index.cfm?pg=policy&lib=engagement

Role of education and training?

Image source: https://www.bwdsb.on.ca/assessment/AL_Section1

Focus on teaching…

Teaching promotes and supports

programmed learning

Image source: http://www.learnersbubble.com/wp-content/uploads/2014/04/learningstyles.jpg

There are well established methodologies for developing

taught courses – assuming required learning outcomes can

be defined and assesed

Typical teaching activities

• Personally presenting and explaining

material to learners

• Guiding learners to relevant and

appropriate learning materials

• Designing and facilitating activities that

enable learning

• Assessing learners progress, providing

feedback and altering other elements

of the teaching as required

Image source: https://pixabay.com

How are these activities evolving in the digital and Internet connected world?

Grabbing the headlines - MOOCs

Image source: http://news.onlineschools.org/assets/2012/06/MOOC-209x136.jpg;

http://www.emergingedtech.com/2012/04/how-will-moocs-impact-the-future-of-college-education/ ;

http://www.elearners.com/blog/news/

Will MOOCs change the world?

After a lot of

hype and then

criticism, MOOCs

continue to

develop, but with

increasing variety

in format and

maybe less

emphasis on the

“massive”

European MOOC scoreboard 2015

Image source: http://www.openeducationeuropa.eu/en/european_scoreboard_moocs

In 2015 over 870 MOOC courses were run in Europe

Types of MOOC

Image source: http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of-mooc.html &

https://upload.wikimedia.org/wikipedia/en/d/db/Li_Powell_Olivier_2014_xMOOC_cMOOC_significant_differences_table.jpg

• transferMOOCs

• madeMOOCs

• synchMOOCs

• asynchMOOCs

• adaptiveMOOCs

• groupMOOCs

• connectivistMOOCS

• miniMOOCSs

An early

distinction was

between

xMOOCs and

cMOOCs

But variety is

increasing – this

classification is

by Donald Clark

What is the role and potential for these in fisheries, aquaculture and seafood processing?

Flipped Classroom

Image source: http://www.slu.edu/Images/cttl/flipped%20graphic_reinertcenter.jpg

As it becomes easier to

create video teaching

materials (e.g. for

MOOCs) it is also

prompting changes in

the classroom.

Increased use of video

in place of lectures also

opens up the possibility

for more contributions

from outside

Gamification

Image source: http://logisticsviewpoints.com/wp-content/uploads/02_fun_way_engage.jpg

There is increasing

interest and activity

in using game

technology and

gaming

approaches to

engage learners – .

Making skill

acquisition fun and

increasing

motivation

Personal Learning Pathways & Unbundling

Image source: https://onlinelearninginsights.wordpress.com/2013/01/30/why-students-need-personal-

learning-portfolios-more-than-we-do/

Another trend is

towards personalised

learning – tailored by

the learner to fit their

specific needs.

Tools for this include

Personal Learning

Portfolios and Badges

for accreditation.

A related issue is

whether educational

organisations can

“unbundle” their

provision so that

students only purchase

the services they need.

Personal Learning with Web 2.0 tools

Image source: https://arenastudies.wordpress.com

Proponents of

PLP point to the

increasing

volume of

learning

resources

available on the

Internet and the

many tools now

available for

communication

and collaboration

.

Badges

Image source: http://www.epforum.eu/sites/www.epforum.eu/files/images/Open%20Badges.png &

https://lccdigilit.our.dmu.ac.uk/files/2012/12/mozilla-badges.jpg

Badges are a way for

achievements to be

validated and displayed

and could be used for

instance by companies

and professional

associations

.

Assessment methods

Image source: http://www.ncca.biz/images/continuum.jpg

The general

approaches

to

assessment

are well

defined and

can be

selected

depending on

the needs of

the learner

and in

relation to the

context of the

learning

.

Student leads the assessment Teacher leads the assessment

Assessment methods (2)

Image source: http://mapsmathmedia.wikispaces.com/file/view/Tools.jpg/194246112/Tools.jpg

Computers

help with

automated

testing and

social network

tools help

facilitate peer

assessment.

Authentication

of personal

work is more

challenging,

but some

solutions are

available

.

Social networking & communities of practice

Social networking can be

used in many contexts,

but particular interest is

in communities of

practice as rich learning

environments

Integrating social media and wokplace

learning

Focusing on what work teams need to learn and

can learn together – learners highly motivated

and learning more effective?Image source: http://c4lpt.co.uk/

Open Educational Resources (OER)

http://www.merlot.org/

There is increasing acceptance that research

outputs should be “Open Access” – but what

about publicly funded learning materials?

How much time and money is wasted as

many people produce similar materials? Can

quality be improved through sharing,

collaboration and refinement? There are

numerous portal projects

http://www.temoa.info/ http://www.oerafrica.org

Could OER become the norm?

Wikipedia has been a

very successful project

for developing

reference materials –

there is a related side

project - Wikiversity to

develop more

organised learning

resources and inviting

contributions from

anyone with relevant

expertise

http://www.wikiversity.org

Testing the portals – search “aquaculture”

MERLOT – www.merlot.org6 hits for materials, 401 hits for members

OER Africa – www.oerafrica.org2 hits

OpenEducationEuropa – openeducationeuropa.eu

5 hits (3 projects, 1 MOOC, 1 News item)

TEMOA – www.temoa.info364 hits (290 English, 36 Spanish, 32 Portuguese)

Testing media search – “aquaculture”

(reuse allowed)

Flickr – www.flickr.com2,186 hits

Google Images – www.google.com 103 hits

Wikimedia Commons – commons.wikimedia.org

643 hits

YouTube – www.youtube.com1080 hits (all Creative Commons)

What do you think about

Use your Internet connected laptop, tablet or smartphone to

respond online at:

https://pollev.com/johnbostock360

Or text one of the code numbers on the next screen to

(+34) 949 06 00 70

Open Educational Resources ?

What do you think about open educational

resources?

A generally positive response from workshop participants

Learning analytics

Image source: http://image.slidesharecdn.com/sitsvisionconferencepresentation-learninganalyticsexternal-

120719083954-phpapp02/95/learning-analytics-improving-student-retention-3-728.jpg?cb=1342690104

Another

emerging trend is

the use of

computing

power, statistical

and

mathematical

modelling for “big

data analysis” on

learning

processes – with

the aim of

learning and

improving such

provision

Learning analytics

Image source: http://www.open.ac.uk/blogs/RISE/wp-content/uploads/2012/01/learning_analytics_screenshot.png

Semi-automated

learning analytics

promise better

feedback and

opportunities for

more personalised

guidance for

learners. But there

are also

management and

ethical issues

particularly around

data privacy and

commercial

exploitation

Examples from the AQUA-TNET project

Image source: http://www.aquatnet.com

Encouraging industry engagement

Industry experts invited to

share their experience

through visits, talks and

mentoring

Workshops and resources to support ditigal

teaching skills

See

http://www.aquatnet.com/index.ph

p/145/online-guide-to-new-media/

Aquaculture industry case studies as Open Educational Resources with learning activities and supporting country profiles on video

Example: AQUA-TNET Collaborative Learning Platform

A 5 ECTS course has been developed to introduce European Aquaculture, making use of the resources on the web site. There are also some presentation slides and other materials on research project management, data management and communication of results. Most materials have a CC licence.

Example: AQUA-TNET Collaborative Learning Platform

www.aquacase.org

Conclusions

• Technology is changing the way people connect and

interact and provides new tools and methods for learning

• The selection of tools for any purpose should be based

on a good understanding of learning contexts, learner

motivations and other wider objectives

• The greatest opportunities are probably through greater

connectivity and opportunities for collaboration –

breaking down traditional barriers between countries,

age groups, organisations etc.

Use your Internet connected laptop, tablet or smartphone to

respond online at:

https://pollev.com/johnbostock360

Questions ?

Questions ?

Thank you for your attention

Email: j.c.bostock@stir.ac.uk

Website: www.aquatnet.com

Slideshare: http://www.slideshare.net/jbostock

This presentation is based on work carried out within the framework of the AQUA-TNET project which received funding from the European Union’s Lifelong Learning Programme, Erasmus Thematic Networks under grant agreement No. 2011-3997/001-001 and Project No. 518700-LLP-1-2011-1-UK-ERASMUS-ENW. This presentation reflects the views only of the author, and the European Union cannot be held responsible for any use which may be made of the information contained therein.

Graphic images used in this presentation were sourced from the Internet with the origin cited on the appropriate slide.

Disclaimer