Education Innovation Education Innovation 20112011A Curated ConversationA Curated Conversation

Professor Richard Noss TEL & Professor Richard Noss TEL & @FredGarnett London Knowledge @FredGarnett London Knowledge LabLab

Curating Conversations Curating Conversations

Aggregate then Curate;Aggregate then Curate;

Richard Noss, Mike Sharples & Yvonne RogersRichard Noss, Mike Sharples & Yvonne Rogers

Margaret Cox, Shaaron Ainsworth, Lydia PlowmanMargaret Cox, Shaaron Ainsworth, Lydia Plowman

Liz Burd, Diana Laurillard, Kaska Porayska-Liz Burd, Diana Laurillard, Kaska Porayska-PomstaPomsta

Richard Cox, Nigel Ecclesfield, Andy WilliamsonRichard Cox, Nigel Ecclesfield, Andy Williamson

David Jennings, Gavin Dykes, Fred GarnettDavid Jennings, Gavin Dykes, Fred Garnett

Complexity, Authenticity, EngagementComplexity, Authenticity, Engagement

Links to ResourcesLinks to Resources

Richard Noss - TELRichard Noss - TEL

Making the unlearnable learnableMaking the unlearnable learnable

Digital technologies have a unique Digital technologies have a unique opportunity to shift innovation from its opportunity to shift innovation from its focus on focus on howhow to learn and teach, to one to learn and teach, to one that prioritises that prioritises whatwhat is to be taught & is to be taught & whowho might gain access to hitherto might gain access to hitherto ‘unlearnable’ ideas. ‘unlearnable’ ideas.

Design for learning is a key idea and runs Design for learning is a key idea and runs through all our participants’ observations. through all our participants’ observations.

Mike Sharples - OUMike Sharples - OU

Pocketing smart processing powerPocketing smart processing power

Apparently simple devices like Apparently simple devices like smart phones can ‘become smart phones can ‘become scientific instruments that offer scientific instruments that offer powerful tools powerful tools to engage learners to engage learners in exploring, reflecting on, and in exploring, reflecting on, and discussing their world. . .discussing their world. . .

Yvonne Rogers - OUYvonne Rogers - OU

Haptics(1) touching the futureHaptics(1) touching the future

Haptic technologies ‘help improve a Haptic technologies ‘help improve a diversity of abilities, and provide diversity of abilities, and provide new opportunities for understanding new opportunities for understanding how our minds & bodies work,’ how our minds & bodies work,’ allowing us to create new interactive allowing us to create new interactive user experiences. user experiences.

Margaret Cox –Kings Margaret Cox –Kings CollegeCollege

Haptics(2) redefining the presentHaptics(2) redefining the present

We can transform training We can transform training experiences with haptics and take experiences with haptics and take learning out of theory and into learning out of theory and into practice, as we have with hapTEL, practice, as we have with hapTEL, now being used globally. Haptics now being used globally. Haptics are ‘devices that extend people's are ‘devices that extend people's senses, minds and bodies’ senses, minds and bodies’

Shaaron Ainsworth -Shaaron Ainsworth -NottinghamNottingham

But it’s not just devices…But it’s not just devices…

innovation in education depends as innovation in education depends as much on deepening our much on deepening our understanding of how people learn, understanding of how people learn, as it does on advances in digital as it does on advances in digital technologytechnology

Lydia Plowman - Lydia Plowman - StirlingStirling

And it’s not just universities…And it’s not just universities…

start with preschool education if we start with preschool education if we want to bring up children who have want to bring up children who have the competences and enthusiasms to the competences and enthusiasms to function and flourish in a digital function and flourish in a digital worldworld

We also need We also need innovative products innovative products that recognise how young children that recognise how young children learn, create and communicate learn, create and communicate

Liz Burd - DurhamLiz Burd - Durham

& we know how to build innovative & we know how to build innovative productsproducts

Such as the ‘multi-touch’ classroom Such as the ‘multi-touch’ classroom called called SynergyNetSynergyNet (that anticipated (that anticipated the iPad by some years) the iPad by some years)

SynergyNet SynergyNet has shown how has shown how technology has unearthed new technology has unearthed new forms of collaboration in classrooms forms of collaboration in classrooms

Innovation in Innovation in EducationEducation

Some thoughts on devices and processesSome thoughts on devices and processes

New devices offer us new affordancesNew devices offer us new affordances

New user experiences enable us to New user experiences enable us to rethink learning processes…rethink learning processes…

But we need to think about how to But we need to think about how to embed effective innovation in HE, and embed effective innovation in HE, and the changing roles of teaching staffthe changing roles of teaching staff

Diana Laurillard - LKLDiana Laurillard - LKL

And develop communities of innovation…And develop communities of innovation…

TEL-supported collaborative learning TEL-supported collaborative learning about pedagogy helps teachers share about pedagogy helps teachers share and build on each others’ best ideas. and build on each others’ best ideas.

We can now give them the power tools We can now give them the power tools they need to be a they need to be a community of community of innovationinnovation, like the world of science – , like the world of science – that’s how humans learn most that’s how humans learn most efficiently efficiently

Kaska Porayska-Pomsta Kaska Porayska-Pomsta -IoE-IoE

……so teachers can participate in designso teachers can participate in design

The participation of teachers in the The participation of teachers in the design of technologies for learning, design of technologies for learning, from from inception to completion, inception to completion, is the is the key to exploiting technology innovationkey to exploiting technology innovation

Providing tools for overcoming barriers Providing tools for overcoming barriers to some children's learning & as a to some children's learning & as a means to enhance teachers' own means to enhance teachers' own competencies.competencies.

Richard Cox - SussexRichard Cox - Sussex

& we have & we have educational telemetry educational telemetry to support to support thisthis

Widely-used, research-instrumented Widely-used, research-instrumented TELTEL systems collect large-scale and  systems collect large-scale and detailed information on students' learningdetailed information on students' learning

Data reveals individual differences in Data reveals individual differences in learning, underpins personalised learning, underpins personalised learning systems & drives enhanced forms learning systems & drives enhanced forms of social & vicarious learning. of social & vicarious learning. Learning Learning analytics analytics and educational data-mining and educational data-mining research communities are growing rapidlyresearch communities are growing rapidly

Nigel Ecclesfield - LSISNigel Ecclesfield - LSIS

But Learning Analytics need to be openBut Learning Analytics need to be open

Innovation comes from open Innovation comes from open interactions between learners and interactions between learners and practitioners. practitioners.

The best provider organisations put The best provider organisations put these interactions at the heart of their these interactions at the heart of their purpose and mission. purpose and mission.

Transformation and innovation happens Transformation and innovation happens outside the pathways of policyoutside the pathways of policy

Andy Williamson- Andy Williamson- HansardHansard

As learning is social & networked…As learning is social & networked…

Life Life today is social, networked and today is social, networked and based on weak-ties. Twitter, Facebook, based on weak-ties. Twitter, Facebook, Blackberry Messaging are about Blackberry Messaging are about crowd-crowd-sourcingsourcing, hive minds and the power of , hive minds and the power of the the network network to spark, grow and to spark, grow and develop ideas. develop ideas.

Networks are not about cliques, they are Networks are not about cliques, they are about loose collectives. Learning needs about loose collectives. Learning needs to reflect this emerging phenomenon.to reflect this emerging phenomenon.

David Jennings - AgileDavid Jennings - Agile

& access to learning is potentially free& access to learning is potentially free

The internet age blesses us with near-The internet age blesses us with near-free provision of resources and tools for free provision of resources and tools for constructing our own learning constructing our own learning experiences.experiences.

In the right circumstances kids do this In the right circumstances kids do this without outside intervention; with grown-without outside intervention; with grown-ups it's more complicated - we need ups it's more complicated - we need some basic designs and communities of some basic designs and communities of practice to enable grassroots innovation.practice to enable grassroots innovation.

Gavin Dykes - CellcoveGavin Dykes - Cellcove

……20 years to solve 20 challenges20 years to solve 20 challenges

People are most creative when young, People are most creative when young, our greatest social conscience is in our greatest social conscience is in our early teens, so let’s build on that... our early teens, so let’s build on that...

Let’s pay much more attention to Let’s pay much more attention to engaging students’ creativity and engaging students’ creativity and social conscience in challenge-based social conscience in challenge-based learning aimed at improving life by learning aimed at improving life by doing real things for family and doing real things for family and community, supported through community, supported through social social technology.technology.

Fred Garnett - LKLFred Garnett - LKL

by moving criteria across contexts…by moving criteria across contexts…

Innovation is a heutagogic process Innovation is a heutagogic process enabling us to move out of our subject enabling us to move out of our subject disciplines & play with the form of what disciplines & play with the form of what we do, as an ongoing interdisciplinary we do, as an ongoing interdisciplinary processprocess

We need to develop ‘open platforms’ for We need to develop ‘open platforms’ for innovation; new hubs & new communities innovation; new hubs & new communities which develop which develop ‘generative innovations’‘generative innovations’

Innovation in Innovation in EducationEducation

So we have three big ideas on innovationSo we have three big ideas on innovation

Identify & define both new Identify & define both new professional professional practices & new communities of practices & new communities of innovationinnovation

Design learning processes with compelling Design learning processes with compelling new learner new learner experiences experiences that afford; that afford; complexity, authenticity, engagementcomplexity, authenticity, engagement

Identify Identify design design for learning strategies & for learning strategies & tools that allow us to rise to the challenges tools that allow us to rise to the challenges of creating a 21of creating a 21ststCentury PedagogyCentury Pedagogy

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