Technology-Enhanced Learning 2 · [Keynote Speech, IST2006, Taiwan] 2nd European Conference on Advanced Technologies in Education, Athens, Greece, 26-27 January 2007 16/46 Game-Based

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Demetrios G SampsonDemetrios G SampsonSenior Member IEEESenior Member IEEE

httphttp://www.ask://www.ask4research.info4research.info

TechnologyTechnology--Enhanced Enhanced Learning 2.0Learning 2.0

This work is This work is licencedlicenced. This work is . This work is licencedlicenced under the Creative Commons Attributionunder the Creative Commons Attribution--NoDerivsNoDerivs--NonCommercialNonCommercial. To view a . To view a copy of this copy of this licencelicence, visit http://creativecommons.org/licenses/by, visit http://creativecommons.org/licenses/by--ndnd--nc/1.0/ nc/1.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Staor send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.nford, California 94305, USA.

2nd European Conference on Advanced Technologies in Education2nd European Conference on Advanced Technologies in Education, , Athens, Greece, 26Athens, Greece, 26--27 January 200727 January 2007 2/2/4646

Involvement in Involvement in TeLTeL (1/2)(1/2)•• Vice Chair IEEE Technical Committee on Learning TechnologiesVice Chair IEEE Technical Committee on Learning Technologies•• Director Director –– [email protected]@ITI.CERTH•• Assistant Professor on eAssistant Professor on e--Learning, University of Piraeus, GreeceLearning, University of Piraeus, Greece•• CoCo--EditorEditor--inin--Chief Journal of Educational Technology and Society [9 years, iChief Journal of Educational Technology and Society [9 years, included ncluded

in the Thomson Scientific Social Sciences Citation Index (SSCI) in the Thomson Scientific Social Sciences Citation Index (SSCI) with impact factor with impact factor 0.267] 0.267]

•• General CoGeneral Co--Chair and/or Program CoChair and/or Program Co--ChairChair– 7th IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 18-20

July 2007, Niigata, Japan (with Prof. J.M. Spector and Prof. Toshio Okamoto) – 3rd IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA

2006), 8-10 December 2006, Barcelona, Spain (with Prof. Kinshuk and Prof. M. Spector) – 4th IEEE International Workshop on Wireless, Mobile and Ubliquitous Technologies in

Education (WMUTE 2006), 16 - 17 November 2006, Athens, Greece (with Prof. Tak-Wai Chan) – 6th IEEE International Conference on Advanced Learning Technologies (ICALT 2006), 5-7 July

2006, Fontys University of Professional Education, The Netherlands (with Prof. Piet Kommersand Prof Paul Kirschner)

– Workshop on SCORM Sequencing and Navigation (WoSSN 2005), National Institute for Standards and Technology (NIST), Maryland, USA (with Mike Freeman, ADL)

– 5th IEEE International Conference on Advanced Learning Technologies (ICALT 2005), 5-8 July 2005, Kaohsiung, Taiwan (with Prof Peter Goodyear)

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Involvement in Involvement in TeLTeL (2/2)(2/2)

KODKOD –– Knowledge on DemandKnowledge on Demand (IST(IST--19991999--12503) contributed towards 12503) contributed towards the design and development of an ethe design and development of an e--learning platform based on open learning platform based on open standards and the dynamic generation of knowledge routes for standards and the dynamic generation of knowledge routes for personalized training. personalized training.

19991999--20022002

CENCEN//ISSSISSS Learning Technologies WorkshopLearning Technologies Workshop –– ASK was assigned ASK was assigned ExpertsExperts’’ Contracts on the Availability of alternative language versions Contracts on the Availability of alternative language versions of a learning resource in the IEEE LTSC Learning Object Metadataof a learning resource in the IEEE LTSC Learning Object Metadataspecification and the description of Accessibility Properties fospecification and the description of Accessibility Properties for Learning r Learning Resources.Resources.

19991999--todaytoday

IMS Contributing MemberIMS Contributing Member20022002--todaytoday

iClassiClass -- Intelligent Distributed CognitiveIntelligent Distributed Cognitive--based Open Learning System based Open Learning System for Schoolsfor Schools (FP6(FP6--ISTIST--507922 Integrated Project) 507922 Integrated Project) aims to develop the aims to develop the next generation servicenext generation service--based ebased e--learning systems for the European learning systems for the European School of the Future.School of the Future.

20022002--20072007

TENCompetenceTENCompetence -- Building the European Network for Lifelong Building the European Network for Lifelong Competence DevelopmentCompetence Development (FP6(FP6--ISTIST--027087 Integrated Project) aims 027087 Integrated Project) aims to built a technical and organizational infrastructure for lifelto built a technical and organizational infrastructure for lifelong ong competence development using opencompetence development using open--source standardssource standards--based based technology.technology.

20062006--20092009

TechnologyTechnology--Enhanced Learning: Enhanced Learning:

What is happening in the What is happening in the TeLTeL World today that World today that is worthy looking atis worthy looking at

and and How it can affect the Future Research Agenda How it can affect the Future Research Agenda

on on TeLTeL in Europe in Europe

This work is This work is licencedlicenced. This work is . This work is licencedlicenced under the Creative Commons Attributionunder the Creative Commons Attribution--NoDerivsNoDerivs--NonCommercialNonCommercial. To view a . To view a copy of this copy of this licencelicence, visit http://creativecommons.org/licenses/by, visit http://creativecommons.org/licenses/by--ndnd--nc/1.0/ nc/1.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Staor send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.nford, California 94305, USA.



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A Conceptual Framework forA Conceptual Framework forTechnology Enhanced LearningTechnology Enhanced Learning

[Rob Koper, Prometeus Conference, Paris, 29-30 September, 2002]


Technology Enhanced Learning

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Learning in Learning in TeLTeL



Etienne WengerCommunities of practice

Learning, meaning, and identity Cambridge University Press, 1998

Etienne Wenger, Richard McDermott, William Snyder

Cultivating communities of practiceA guide to managing knowledge

Harvard Business School Press,2002

http://www.ewenger.com/pub/index.htm

Rethinking Learning towards a

Social Theory of Learning• Community – where we

belong ?• Identity – who are we

becoming ?• Meaning – what are our

experiences ?• Practice – what are we

doing ?[Etienne Wegner, Keynote ALT-C2006, UK]


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Etienne Wenger

Learning for a small planet

An International Project to develop new learning models for the

21st century


• Conduct cross-sectoral investigation of the nature of learning and learning institutions

• Underling assumptions: a learning theory for the 21st century cannot be confined by the traditional separation between education, business, and civic domains

• Nor can it assume that learning is confined to specific settings or moments in people’s life.

• Learning has to be understood in the context of multi-scale social systems, which are dynamic constellations of social networks and through which learning shapes learners’ identities as life trajectories of multimembership.

Lifelong Learning Companion:Lifelong Learning Companion:–– A Grand Challenge Problem for Advanced Learning TechnologiesA Grand Challenge Problem for Advanced Learning Technologies

TakTak--WaiWai Chan Chan Director of Science and Technology for LearningChair and Professor of the Graduate Institute of Network Learning Technology at the National

Central University of Taiwan

[Keynote Speech, ICALT2005]


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Lifelong learning companionLifelong learning companion(Chan, 2000; Chan, et. al., 2001; Chou & Chan, 2003)

babybaby: learning companion as a : learning companion as a cradlecradle

small kidsmall kid: learning companion as a : learning companion as a toytoy

pupilpupil: learning companion as a : learning companion as a petpet

teenagerteenager: learning companion as a : learning companion as a peerpeer

adultadult: learning companion as a : learning companion as a mentormentor

elderelder: learning companion as a : learning companion as a petpet

Building an Affective Learning Companion

Rosalind Rosalind PicardPicardM.I.T. Media Laboratory, U.S.A.

Founder and Director of the Affective Computing Research Group Co-director of the Things That Think Consortium

[Keynote Speech, IST2006, Taiwan (26-30 June 2006)]

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Rosalind Rosalind PicardPicard

Digital Story Explication as it Relates to Emotional

Needs and Learning

An Affective Computing Research Group Project

at the M.I.T. Media Lab

http://affect.media.mit.edu/projects.php?id=1564

Too often, Too often, efforts toward reefforts toward re--thinking learning thinking learning environments focus solely on the cognitive environments focus solely on the cognitive aspects of educationaspects of education. By expanding our view to . By expanding our view to consider other aspects of adolescent development consider other aspects of adolescent development involved in education, we can begin to address involved in education, we can begin to address the needs of the whole child. This project is a part the needs of the whole child. This project is a part of a of a longlong--term research plan for term research plan for understanding the role that digital understanding the role that digital technology can play in helping address technology can play in helping address emotions and support learning for emotions and support learning for adolescentsadolescents. The system, G.I.R.L.S (Girls . The system, G.I.R.L.S (Girls Involved in Real Life Sharing) Talk, allows users Involved in Real Life Sharing) Talk, allows users to reflect actively upon the emotions related to to reflect actively upon the emotions related to their situations through the construction of their situations through the construction of pictorial narratives. The system employs a new pictorial narratives. The system employs a new technology called technology called common sense reasoningcommon sense reasoningthat enables it to infer affective content from the that enables it to infer affective content from the users' stories and support emotional reflection. users' stories and support emotional reflection. Users of this new system were able to gain new Users of this new system were able to gain new knowledge and understanding about themselves knowledge and understanding about themselves and others through the exploration of authentic and others through the exploration of authentic and personal experiences and personal experiences


Building an Affective Learning CompanionRosalind Rosalind PicardPicard [Keynote Speech, IST2006]

THESIS: No matter how intelligent a tutor or a companion is, it will eventually become annoying if it does not have emotional

intelligence

FUTURE CHALLENGES

Prediction #1: A Learning Companion that is perceived as “caring”towards the learner will eventually out-motivate the one perceived as

being “neutral” to the learner

Prediction #2: Affective Learning Companions can contagiously excite learner with passion for a topic, leading to greater efforts on the part

of the learner to master the topic

Prediction #3: Empathetic Agents will help learners to perseverelonger through episodes of learning that are frustrating

CONCLUSION: Intelligence requires RECOGNISING and RESPONDING to learners’ emotions – full loop

http://affect.media.mit.edu/pro

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Embodiment, Embeddedness, and Experience: Foundations of Game Play for

Identity Construction

Yam San Yam San CheeCheeNational Institute of Education, Singapore

[Keynote Speech, IST2006, Taiwan]


GameGame--Based Learning in Based Learning in TeLTeLDigital Game-Based Learning

(Paperback) by Marc Prensky

Learning by Doing: A Comprehensive Guide to Simulations, Computer

Games, and Pedagogy in e-Learning and Other Educational Experiences

by Clark Aldrich

Don't Bother Me Mom--I'm Learning!

by Marc Prensky

To Learn What ?To Learn What ?Standard Curriculum Standard Curriculum vsvsNon Standard Non Standard Curriculum Curriculum vsvs NonNon--CurriculumCurriculum

To Use How?To Use How? Classroom Classroom vsvs NonNon--ClassroomClassroom

To Use Why ?To Use Why ? Motivation, Motivation, Engagement, ...Engagement, ...

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DIGITEL2007DIGITEL2007THE FIRST IEEE INTERNATIONAL WORKSHOP ON THE FIRST IEEE INTERNATIONAL WORKSHOP ON

DIGITAL GAME AND INTELLIGENT TOY ENHANCED LEARNINGDIGITAL GAME AND INTELLIGENT TOY ENHANCED LEARNING

DATES:DATES: March 26March 26--28, 200728, 2007VENUE:VENUE: National Central University, National Central University, JhongliJhongli, Taiwan, Taiwan

WEBSITE:WEBSITE: http://DIGITEL2007.cl.ncu.edu.twhttp://DIGITEL2007.cl.ncu.edu.tw

ORGANIZATIONORGANIZATIONGeneral Chair:General Chair:KinshukKinshuk, , AthabrascaAthabrasca University, CanadaUniversity, Canada

Program CoProgram Co--Chairs:Chairs:TakTak--WaiWai Chan, National Central University, Taiwan Chan, National Central University, Taiwan Ana Ana PaivaPaiva, , InstitutoInstituto Superior Superior TecnicoTecnico, Portugal , Portugal David Williamson Shaffer, University of WisconsinDavid Williamson Shaffer, University of Wisconsin--Madison, USAMadison, USA


http://DIGITEL2007.cl.ncu.edu.tw

http://DIGITEL2007.cl.ncu.edu.tw

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What does it mean to know today?What does it mean to know today?

To To knowknow means to connect means to connect (forget hierarchies (forget hierarchies àà think think networksnetworks))

Things move too fast for knowledge to be stableThings move too fast for knowledge to be stable

To To learnlearn means to recombine means to recombine (think in terms of (think in terms of ecologies ecologies àà which fosterwhich foster networksnetworks))

George Siemens (Connectivism Theory, www.connectivism.ca) – MicroLearning2006


How do we function in decentralized How do we function in decentralized spaces with distributed knowledge?spaces with distributed knowledge?

If you know the answer, you donIf you know the answer, you don’’t t understand the question.understand the question.

George Siemens (Connectivism Theory, www.connectivism.ca) – MicroLearning2006

http://www.connectivism.ca

http://www.connectivism.ca

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Content in eContent in e--Learning 2.0Learning 2.0“The model of e-learning as being a type of content, produced by

publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.”

[Stephen Downes, e-Learning 2.0, ACM eLearn Magazine]http://elearnmag.org/subpage.cfm?section=articles&article=29-1

Content must become infrastructure (ubiquitous and ‘invisible’): We must strive to make content free, open, modifiable, re-distributable, and use widely-understood formats that can be edited easily…

[David Wiley, Keynote, ICALT2006]


The GOOD news are:The GOOD news are:We are only a letter awayWe are only a letter away conteconteNNtt àà conteconteXXtt

The BAD news are:The BAD news are:Learning is Learning is conteXtconteXt not not conteNtconteNt

http://elearnmag.org/subpage.cfm?section=articles&article=29-1

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Web 2.0Web 2.0

Tim O’Reilly: What is Web 2.0? (30/9/2005)

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Web 2.0Web 2.0

Web2.0 is moving the web from being transmissive and concerned with information to being concerned with community building, collaborationand sharing.


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Enabling new forms of learningEnabling new forms of learning

Kathy Sierra, Mosh Pit as Innovation Model (co-creator of the bestselling Head First series)

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From From TechnologyTechnology--Enhanced Enhanced LearningLearning (TeL1.1) to (TeL1.1) to TechnologyTechnology--Enhanced Enhanced LearnerLearner (TeL2.0) ?(TeL2.0) ?

Millennials Rising: The Next Great Generation by Neil Howe, William Strauss


TeL2.0 TeL2.0 -- Beyond the Beyond the LMSsLMSs to to Personal Learning Environments (PLEs)Personal Learning Environments (PLEs)

My hobbies

My calendar

My social Life

My school(s)

My files, my podcasts

My publicationsE-portfolios

My profile

My conversations

My work My media

Terry Anderson, Canada Research Chair in DE, Athabasca University – Keynote ALTC2006

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From LMS to PLE“Personal Learning Environments are systems that help learners take control of and manage their own learning. This includes providing support for learners to:

* set their own learning goals* manage their learning; managing both content and process* communicate with others in the process of learning

and thereby achieve learning goals.”

From University of Manchester Computer Science Department http://octette.cs.man.ac.uk/jitt/index.php/Personal_Learning_Environments


You may contact me @You may contact me @

[email protected]@iti.gr [email protected]@unipi.gr

http://octette.cs.man.ac.uk/jitt/index.php/Personal_Learning_Environments

mailto:[email protected]




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Technology-Enhanced Learning 2 · [Keynote Speech, IST2006, Taiwan] 2nd European Conference on Advanced Technologies in Education, Athens, Greece, 26-27 January 2007 16/46 Game-Based