1. Professor Richard Noss (Director) London Knowledge Lab, IOE Professor Diana Laurillard London Knowledge Lab, IOE Professor Mike Sharples LSRI, Nottingham

2. About TEL 2007-2012 £12m 8 large-scale projects Interdisciplinary

3. TEL projects Echoes – AI multimedia environment for ASD children Ensemble – Semantic technology for case-based learning hapTEL – Virtual dental workstation Inter-Life – online world for aiding life transitions LDSE – Learning design support environment for teachers MiGen – Microworld for improving algebra understanding Personal Inquiry – portable toolkit for science investigations SynergyNet – networked multi-touch table classrooms

4. Flexibility Personalisation Inclusion Productivity Research capacity building TEL themes

5. Filling an educational niche 30 people at a time pencil and paper

6. what people learn in schools has to be at least as powerful and engaging as what they learn at home Building an educational niche means building on the “new” culture

7. new cultural niches exploring communicating creating

8. developing new educational niches is an interdisciplinary task!

9. Building an educational niche: 1 designing technology to learn the unlearnable complexity connectivity knowledge hierarchies inclusivity engagement

10. Building an educational niche: 2 teachers as designers microworlds for teachers adaptivity productivity leveraging technologies to align with 21stC pedagogy

11. Personal Inquiry Learning Professor Mike Sharples

12. How do we connect…

13. learning in the classroom…

14. …and learning at home?

15. How do we connect…

16. learning about the world …

17. … and learning in the world?

18. Inside the classroom Outside the classroom

19. With thanks to ScienceScope Low cost inquiry toolkit

20. Calculator Timer Camera Audio recorder Accelerometer Location recorder Tilt sensor Communicator Anemometer Lower cost inquiry toolkit

21. Find my topic Decide my inquiry question or hypothesis Plan my methods, equipment, actions Collect my evidence Analyse and represent my evidence Respond to my question or hypothesis Share and discuss my inquiry Reflect On my progress

22. Healthy Eating Inquiry Photograph daily eating Tag with food content Create tables of data Reflect on data collected by their group

25. Successful inquiry learning Access – A personal inquiry toolkit for each learner – Shared learning designs for successful inquiries Orchestration – Of the inquiry process Visualisation – Of the inquiry process and the emerging findings Support – In interpreting and sharing results

26. 21 st century knowledge 21 st century knowledge will be socially constructed, through a diversity of methods and tools. The fundamental challenge is how to design and promote appropriate inquiry so the tools will enable new knowledge to be shared, validated and integrated

27. Convivial tools for teachers: A learning design support environment (LDSE) Professsor Diana Laurillard

28. Constructing, analysing, and sharing a learning design Convivial tools are those which give each person who uses them the greatest opportunity to enrich the environment with the fruits of his or her vision. (Illich, 1973:21 )

29. Constructing, analysing, and sharing a learning design We are making ‘convivial tools’ for teachers Enable teachers to construct, test and share their pedagogic ideas Give each teacher ‘the greatest opportunity to enrich the environment with the fruits of his or her vision’

30. Constructing a learning design Drag different types of teaching and learning activities onto the timeline Virtual lab

31. Analysing a learning design Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours The designed learning experience Effect of design on the learning experience, and the cost of teaching

32. Comparing learning designs Teacher time = 80 hours Learner time in class = 30 hours Computer-supported = 65 hours Other contact = 5 hours Teacher time = 80 hours Learner time in class = 30 hours Computer-supported = 65 hours Other contact = 5 hours The designed learning experience Teacher time = 125 hours Learner time in class = 50 hours Computer-supported = 0 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Computer-supported = 0 hours Other contact = 5 hours The designed learning experience Predominantly ‘learning through acquisition’ Predominantly ‘learning through practice’ Conventional teachingUsing the NQuire toolkit

33. Patterns library Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Sharing learning designs Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion OER Library

34. Sharing learning designs 1 1 st teacher specifies their design Once happy with it, submits to an online library Editor produces a generic version, removing content specific parts 2 nd teacher downloads generic version, populates with own content

35. Sharing learning designs Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website and collaborating to produce a better animation to post on their website Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website OER Library

36. Sharing learning designs 2 2 nd teacher improves the design Once happy with it, submits to online library Editor produces a generic version, removing content-specific parts 1 st teacher imports improved generic version, populates with own content …Everybody wins

37. Convivial tools for teachers: A learning design support environment (LDSE) Technology Enhanced Learning is possible BUT Technology will only really enhance learning when teachers have the tools to discover together how to do it https://sites.google.com/a/lkl.ac.uk/ldse/

38. www.tlrp.org/tel