the four problems of technology enhanced learning
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The four problems of technology enhanced learning. AIED2007 keynote. Tak-Wai Chan National Central University, Taiwan (slightly updated a few places after the talk). Dedicate to John Self !. One who inspired a generation of researchers & was a not-yet-known co-founder of the ICCEs!. - PowerPoint PPT PresentationTRANSCRIPT
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The four problems of technology enhanced learning
Tak-Wai ChanTak-Wai ChanNational Central University, TaiwanNational Central University, Taiwan
(slightly updated a few places after the talk)(slightly updated a few places after the talk)
AIED2007 keynote
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Dedicate to John Self!
One who inspired a generation of researchers & was a not-yet-known co-founder of the ICCEs!
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Thanks for my graduate students!
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To elicit 4 problems that researchers seem to have been trying to resolve in this century!
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The future is found from the past and the present, especially from
the current research communities
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I notice that the current research
communities are working towards 3 orientations; two existed already and one is emerging
These 3 orientations are leading to resolving the 4 problems
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Three orientations of research(Chan, et. al. 2006; Chan, 2006)
Dream-based researchDream-based research exploring the potential implications of some emerging exploring the potential implications of some emerging
technologies technologies
Adoption-based researchAdoption-based research proving the feasibility of spreading our work in the real proving the feasibility of spreading our work in the real
world practiceworld practice
Humanity-based researchHumanity-based research developing an individual’s capacity developing an individual’s capacity almostalmost entirely entirely
from that individual’s perspectivefrom that individual’s perspective cultivating well being of the globe as learners’ valuecultivating well being of the globe as learners’ value
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humancomputerinteraction
distancehuman
interaction
face-to-facehuman
interaction
standalone computers
Internet
mobile & wireless devices;wearable computing
CYBER PLATFORM
NATURAL PLATFORM
invisible & ubiquitous computing
outdoor: natural as classroom
context-aware physical environmentcontext-aware physical environment indoor: smart wall smart desk
digital tangiblesdigital tangibles
digital manipulativedigital toy
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““The further backward you look, The further backward you look, the further forward you can see”the further forward you can see”
Winston ChurchillWinston Churchill
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Sidney Pressey’s Teaching Machine in 1920’s
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Whenever there is a dream, there is a day it comes true!
It was not Pressey’s machine, nor was it the first computer in 1946
Was it traditional CAI in 60’s ? Was it artificial intelligence in 70’s ? Was it multimedia and simulation in 80’s ? Was it Internet in 90’s ? Was it mobile & game in 00’s ?
This is the Dream-Based Research!
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InnovatorsEarly
AdaptorsEarly
MajorityLate
MajorityLate
AdaptorsLaggards
Adoption cycle of innovations (Ryan,1948; Rogers,1958; Moore,1991)
innovators& visionaries
pragmatists conservatives
skeptics
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InnovatorsEarly
AdaptorsEarly
MajorityLate
MajorityLate
AdaptorsLaggards
innovators& visionaries
pragmatistsconservatives
skepticschasm
Chasm between innovators & visionaries and pragmatists (G. A. Moore, 1991)
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InnovatorsEarly
AdaptorsEarly
MajorityLate
MajorityLate
AdaptorsLaggards
innovators& visionaries
pragmatists
conservatives
skepticschasm
To cross the chasm–– synergy of technologies
Internet (90’)
Traditional CAI (60’)
Multimedia & Simulation (80’)
Artificial Intelligence (70’)
Mobile & Game (00’)
This is the Adoption-Based Research!
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InnovatorsEarly
AdaptorsEarly
MajorityLate
MajorityLate
AdaptorsLaggards
innovators& visionaries
pragmatists
conservatives
skepticschasm
How long is the time span, 50 or 100 years?
What happens after crossing the chasm?
Internet (90’)
Traditional CAI (60’)
Multimedia & Simulation (80’)
Artificial Intelligence (70’)
Mobile & Game (00’)
This is the Humanity-Based Research! 2000 2050 or 2100
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More on Humanity-Based More on Humanity-Based ResearchResearch
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‘‘Humanity’ ?Humanity’ ?
1.1. Stressing on individualityStressing on individuality individuality is the basis of humanity individuality is the basis of humanity the very existence of a class is for the sake of an the very existence of a class is for the sake of an
individualindividual the very existence of the learning partners is for the very existence of the learning partners is for
the sake of that individualthe sake of that individual thus, learning is not for the class as a whole, but thus, learning is not for the class as a whole, but
for an individualfor an individual optimize individual capacity development optimize individual capacity development
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Teachers
Parents
Volunteers
Fellow Learners
EducationalAgents
ExpensiveEquipment
CognitiveTools
Student Database
ElectronicBooks
MuseumsDigital Libraries
Every thing is for the sake of the learner
Content
ComputationCommunity
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‘‘Humanity’ ?Humanity’ ?
2.2. Learning beyond knowledge acquisitionLearning beyond knowledge acquisition knowledge acquisition is a vehicle for fostering knowledge acquisition is a vehicle for fostering
other humanity qualitiesother humanity qualities cognitive, affective, social, attitudinalcognitive, affective, social, attitudinal
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Beyond knowledge acquisitionBeyond knowledge acquisition
confidence
effortcaringinterestcritical thinking
(cognitive) (affective) (social) (attitudinal)
perseveranceleadershippassioncreativity
inner freedom
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John Self spelled out this John Self spelled out this humanity issue:humanity issue:
““The defining characteristics of The defining characteristics of intelligent tutoring systems intelligent tutoring systems
research: ITSs care,” (Self, 1999)research: ITSs care,” (Self, 1999)
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Classical ITS model (Self, 1974)Classical ITS model (Self, 1974)
domain knowledge
student model tutoring strategy
what
who how
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domain knowledge
student model tutoring strategy
what
who why
comm
unicationinterface
how
whenwherewho (with)
pedagogical modellearner profile
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Going beyond knowledge acquisitionGoing beyond knowledge acquisition
domain knowledge
student model student model
what
who
comm
unicationinterface
why how
whenwherewho (with)
pedagogical modellearner profilereflective affective cognitive
social
social
attitudinal
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‘‘Humanity’ ?Humanity’ ?
3.3. Building foundations for the better globeBuilding foundations for the better globe bettering yourselfbettering yourself nurturing a caring familynurturing a caring family incubating a humane society incubating a humane society fostering the peaceful and collaborative globe fostering the peaceful and collaborative globe
~ Da-Hseh~ Da-Hseh
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What are we researchers doing?
Dream-Based Research?
Adoption-Based Research?
Humanity-Based Research?
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Does AIED / ITS have a dream?Does AIED / ITS have a dream?
Yes, we didYes, we didBloom’s 2 sigma problemBloom’s 2 sigma problem
We still doWe still doAn extended dreamAn extended dream
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Intelligent Tutoring System (ITS)(Carbonell, 1970)
Learning Companion System(Chan & Baskin, ITS1988)
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Lifelong learning companion(Chan, 2000; Chan, et. al., 2001; Chou & Chan, 2003)
baby: learning companion as a magic cradlebaby: learning companion as a magic cradle
small kid: learning companion as a toysmall kid: learning companion as a toy
pupil: learning companion as a petpupil: learning companion as a pet
teenager: learning companion as a peerteenager: learning companion as a peer
adult: learning companion as a mentoradult: learning companion as a mentor
elder: learning companion as a petelder: learning companion as a pet
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My animal companions – “Disneyficating the learner”
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My-Pet-Our-Pet
Affectivedomain
Cognitivedomain
My-Pet’sattributes
Socialdomain
Telling the owner how to improve My-Pet’s attributes Topic levelTopic progress
Numericalvalue
Descriptivetext
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Gaming on PDA
Character BuildingCharacter Building
Game1Game1
Game2Game2
Game3Game3
Affect EnrichmentAffect Enrichment
Game4Game4
Game5Game5
Game6Game6
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Physical Companion (Shu, et. al., 2007)
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domain knowledge
student model student model
what
who why
comm
unicationinterface
how
whenwherewho (with)
pedagogical modellearner profile
AIED / ITS
AIED / ITS AIED / ITS
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Does CSCL have a dream?Does CSCL have a dream?
Assumption 1:Assumption 1: Collaboration is a good thing, a good culture, so is collaborative Collaboration is a good thing, a good culture, so is collaborative
learninglearning
Assumption 2:Assumption 2: Collaborative learning is ‘usually’ effective learningCollaborative learning is ‘usually’ effective learning
CSCL CSCL DREAMDREAM:: Making every learning experience a collaborative and effective learning
Extended CSCL DREAM:Extended CSCL DREAM: How to make our globe a better one through collaborative learning
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domain knowledge
student model student model
what
who why
comm
unicationinterface
how
whenwherewho (with)
pedagogical modellearner profile
CSCL
CSCL
CSCL
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AcronymsAcronyms
WMUTEWMUTE = =
WWireless, ireless, MMobile, and obile, and UUbiquitous biquitous TTechnologies in echnologies in EEducationducation
MLearnMLearn == MMobile obile LearnLearninging
DIGITELDIGITEL ==
DIDIgitalgital GGame & ame & IIntelligent ntelligent TToy oy EEnhanced nhanced LLearningearning
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One-to-one Technology Enhanced Learning
Soloway & Norris, (WMTE2002, ITS2004)
1 student 1 student : : 1 pencil 1 pencil
1 student 1 student :: 1 book 1 book
1 student 1 student :: 1 computer 1 computer
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Classroom dynamics will change
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Classroom dynamics will change
Projector ScreenShared Display
Access Point
Configurable Desk
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In the Campus
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Outside the campus
Bird Watching
Zoo Visit
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Linking a class to the outside ~ ITS 2000
EduCities
EduTowns
EduVillages
1:1 learning in physical spacevirtual learning community
(1.5 million people)
(2,500 schools)
(20,000 classes)
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Seamless learning space
seamlessly learning across over seamlessly learning across over
learning scenarios from learning scenarios from
Physical Space X Social Space
Physical / Virtual Space: classroom, campus, home, museum, etc.Social Space: individual, small group, class, online community, agents, etc.
Does WMUTE / MLearn have a dream?Does WMUTE / MLearn have a dream?
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WMUTE / MLearn WMUTE / MLearn DREAMDREAM
Assumption:Assumption: context-aware, authentic, and context-aware, authentic, and situated learning is good learning situated learning is good learning
Exploring this vast space of scenarios to Exploring this vast space of scenarios to find new scenarios or sequence of find new scenarios or sequence of scenarios for good learning experience scenarios for good learning experience
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domain knowledge
student model student model
what
who why
comm
unicationinterface
how
whenwherewho (with)
pedagogical modellearner profile
WMUTE/MLearn
WMUTE/MLearn
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Does DIGITEL have a dream?Does DIGITEL have a dream?
DIGITEL DREAM:DIGITEL DREAM:
Every learning experience is fun, Every learning experience is fun, engaging, pleasurable and joyful!engaging, pleasurable and joyful!
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All learning without fun must be DEAD!
Gaming will be a dominating pedagogy, subsuming individual and collaborative learning
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domain knowledge
student model student model
what
who why
comm
unicationinterface
how
whenwherewho (with)
pedagogical modellearner profile
DIGITEL
DIGITEL
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AIED / ITS
CSCL
DIGITEL
Dream-Based Research Humanity-Based Research
Adoption-Based Research
Dream-Based Research Humanity-Based Research
Adoption-Based Research
Dream-Based Research Humanity-Based Research
Adoption-Based Research
WMUTE /MLearn
Dream-Based Research Humanity-Based Research
Adoption-Based Research
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domain knowledge
student model student model
what
who why
comm
unicationinterface
how
whenwherewho (with)
pedagogical modellearner profile
AdoptionBased
Research
We are doing very little “domain knowledge” component
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We are all doing Dream-Based Research!
Some have started to do Adoption-Based Research
Humanity-Based Research is emerging
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The Four Problems of Technology Enhanced Learning
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The four problems
1.1. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem
2.2. TheThe school restructuringschool restructuring problemproblem the problem how school is being transformedthe problem how school is being transformed
3.3. TheThe lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem the extension of the ITS’s Holy Grail problemthe extension of the ITS’s Holy Grail problem
4.4. The The global educational goalglobal educational goal problem problem rethinking the educational goal from the global perspectiverethinking the educational goal from the global perspective
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Why these problems?
May tell us unequivocally where we are heading to, both in the near or the farther future, say, tens or 100 years
the 3 research orientations are indeed leading towards to these goals
nurturing collective, global endeavor to resolve the problems
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The four problems
1.1. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem
Adoption-Based Research
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Washington Post “Educational software, a $2 billion-a-year
industry that has become the darling of school systems across the country, has no significant impact on student performance, according to a study by the U.S. Department of Education….”
By Amit Paley, Thursday, April 5, 2007; Page A01
G11 website: www.g1to1.orgG11 website: www.g1to1.org
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But many claims ofsuccessful research
An example: He Kekang from Beijing Normal University claiming a great leap in elementary classes
for learning Chinesetens of experimental classes; in cities and in poor
rural areas in China
Grade 4 students as good as Grade 6 students
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How about Bloom’s 2-sigma problem?How about Bloom’s 2-sigma problem?
How about intelligent tutoring systems?How about intelligent tutoring systems?
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The productivity problemcompared to traditional classrooms
2-sigma learning performance improvement summative assessment (Bloom, 1984) robust learning
retention transfer accelerated learning
2-sigma affect improvement assuming there could be objective measure on affect still not clear which affect attributes are most crucial … confidence (or efficacy) and interest must be included
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Design-based research
1. Innovative pedagogy driven
2. Reporting rationales and lessons learnt in the design iteration process
3. Describing open-mindedly interesting users' behavior
Evidence-based research
1. Vigorous assessment driven
2. Theorizing some phenomena and then designing experiment
3. Explaining and/or further theorizing experiment findings
The Productivity Problem
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The productivity problemcompared to traditional classrooms
2-sigma learning improvement summative assessment (Bloom, 1984) robust learning
retention transfer accelerated learning
2-sigma affect improvement assuming there could be objective measure on affect still not clear which affect attributes are most crucial … confidence (or efficacy) and interest must be included
Doubling teacher’s efficiency or halving teacher’s effort
“8-fold (2 x 2 x 2) improvement problem”
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Definitions
lazy = lazy = less effort less effort worse or better result worse or better result
intelligently lazy = intelligently lazy = less effort less effort better result better result
diligent = diligent = more effort more effort better result better result
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Our research now…from teachers’ point of view
better resultworse result
less effort
more effort
Our research in the future should direct more to teacher’s point of
view
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Making people intelligently lazy
is the very essence of existence of technologyis the very essence of existence of technology
No one will buy a washing machine No one will buy a washing machine
if it can not make one intelligently lazy!if it can not make one intelligently lazy!
No one want to be labeled as “lazy”. No one want to be labeled as “lazy”.
What I mean is people want to be What I mean is people want to be “productive”!“productive”!
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Definition
intelligent laziness quotientintelligent laziness quotient = = –––––––––––––––––––––––––––––––––––––––––––––––––– learners’ outcomelearners’ outcome
teacher’s effortteacher’s effort
max ( intelligent laziness quotient )max ( intelligent laziness quotient ) = = –––––––––––––––––––––––––––––––––––––––––––––––––– max ( learners’ max ( learners’
outcome )outcome ) min ( teacher’s effort )min ( teacher’s effort )
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A necessary condition for resolving the productivity problem:
A FULL implementation of technology enhanced learning for
the whole curriculum
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The four problems
1.1. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem
2.2. TheThe school restructuringschool restructuring problemproblem the problem how the school is being transformedthe problem how the school is being transformed
Dream-Based Research /Adoption-Based Research
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TheThe school restructuringschool restructuring problemproblemschools still existschools still exist
1.1. More and more informal learning to More and more informal learning to become parts of formal (school) learningbecome parts of formal (school) learning
online learningonline learning for homework for homework ubiquitous and seamless learningubiquitous and seamless learning to capture to capture
learning in everyday life activitylearning in everyday life activity game-based learninggame-based learning – a dominating – a dominating
pedagogy pedagogy
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tutor’stutor
Gaming and small group learning will be Gaming and small group learning will be prevalent in 1:1 classroomsprevalent in 1:1 classrooms
reciprocal teaching & dyad competitive gamesreciprocal teaching & dyad competitive games
collaborator collaboratoropponent opponent tutortutee tutor tutee
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TheThe school restructuringschool restructuring problemproblemschools still existschools still exist
2.2. ““school of their own”school of their own” teaching mainly by peersteaching mainly by peers
small group collaborative learning small group collaborative learning mutual peer tutoringmutual peer tutoring f2f or onlinef2f or online classrooms for 30 students will be very fewclassrooms for 30 students will be very few
the elder students mentoring the younger the elder students mentoring the younger both academic and daily life mattersboth academic and daily life matters cross-age interactions as many as same-age interactions cross-age interactions as many as same-age interactions schools are more like a villageschools are more like a village
strong demand on sense of knowledge ownership strong demand on sense of knowledge ownership and hence “ownership in learning”and hence “ownership in learning”
math of their own, language of their own, etc.math of their own, language of their own, etc.
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TheThe school restructuringschool restructuring problemproblemschools still existschools still exist
3.3. ““school as embryo society” or “learning school as embryo society” or “learning as work”as work”
Epistemic games (David Shaffer): activities Epistemic games (David Shaffer): activities simulating professionals such as engineers, simulating professionals such as engineers, journalists, architects, etc.journalists, architects, etc.
Extending school to knowledge building Extending school to knowledge building society (Marlene Scandemaria & Carl society (Marlene Scandemaria & Carl Brieter)Brieter)
Technology enhanced drama or playTechnology enhanced drama or play early fostering of interest to future career and of early fostering of interest to future career and of
life commitmentlife commitment
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The four problems
1.1. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem
2.2. TheThe school restructuringschool restructuring problemproblem the problem how school is being transformedthe problem how school is being transformed
3.3. TheThe lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem the extension of the ITS’s Holy Grail problemthe extension of the ITS’s Holy Grail problem
Dream-Based Research / Humanity-Based Research
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One-to-one Technology Enhanced Learning
Extending Soloway & Norris’s claims
1 student 1 student : : 1 pencil 1 pencil1 student 1 student :: 1 book 1 book1 student 1 student :: 1 computer 1 computer1 student : 1 intelligent tutor1 student : 1 intelligent tutor1 student : 1 set of learning companions1 student : 1 set of learning companions1 student : 1 class (Yuan-Tseh Lee, 2000)1 student : 1 class (Yuan-Tseh Lee, 2000)1 student : 1 optimal curriculum1 student : 1 optimal curriculum
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The four problems
1.1. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem
2.2. TheThe school restructuringschool restructuring problemproblem the problem how school is being transformedthe problem how school is being transformed
3.3. TheThe lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem the extension of the ITS’s Holy Grail problemthe extension of the ITS’s Holy Grail problem
4.4. The The global educational goalglobal educational goal problem problem rethinking the educational goal from the global perspectiverethinking the educational goal from the global perspective
Humanity-Based Research
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The vast impact of digital technology in the longer future
Digital technology is the biggest thrust to change education in this century.
Despite being a slow process, technology will be changing every aspect of education ultimately.
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Well being of the humankindWell being of the humankind The globe is at stake!The globe is at stake!
“Until our own generation, no one had grounds to worry whether the next human generation would survive or enjoy a planet worth living on.” (Jared Diamond, 1992)
Nuclear holocaust; earth resource exhaustion; mass-extinction of species; polarization of the society (MIT’s OLPC is an endeavor toward this), etc.
Should we just pursue Gross National Product? Or Bhutan’s Gross National Happiness: economy, culture,
environment, and governance?
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We researchers are the designers of the education and hence the future society
We are very powerful, too powerful!
good citizens? gangsters?
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What constitutes human nature?
Heredity, Development, Aggression, Sex, Altruism, Religion (Edward Wilson, 1978)
Many MMOGs design address wealth, fame, and power in the process of building identity
MMOG for learning must affect extensively learners’ value system
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What is this global educational goal?
What should we do for the global educational goal problem?
A global, collective endeavor!
G11 website: www.g1to1.orgG11 website: www.g1to1.org
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The four problems
1.1. TheThe productivityproductivity problemproblem AIED / ITS, WMUTE / MLearnAIED / ITS, WMUTE / MLearn
2.2. TheThe school restructuringschool restructuring problemproblem WMUTE / MLearn, CSCLWMUTE / MLearn, CSCL
3.3. The The lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem AIED / ITSAIED / ITS
4.4. The The global educational goalglobal educational goal problem problem DIGITEL, CSCLDIGITEL, CSCL
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The four problems(Switch the order, considering time frame and urgency)
1.1. The The global educational goalglobal educational goal problem problem rethinking the educational goal from the global perspectiverethinking the educational goal from the global perspective
2.2. TheThe productivityproductivity problemproblem the performance or output/input problemthe performance or output/input problem
3.3. TheThe school restructuringschool restructuring problemproblem the problem how school is being transformedthe problem how school is being transformed
4.4. TheThe lifelong,lifelong, personalized curriculumpersonalized curriculum problemproblem the extension of the ITS’s Holy Grail problemthe extension of the ITS’s Holy Grail problem
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Summary
Describe 3 orientations of research Dream-Based Research, Adoption-Based Research,
Humanity-Based Research
Use Self’s architecture to analyze the current subfields
Describe 4 problems for the future global educational goal, productivity, school
restructuring, personal curriculum
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Thank you!Thank you!