Helping learners design their own learning in a

digital world

Josh Underwood@joshuau - uk.linkedin.com/in/joshuaunderwood

Ikanos Workshop, Feb 13th, 2015

http://goo.gl/ueu0FR

Background

● A personal experience

● Designing (opportunities

for) learning

● Helping learners take

control

http://goo.gl/ueu0FR

Decoding learningThe proof and promise of digital education – Nesta (2012)

“…UK schools have spent more than £1 billion on digital technology… But so far… little evidence of ...success in improving educational outcomes.

- No technology has an impact on learning of its own right; impact depends on how technology is used.”

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How can we help learners use technology to help themselves learn?

A design challenge...

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Learning design questions

Why?

Why? What?Where?

What with?

Who with?

When?

http://www.flickr.com/people/wwworks/

Design Process

Image - Mini guía: una introducción al Design Thinking

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Also see www.DesignThinkingforEducators.com (IDEO, 2012)

Students’ designs for learning...

‘Gamified’ practice

‘Edified’ gaming

Songs+

Assessment for learning with creative practice

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Impact on future course design

“…increasingly pervasive technology… is stimulating a greater partnership between teachers and students that connects learning with each individual’s interests beyond the classroom…”

Fullan & Langworthy (2014) A Rich Seam: How New Pedagogies Find Deep Learning

● Reframing ICT for teachers as learning design

● Engaging learners in designing their own learning

http://goo.gl/ueu0FR

Thanks

References & ResourcesBaldwin, C (2014) Learning Technologies for the Classroom: A Whirlwind TourDunlosky, J., Rawson, K. A., Marsh, E. J., et al. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. Fullan, M. & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson.Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(02), 165–198. Looi, C.-K., & Wong, L.-H. (2013). Designing for seamless learning. In: R. Luckin, P. Goodyear, B. Grabowski, J. Underwood & N. Winters (Eds). Handbook of Design in Educational Technology. Routledge.Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., & Noss, R. (2012). Decoding Learning: The Proof, Promise and Potential of Digital Education. Retrieved from http://www.nesta.org.uk/sites/default/files/decoding learning_report.pdfSharples, M., McAndrew, P., Weller, et al. (2013) Innovating Pedagogy 2013: Open University Innovation Report 2. Milton Keynes: The Open University.Stanford University Institute of Design (2013). Virtual crash course in design Thinking.Winne, P. H. (2013). Self-regulated learning engines. In: R. Luckin, P. Goodyear, B. Grabowski, J. Underwood & N. Winters (Eds.), Handbook of Design in Educational Technology (pp. 914–938).

Decoding learning – 8 activities

● Learning from Experts e.g. MOOCs, ‘native’ speakers, etc.

● Learning with Others e.g. Intercultural collaborations, etc.

● Learning through Making e.g. Osmo, class magazines, tours, etc.

● Learning through Exploring e.g. SecondLife, Gaming, etc.

● Learning through Inquiry e.g. Corpus tools, nQuire, etc.

● Learning through Practising e.g. Spaced practice, quizlet, etc.

● Learning from Assessment e.g. Edmodo feedback, English Monstruo, etc

● Learning in and Across Settings e.g. Homework, Move Idioms…

Learning as a design challenge

● How might we help students learn… ?

● Why? What? Who with? Where? When?● How? What kinds of activity?

● From Experts | Others | Making | Exploring | Inquiry | Practising | Assessment | Across Settings

● What technologies can help?

● Design process

Does technology benefit language learning?

Small, statistically significant, positive effect size for technology-supported pedagogy

(Grgurović, Chapelle, Shelley, 2013)

“…digital technology is associated with moderate learning gains… …technology has the potential to enable

changes in teaching and learning interactions…”

http://educationendowmentfoundation.org.uk/toolkit/digital-technology/

Learners always have their own goals (Winne, 2013)

Learning to learn – has high impacthttp://educationendowmentfoundation.org.uk/toolkit/meta-cognitive-and-

self-regulation-strategies/