Research-informed strategies to address educational challenges in a digitally networked world

Towards New Systems of Schooling in the Digital Age

Birgit Eickelmann, Germany

Ola Erstad, Norway

Niki Davis, New Zealand

KEYCIT, Potsdam, Germany

4 July 2014

KEYCIT WorkshopTackling Educational Challenges in a Digitally Networked World:

Strategies developed from the EDUsummIT 2013

Aims of the TWG 1 in EDUsummIT 2013 ‘Towards New Systems of Schooling in the Digital Age ’

Developing a research update and an update of new practices of using digital technology for schooling and new systems for schooling

Formulating future issues, questions, and concerns regarding the use of new forms of schooling in the digital age

Identify challenges and potentials to meet individualized learning and 21st century skills worldwide in the digital age focusing on the analysis of school systems

New forms of schooling - two essential questions as a shared base

Two essential questions as the shared base for the TGW1 To what extent and how does recent developments of education and digital

technologies challenge and change systems of schooling? How can research inform us about the potential of new forms of schooling with

digital technologies?

Different perspectives Institutions Actors Practices

Question 1:To what extent and how does recent developments of education and digital technologies challenge and change systems of schooling?

Bottom-up process of developing new forms of schooling through changing pedagogical practice in current schools by policy makers and service providers include teacher professional development and initial education + emergent new forms of schooling

Sub-topics What forms have emerged recently? Informal/formal, online/offline ubiquitous for some What planned impacts and unexpected consequences? Identify cases, initiatives, research and development

Question 2:How can research inform us about the potential of new forms of schooling with digital technologies?

Comprises (meta-)knowledge about applying different/new technologies into schools, new organizations and networks Diverse expertise to identify and critique Stages of developing, implementing, and sustaining new forms Includes new tools and increasing devices owned by student

Theoretical approach:Co-evolution of technology and pedagogy

Dimensions of interacting ecologies that impact change:

1. Bureaucratic procedures, standards and assurances

2. Professional development within and across schools and ITE

3. Services OER (Open Educational Resources) cloud based services.

4. Political - government policy (educational and technical)

Davis, 2008; Zaka, 2012; Davis, Eickelmann & Zaka, 2013

CPITC

Class

Department

College/School

Region

Nation

Global

Services

Professi

onal

Politi

cal

Bureaucratic

Lecture capture

Web conference

Cloud services

Institutional services

Funding council

Govt Ed Dept

LMS

OERu

Regional institutions, inc

schools

Govt

Ethnic & indigenous groups

T

T T

S

S

S S

S

S

S S

S

S

T

Governance

S: StudentT: Teaching staffA: Admin P: Parent etc.C: Governor etcOERu: Open Educational Resources university

ePortfolio

National centre(s)

supporting education

A

A

Professional associations

Regional ed. services

Councils

P

Libraries

Innovation

Publishers

Unions

CC

Arena of Change with Digital Technologies in Education

Needs and unresolved issues identified by TWG1 in 2013

Facilitate personalization and student-centeredness Integrate formal, non-formal and informal learning with ICT Lack of teachers’ and policy makers’ access to and understanding Lack of sustainable solutions combining new pedagogies & ICT Need to open curricula to new approaches of schooling Lack of support in traditional systems of schooling Need for ICT infrastructure for students in poor areas/countries

Recommendations for researchers (2013)

Systematic reviews of literature and research including impact and effect conditions.

Develop further mixed methods approaches and good qualitative research

Make research accessible and understandable for schools and policy makers

Focus more research on new forms of schooling on: Short term research where can inform further development Longitudinal research focusing on long term and sustainable change with ICT

Exchange and facilitate research between countries

Recommendations for policy-makers (2013)

Acknowledge the co-evolution of ICT and pedagogies

Make education more flexible and effective

Inform yourself about new systems of schooling and recent approaches

Recommendations for practitoners (2013)

Develop and co-construct pedagogical knowledge about new forms of schooling, teaching and new environments. Exchange knowledge within and between schools

Move further away from content-orientation to student-centeredness; integrate informal and non-formal learning

Connect practice with research in order to develop concepts and strategies

Leave room for teachers to explore new approaches and back them up. Involve parents, administrations, and other key stakeholders from the beginning

Overall action plans (2013-2014)

1. Encourage technology-based personalization strategies and bring up best-practice and models for new forms of schooling.

2. Provide incentives for new forms of schooling, develop concepts how to sustain them right from the beginning.

3. Develop curricula towards new systems of schooling that integrate informal and formal learning.

4. Develop education and technology hand in hand (co-evolutionary) instead of only equip schools with technology.

5. Plan for EDUsummIT 2015 including research and development

Thank you for your time!

Birgit Eickelmann University of Paderborn, Germany birgit.eickelmann@uni-paderborn.de

Ola Erstad University of Oslo, Norway ola.erstad@ped.uio.no

Niki Davis University of Canterbury, New Zealand niki.davis@canterbury.ac.nz

Examples for new systems of schooling in the digital age

Norway: Laptop program in secondary schools and Learning Networks’ program Development of new models for schools using networking as an approach 10-11 schools (= one network) on different levels working together to build

sustainable development and strategies for change

Korea: New forms of schooling with technologies resulting from cross national PISA evaluations.

Examples for new systems of schooling in the digital age

USA Flipped classrooms to re-think schooling and meet individualized learning

Use of learning videos and group course learning in huge classrooms Teachers support individuals and groups rather than organizing lessons

Khan Academy (online educational resource): extensive video library, interactive challenges, and assessments using learning videos in different subjects

New Zealand: Distance learning and networked e-learning classes, sometimes called virtual schooling

BYOD, OER and MOOCs as examples

BYOD (bring your own device): policy of permitting students to bring devices to encourage usage

OER (Open educational resources): Freely accessible, openly licensed documents and media useful for teaching, learning, educational, assessment, and research purposes

MOOCs (Massive Open Online Courses): Online courses aim at large-scale open access via the web (interactive participation is partly included), draw on traditional course materials such as videos, readings, and problem sets, provide interactive user forums that help build a teacher-learner-community, provide interactive assessment, e.g. exams and quizzes