perspectives on technology enhanced teaching and learning from the aqua-tnet project
TRANSCRIPT
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: [email protected]
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