How the web changes the way we learn

ILIaDTransforming Education

How the web changes the way we learn

April 2015

Hugh Davis @HughDavis

Professor of Learning TechnologiesDirector of EducationDirector of ILIaD

8th Glasgow University Learning and Teaching Conference

#GU2015LTC

http://www.slideshare.net/hcd99/glasgow-hcd

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Educational Innovation

Professional Development

Researcher Development & Graduate Centre

Media Development

Engagement

Pedagogic and TEL Research

@HughDavis

8th Annual University of Glasgow L&T Conference

Institute for Learning Innovation and Development

What has the Web Given Us?

How has teaching changed?

How has learning changed?

An aside on the Digital Natives myth

What’s happening now?

This Talk

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What has the Web Given Us?

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@HughDavis



1990 The Read Only Web

Email

Difficult to create and upload content

Made content available to world

1998 VLEs

Provided teachers ease in creating and uploading content

Organisation around modules

Links to admin systems – need to login

2000 Broadband ISPs

Web (and Internet) History

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Open Your Eyes

https://oye2906.wordpress.com/tag/web-1-0/

@HughDavis



2005 Web 2.0

The read-write web

The social web

Crowd sourcing

Co-creation

Long Tail

Folksonomy

2007 Mobile Internet (the first iPhone)

2010 (?) Reliable streaming video

2014 (?) Ubiquitous Internet Access

Web (and Internet) History (continued)

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Open Your Eyes

https://oye2906.wordpress.com/tag/web-1-0/

How has teaching changed?

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@HughDavis



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The (revised) Nurnberg Funnel

With thanks to James Atherton

www.learningandteaching.info

@HughDavis



Early 90’s – notes online

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I started and directed what

was one of the first

degree courses to be run over

the WWW – started 1994

@HughDavis



Experimentation

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@HughDavis



Motivated by the observation that the teaching assistants who worked on creating

hypertexts learned more than the students who did the courses using them!

Rather than go to the library and write a report/essay –

take a corpus of documents and organise them and thread a narrative through

them using hypertext.

Resource based Learning

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There are elements

of Constructivism and

Connectivism about

this approach!

@HughDavis



Authenticity

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@HughDavis



Its all about control!

Everything on-line -> the VLE

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http://www.le.ac.uk/users/rjm1/etutor/elearning/whatisavle.html

@HughDavis



Teacher Learner (email, VLE)

Learner Learner (email, Facebook)

Learner Outside Communities (Blogs, Twitter, LinkedIn)

Communication

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@HughDavis



Ubiquity and Speed

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@HughDavis



Learning Analytics

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Andreas Konstantinidis, blogs.kcl.ac.uk

@HughDavis



Motivated by the observation that learners playing games (e.g. Minecraft)

can be

Very Constructive

Excellent Team-workers

Go the extra mile for competitive edge (leaderboards etc.)

How can we replicate this in a more formal learning setting?

Gameification

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How has learning changed?

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Should 7-8 year olds be required to learn tables by rote?

A. Yes

B. A bit

C. No

@HughDavis



Remembering and finding things out

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Personal

Learning

Network

An Aside on the Digital

Natives Myth

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Peter Steiner in The New Yorker July 5, 1993.[

http://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you're_a_dog#cite_note-fleishman-1

@HughDavis



Computers are not technology – just part of life

Gravitate towards collaborative activity

Prefer Nintendo approach to learning (trial and error)

Multitasking is a way of life

Typing preferred to handwriting

Stay connected

The Internet is better than TV

Zero tolerance for delays

Digital Natives (??)

Jason Frand, The Information Age Mindset:

Changes in Students and Implications for Higher

Education. EDUCAUSE Review 35:5, 2000

Diana Oblinger. Understanding the New Students:

Boomers, Genn-Xers and Millenials, Educause,

July/Aug 2003

Mark Prensky, Digital natives, digital immigrants. On

the Horizon, 9(5), 1-6. 2001

http://www.kappit.com/tag/jokes-for-kindergarten-children/

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Teaching Staff View?

They don’t

know how

to work

unguided

They read

less so

they know

less

They

cannot

write a

coherent

essayThey never

spend

enough time

on task

They don’t prepare for

exams

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Information

Literacy

Networks

(of People)

Collaboration

Social

Networking

Communication

Digital Academic

Practices

Digital

Workpractices

Beliefs and

Practices

Business

Models Digital

Citizenship

ICT

Skills

Media

Literacy

Identity and

Reputation

Street Wisdom

on the Digital

Highway

Evaluating

Affordances

Finding,

evaluating,

processing,

organising,

analysing,

presenting

Using applications

and services

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Information

Literacy

Networks

(of People)

Collaboration

Social

Networking

Communication

Digital Academic

Practices

Digital

Workpractices

Beliefs and

Practices

Business

Models Digital

Citizenship

ICT

Skills

Media

Literacy

Identity and

Reputation

Street Wisdom

on the Digital

Highway

Evaluating

Affordances

• The learner is given the stuff via the network

• The learner finds stuff on the network

• The learner finds stuff from the network (of people)

• The learner is part of the network and contributes

• Stuff

• ontology

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Information

Literacy

Networks

(of People)

Collaboration

Social

Networking

Communication

Digital Academic

Practices

Digital

Workpractices

Beliefs and

Practices

Business

Models Digital

Citizenship

ICT

Skills

Media

Literacy

Identity and

Reputation

Street Wisdom

on the Digital

Highway

Evaluating

Affordances

Digital Literacies are the skills needed to live, learn, work, collaborate,

influence and lead in the virtual and digital world

[end of aside –back to how

learning is changing]

@HughDavis



Digital “residents” create their own toolsets

• Manage their learning

• Set their own goals

• Manage content

• Communicate and

collaborate with

other learners

and (micro)tutors

The Personal Learning Environment

28CITE

@HughDavis



My (cloud) Tools

29CITE

The Student of Wine Example

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RSS Feeds, Forums, Twitter

Contributing Knowledge and Ontology

Podcasts

And Podcasks!

@HughDavis



Although students may work naturally with

technology..

• Literacy in the Virtual World is a complex thing

• The curriculum must provide opportunities and

experiences that develop these skills, use

authentic tools and grow PLNs

My Point is….

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R

o

u

t

l

e

Rethinking pedagogy for a digital age: designing and delivering e-learning

H Beetham, R Sharpe, Routledge, 2007

Margaryan, A., Littlejohn, A. and Vojt. G. (2011). Are digital natives a

myth or reality? University students’ use of digital technologies.

Computers and Education, 56(2), 429-440


@HughDavis



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We are running a Digital Literacies

Programme to help both staff and

students

• develop their digital profile

• extend their Personal networks

• evaluate tools for their needs

What’s happening now?

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Regarding MOOCs which statement closest matches your position?

A. MOOCs? What are they?

B. Pedagogically useless

C. I had a go at one or two – a useful arrow to the pedagogical bow

D. I’m a MOOC addict

@HughDavis



Massive - some have 10,000s registered.

Open = free

anyone can register

Online although many have a parallel blended incarnation

Course - that runs at a given time with a given cohort

(but not necessarily accredited for anything)

-

What is a MOOC?

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Short (often 2-8 weeks, 3 hrs /week)

No formal assessment and feedback

Video, reading and collaborative activities

“The Avalanche Report”

Barber, M. Donnelly, K & Rizvi, S. (March 2013).

An Avalanche is Coming; Higher Education and the Revolution Ahead.

Institute for Public Policy Research.

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Time

Perf

orm

ance/

Incom

e

New

Technology

The

Napster

momentDisruptive Technologies

@HughDavis



Brand and Recruitment Materials?

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@HughDavis



New Markets?

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Informal

Learning

YouTube,

iTunesU

Non Formal

Learning

MOOCs

OERs

Formal

Learning

Modules

Formal

Learning

Whole

Programmes

Pulling Students through from the Informal to the Formal

@HughDavis



Provide a public service

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http://iberry.com/cms/OER.htm

Democratising Education

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@HughDavis



Pedagogically Simplistic

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https://www.youtube.com/watch?v=BthTsGZIT2M&feature=youtu.be

https://www.youtube.com/watch?v=BthTsGZIT2M&feature=youtu.be

@HughDavis



Patterns for Social Learning

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@HughDavis



Marketing people are happy to get email lists

But much more than that….

The massive cohorts give us new opportunities for experimenting in and

understanding learning and assessment

• Adaptive feedback

• Adaptive learning paths

• Adaptive Content

• Gameification

• Peer Review

• Self Review

Big Data

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Mike Wheatley http://siliconangle.com

@HughDavis



MOOCs in campus based learning

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External non-paying MOOCers

MOOC

activity

Paying Students

The Embedded MOOC

@HughDavis



Fully accredited programmes offered as MOOCs

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@HughDavis



In future learning will be much more on-line

MOOCs are a phase on the way to us understanding how to do online

learning better

MOOCs are not about to displace “place-based” Universities

(although they may change our behaviours)

Don’t get bogged down in business models

My point is …

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Summing-up

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@HughDavis



Why do we transmit information by giving lectures?

Are there better ways we could use contact time?

What is the (educational) benefit to students of attending place-based

universities?

Why are we doing closed book, handwritten examinations?

How are we preparing our students for the increasingly virtual workplace?

Some Thoughts

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There may be good answers

to these questions, but we

need to be sure we have

answered them

@HughDavis



It changes the way we learn

Online

By video

Independent learning

Collaboratively, Openly, Informally

It changes what we learn

Facts are ubiquitous

…but we do need to know how to use the facts!

And we do need to learn digital literacies/scholarship

Maybe it changes how we learn?Prensky, M., (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1–6

Carr, N. (2011). The Shallows. W. W. Norton & Company.

So how does the web change learning?

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@HughDavis



Increased student engagement e.g.

Flipped Classroom

Increased collaboration – and open

learning

More online learning (particularly

post-grad)

More emphasis on

doing/making/creating and less on

imitating

Less emphasis on

“remembering/knowing” and more on

“knowing how to find out”

Curriculum helping students to learn

skills needed for employment in the

virtual world

The Future of Learning - with the Web

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We are preparing students for jobs that don’t yet exist, using work-practices

we don’t yet know supported by tools not yet invented.(slight misquote of Richard Riley, Secretary of Education under Bill Clinton)

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Thank you!

Hugh Davis@HughDavis

http://users.ecs.soton.ac.uk/hcd

[email protected]

http://www.slideshare.net/hcd99/glasgow-

hcd