bahrain 0705013

School of e-Education - hbmeu.ac.ae 1

teaching, design, and qualityshif t ing paradigms in education, from craf tmanship to industry

b e s t p r a c t i c e s i n m a n a g e m e n t , d e s i g n a n d d e v e l o p m e n t o f e - c o u r s e ss

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a lain senteni | dean | school of e-education | hbmeu | dubai

Sunday, May 26, 13

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In this talk, I will try to answer a few questions raised in the title of this conference, about :

the need for the education field to scale up

design as a new keyword in education

quality criteria for e-contents and online courses

research trends in educational technology innovation

Sunday, May 26, 13

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The size of each territory shows the relative proportion of the world's population living there.

http://www.worldmapper.org/index.htmlSunday, May 26, 13

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Territory size is proportional to the number of all children enrolled in primary education in that territory.

primary education

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Territory size is proportional to the number of all children enrolled in secondary education in that territory.

secondary education

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tertiary education

Territory size shows the proportion of people worldwide enrolled in tertiary education, who live there.

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h t t p : / / w w w . g r o s s o s . c h / e / c r a f t s m a n s h i p . h t m l

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Access

QualityCost hand madecustomizedhigh quality & costreputationlimited production

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10http://tf4c.skynetblogs.be/archive/2010/01/29/chaine-de-montage.html

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Access Quality

Cost

assembly chaindivision of laborlower costmass productionspecializationquality assurancemarketing

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what happens when scaling up from craftmanship to an industry ?

transformation

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borrowed to Sir Ken Robinson on TED: Changing Education Paradigmshttp://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

transformation

ODL

what happens when scaling up from craftmanship to an industry ?

Sunday, May 26, 13

http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

ODLwhy scale up ?

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Among1.5 billion people living in the Arab Gulf neighbourhood, more than 50% are under the age of 25.

Some 80 million young people in the Arab world are seeking jobs.

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demography

why does education need to expand ?

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”the challenge is to transform a centralized bureaucratic system

into a student-centred, decentralized learning environment.”

UAE National Media Council Yearbook 2009

culture


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How to secure broad access and high quality while reducing costs ?

economy

Economic pressures and new models of education are bringing unprecedented competition to the traditional models of tertiary education.

The global drive to increase the number of students participating in undergraduate education is placing pressure across the system.


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How to support learning and knowledge emergence, beyond the borders of traditional systems of education?

What pedagogies will help passive learners to become active knowledge producers ?

creativity?leadership?entrepreuneurship?

pedagogywhy does education need to expand ?

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Traditional systems of education cater mainly for level 1

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Logical Categories of Learning and Communication

pedagogy

Gregory Bateson

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Leadership and entrepreuneurship

require more of levels 2 and 3

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pedagogy

Gregory Bateson

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http://www.theglasgowstory.com/images/TGSD00148_m.jpg

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D E S I G N !

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cc. by. sa. McNaught (2011) eLEX

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Conole, Grainne (2010) What would learning in an open world look like? A vision for the future In: Edmedia Conference 2010, 29 June - 3 July 2010, Toronto, Canada.

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Learning Design & Open Practices

http://www.educause.edu/Resources/BeyondOERShiftingFocustoOpenEd/224619 HE

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http://www.educause.edu/Resources/BeyondOERShiftingFocustoOpenEd/224619




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Like other design professionals (e.g. architects, engineers) teachers have to work out creative and evidence-based ways of improving what they do.

Every day, teachers design and test new ways of teaching, using learning technology to help their students.

By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.

Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology - New York/London: Routledge, 258 pp

teaching is becoming a design science

Sunday, May 26, 13

http://www.routledge.com/books/details/9780415803878/




Diana Laurillard, Sept 2012 cc: by-nc-sa

Innovative professional learning communities of teachers

Acknowledge teaching as ‘a design science’:• Teachers building on the designs of others (collaboration)• Articulating their pedagogy• Adopting, adapting, testing, improving learning designs• Co-creating and sharing learning designs• A computational representation of pedagogic design

K12

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Diana Laurillard, Sept 2012 cc: by-nc-sa

pedagogy expressed as design plans and learning patterns

Timings

Short description

Learning outcome Colour-coded

content

Categorised teaching-learning

activities

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Q U A L I T Y C R I T E R I A O F E - L E A R N I N G

C O N T E N T S

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e-contents are the spare parts in the assembly line of the

instructional design process

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India PanAfrican Network (2005)

MIT OCW (2001)

(1st phase)

(ACEP - 2nd phase)

TTISSA

i n c r e a s e d s u s t a i n a b i l i t y

3rd generation [process driven, learning as knowledge creation]

2nd generation [content driven, knowledge as a readymade product]

1st generation [technology driven]

some lessons learnt in the last 20 years

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3rd generation [process driven] Knowledge as a dynamic processLearning as knowledge creation

2nd generation [content driven] Knowledge as a product

online courses development,from a content-driven approach to a process driven oneincreased sustainability

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technology pedagogy

contents

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explicit links between pedagogy and the technology that is used

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

http://www.unity.net.au/allansportfolio/edublog/?p=324

HOTSHigher Order Thinking Skills

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passive recipients of the teacher’s

knowledge

top-down transmission

traditional curriculum

bottom-up participation

user-generated content

proactive knowledge

builders

WIKIs Web 2.0

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high quality



WIKIs Web 2.0

?????

poor quality

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passive recipients of the teacher’s

knowledge

proactive knowledge

builders

We want e-contents that will contribute to turn passive learners into proactive knowledge builders

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socioconstructivism(Lev Vygotski)

constructivism(Jean Piaget)

situated cognition(J. Lave, E. Wenger)

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We want QA and accreditation frameworks allowing to validate user-generated e-contents and integrate them into academic programs.



WIKIs Web 2.0

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We want a mix of high quality e-contents AND user-generated dynamic contents

AND reliable e-learning materials AND engaging activities.

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We want e-contents that can be recycled, so that we do not need to re-invent the wheel all the time.

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OER integration

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(Schneider, 2003)

We want e-contents blending traditional perspectives and socioconstructivism.

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http://www.uwlax.edu/faculty/kosiak/projects/index.html

should we make e-contents become learning objects ?

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categorize

classify

categorize

store

retrieve

reuse

learning objects

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Learning objects (LOs) facilitate the (re)-use of educational content online.

Internationally accepted specifications and standards make them interoperable and reusable by different applications and in diverse learning environments.

Metadata (tags, index) describe them, facilitate search and make them accessible.

Why Learning Objects ?

interoperable (thanks to standards) reusable (thanks to CC, OER, etc)easy to retrieve (thanks to metadata)

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Quality CriteriaPedagogical QualityContent clarity and conciseness, instructional strategies aligned to the learning objectives, appropriate media according to target audience, etc…

Ergonomy User-friendliness, motivating, visually attractive, built-in accessibility features, etc..

Interoperability, reusability Technical independence and robustness, metadata schema and tagging procedures, conformance to standards

Karin Lundgren-Cayrol, Suzanne Lapointe, Gilbert Paquette, LICEF, TÉLUQ - UQAM

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>>>LIFE-CYCLE ? >>>

expensive

long life-cycle

e.g. in line with course or program

review cyclemedium life-cyclee.g. semester

short life-cyclee.g. class

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using

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Learning Objects

storing integrating

manufacturing

re-usingcustomizingre-purposing

eContents management[ HBMeU Case Study ]

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re-using

http://repository.hbmeu.ac.ae/lor/access/searching.do

“Learning objects are THE MAIN course mater ial , not simply addit ional support for se lf-study.”

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LOs’ rolesimilar to

digital text-books

Reference documents semester-wise [syllabus, timetable, outcome-assessment maps, etc]

[Selected LOs + User Generated Contents]

Context will be embedded THERE

long in line with course/program review cycle

short semester LIFE-CYCLE

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Equella search engines

low level close set of questions,

fully automated

discussion forums, wikis, blogs, etc

high levelopen-ended questionshuman interaction

interactivity

tools

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Open Educational Resources (OER)

are defined as “technology- enabled,

open provision of educational

resources for consultation, use and

adaptation by a community of

users for non-commercial

purposes.”

OERs

OERs

OERs

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R E S E A R C H T R E N D S

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Computers as we know them are in the process of a massive reinvention because we increasingly expect media to be touchable and interactive.

Increasingly, students want to use their own technology for learning.

Lecture capture, podcasting, and cheap personal video recorders increasingly make it much easier to prepare lecture-style content for students to see/hear before coming to class.

The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.

Key Trends [Technology]

A second ‘big issue’ that has come of age is thus higher education virtualization, with mobile technology and innovative learning gaining more solid ground as social sharing processes continue to make education inroads in 2011.

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Dr. Larry Johnson, CEO of the New Media Consortium : “devices becoming more mobile, more connected, smaller, faster and more capable, so easy to use [...] natural user interfaces [...] children can use before they can even speak. ”

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Marshall McLuhan

the medium is the message ?

M. McLuhan(1964) Understanding Media

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Fake interview with Marshall McLuhan (1911-1980) published in WIRED by Gary Wolf http://www.v2.nl/archive/articles/marshall-mcluhan-interview-2013-1996

ubiquity

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http://www.v2.nl/archive/articles/marshall-mcluhan-interview-2013-1996

http://www.v2.nl/archive/articles/marshall-mcluhan-interview-2013-1996

worldmapper

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The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.People expect to be able to work, learn, and study whenever and wherever they want to.There is a new emphasis in the classroom on more challenge-based active learning.The world of work is increasingly collaborative, driving changes in the way student projects are structured.

Key Trends [Pedagogy]

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http://sidecap.wetpaint.com/

http://sidecap.wetpaint.com/

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ACP-EU Cooperation Programme in Higher Education (EDULINK) 2007-2010.

Staff Improvement in Distance Education for Caribbean, African and Pacific universities

example

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http://sidecap.wetpaint.com

http://sidecap.wetpaint.com

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1. Identify the main generic headings for course content

(key topics for discussion and learning)

2. Search for relevant

resources that can be re-used

for these headings

3. Write ‘wrap-around’ materials that contextualise

and support the learning resources

4. Add your new materials to the common

pool (if required)

5. Select the format for

sharing (wiki etc)

✓ the process of repurposing in course design


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Key Trends [business models]

PRIVATISATION

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Massively Open Online Course (MOOCs)

http://www.youtube.com/watch?v=eW3gMGqcZQc

http://cck11.mooc.ca/

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https://www.coursera.org/

Massive Open Online Course (MOOCs)

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https://www.coursera.org

https://www.coursera.org


Massive Open Online Course (MOOCs)

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H B M e U C o n g re s s

6 t h e - L e a r n i n g C o n f e r e n c e

[ D u b a i , 7 - 9 M a r c h 2 014 ]

Leading Transformation to Sustainable Excellence

Leadership, design and technology for XXIst century learning

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School of e-Education - hbmeu.ac.ae 72Sunday, May 26, 13

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thank you for your kind attention

Sunday, May 26, 13

bahrain 0705013

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