Can Research-based Technology Change School-based Learning? - - PowerPoint PPT Presentation

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Can Research-based Technology Change School-based Learning? - - PowerPoint PPT Presentation

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Can Research-based Technology Change School-based Learning? Perspectives from Singapore Chee-Kit Looi National Institute of Education Singapore 1 Outline of talk Conditions in which research-based technology can impact practices in

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Can Research-based Technology Change School-based Learning? Perspectives from Singapore

Chee-Kit Looi National Institute of Education Singapore

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Outline of talk

 Conditions in which research-based

technology can impact practices in school

 Tell a Singapore story of research

making a difference to education

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Backdrop of Research Impacting Practice

“Decades of funded study that have resulted in many exciting programs and advances have not resulted in pervasive, accepted, sustainable, large-scale improvements in actual classroom practice, in a critical mass of effective models for educational improvement”

(Sabelli & Dede, 2001)

www.virtual.gmu.edu/SS_research/cdpapers/policy.pdf

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Bridging Research to Practice: Challenges to Innovations in Schools

Research communities and schools (practice communities) are 2 separate ecologies

School asks for new solutions to

  • perational problems

Schools

Researcher seeks new knowledge and produce new tools

Research Community

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Barrel Theory 木桶原理

Technology innovation Policies Curriculum Pedagogy Practices Teacher Beliefs Skills of Teachers Assessment

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School-based research in the context of Singapore

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Where is Singapore?

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Where is Singapore?

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Where is Singapore?

Singapore’s educational system is recognised worldwide for its rigor

Trends in International Mathematics and Science (TIMMS), constantly rank students in Singapore as top performers in mathematics and science

http://nces.ed.gov/timss/results07.asp

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TIMSS 2007 - Mathematics Results

Grade four Grade eight Country Average score Country Average score

Hong Kong SAR1 607 Chinese Taipei 598

Singapore 599

Korea, Rep. of 597 Chinese Taipei 576

Singapore 593

Japan 568 Hong Kong SAR1, 4 572 Kazakhstan2 549 Japan 570 Russian Federation 544 Hungary 517 England 541 England4 513 Latvia2 537 Russian Federation 512 Netherlands3 535 United States4, 5 508 Lithuania2 530 Lithuania2 506 United States4, 5 529 Czech Republic 504

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TIMSS 2007 - Science Results

Grade four Grade eight Country Average score Country Average score

Singapore 587 Singapore 567

Chinese Taipei 557 Chinese Taipei 561 Hong Kong SAR1 554 Japan 554 Japan 548 Korea, Rep. of 553 Russian Federation 546 England3 542 Latvia2 542 Hungary 539 England 542 Czech Republic 539 United States3, 4 539 Slovenia 538 Hungary 536 Hong Kong SAR1, 3 530 Italy 535 Russian Federation 530 Kazakhstan2 533 United States3, 4 520

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ICT in Ed Masterplan Journey

Building the Foundation Seeding Innovation Strengthening & Scaling

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Confident Person Thinks independently Communicates effectively Has good inter-personal skills Self-directed Learner Takes responsibility for own learning Questions, reflects, perseveres Uses technology adeptly Concerned Citizen Is informed about world and local affairs Empathises with and respects others Participates actively Active Contributor Exercises initiative and takes risks Is adaptable, innovative, resilient Aims for high standards

„Curriculum 2015‟ Student Outcomes

mp3 Goals (2009) Students develop competencies for self-directed and collaborative learning through the effective use of ICT as well as become discerning and responsible ICT users

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Our Research Work in Singapore

LSL set up in 2005 with MOE funding

To foster deep student learning with technology- enabled pedagogical practices for cultivating 21st century knowledge and skills through learning sciences research in Singapore schools

Argumentation in 2nd Life Virtual Science Inquiry Mobile Learning

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Goals and Deliverables

Making Deep Learning Happen

Alternative Pedagogies Teacher Education Models Conditions and Designs for Innovation Teacher Resources

Learning Environments

Change Strategies Alternative Assessments Create Point-at-Able Models of Practice Work with Partner/Prototype Schools

Long Term Goal: Scalability and Sustainability

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What Kind of Research is Needed?

 Learning Sciences research to understand how

students learn

 School-based Design Research to create point-

at-able models

 Plan for sustainability and scalability  Build capacity in teachers to design and to do

action research

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the interlocking and self-sustaining school system (Collins & Halverson, 2009)

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Design Research

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So, does research even impact practice??

  • Let‟s talk about specific examples of

educational classroom innovation

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First story …

  • Empowering collaborative practices in

the classroom

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Supporting Routine Use of CSCL in the Classroom

 2 years of CSCL in classrooms!  Explore systemic factors through design

research

 Design principles for rapid collaborative

learning

 Develop technologies

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Spaces for private & public cognition

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GroupScribbles for Physics

A B C D E

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A Chinese Language CSCL Activity

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Video of GS in 3 schools

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Results from the GS projects

 Traditional assessment scores comparable

to other classes

 GS classes excel in open-ended questions

 Gain collaborative learning skills

 Active participation in collaborative learning  More effective group work  Better communication skills – articulate their

ideas better

 Positive change of attitude towards different

subjects and collaborative learning

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Why It Works…

 Simple and easy to use  F2F CSCL  GS design principles  Tap on existing curriculum  Co-design of lessons  Extensive PD  Enculturation effort  Routine use

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Barrel for Group Scribbles

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Second story …

  • Mobile learning mediating in and out of

classroom learning

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Mobilized lessons in a Grade 3 class

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Experiment (video) KWL Comparison Table Picture Taking Sketchy PiCo Map

MLE Lesson Package For learning Plant Systems

Goals of Lesson

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From add-on to essential

 Add-on: Apps  Essential: Mobile platform as learning

hub

Norris & Soloway, 2010 at http://www.districtadministration.com/viewarticle.aspx?articleid=2405)

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How did the class with the mobilized curriculum for a whole school year perform?

6 mixed ability classes in the primary school One class with mobilized curriculum intervention

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Impact on Test Scores

Significant difference on year-end science exam scores among the 6 mixed-ability classes after controlling the exam scores (before the introduction of mobilized lessons) constant Class difference explains 41% of the variance in year-end exam scores

The intervention class has the highest exam scores among all the mixed-ability classes!

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Video of seamless learning project in a Singapore primary school

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Planned and Emergent Learning Spaces Mediated by 1:1 Mobile Devices

Out Class Type II Planned learning out of class e.g. field trip to an art museum which is part of a school curriculum Type III Emergent learning out of class e.g. using mobile phones to capture pictures and video clips of animal and directed by self-interest In Class Planned Emergent Type IV Emergent learning in class e.g. teachable moments not planned by the teachers Type I Planned learning in class e.g. searching for answers in the classroom

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Why it works

Curriculum integration, not just an add-on

Mobile devices are personal to them (24/7 access) Intensive PD School leadership support Motivation that school is blazing the trail internationally

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Why it makes a difference?

  • A mobilized curriculum can

make a difference to students’

  • Engagement
  • Self-directed learning
  • Collaborative learning
  • Mobile technologies mediate

in-class and out-of-class learning

  • Systemic alignment of
  • bjectives and orchestration of

efforts from key stakeholders are important

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Mobilizing the curriculum to harness mobile technologies in the classroom is a key challenge!

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Barrel for Mobile Learning

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Third story … advanced technologies

  • agent-augmented Multi-User Virtual

Environment for immersive experiential learning

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Immersion Designs

 Immersive Presence

An Immersive Rainforest Environment

Early 18th century in Singapura

Inside a Tree

Inside a Leaf

 Actionable Immersion

Shrink and go Underground

Move water from the root to the leaves of the plant

Active Experiment in Photosynthesis, generate food for the tree

Distribute the food and Return to the Forest

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Immersive Presence : An Immersive Rainforest Environment

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Actionable Immersion: Active Experiment in Photosynthesis, Generate food for the tree

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Scaffolding from Intelligent Agents

 Intelligent agents to enable active learning

and collaborative learning …

 Remembrance Agents  Teachable agents  Pedagogy agents  Situation aware agents  Mobile agents  Affective agents

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Video of agent-augmented immersive environment

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Is there a place in school for this learning environment?

 Key: weave the immersive experiences

with teacher-facilitated discussions

 Challenge: an one-off intervention (only

when teachers want to teach that topic)

 ROI: Build vs build

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Barrel for MUVE

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Back to the big picture …

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What we need: DBR workers going round the rim and adjusting the planks

Ensure there is no seams between planks!

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Strategies for adoptability

 Plan for routine use  Plan for linkages with

informal use

 Link to curricular

activity system

 Empower teachers to

continue design and enactment

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Situations where technology works

where students use technology all the time

where technology is truly personal

where the curriculum leverages the affordances

  • f technologies

where it is easy for teachers

  • r students to add to the

repertoire of technology- enabled activities

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Whither AI?

Tap into the power of social learning

Possible relationships of AI to rich curricular activity systems (Jeremy Roschelle):

cognitive tutors can "offload" supported practice, freeing up teacher for small group work

could AI "informate" something like Group Scribbles, adding intelligence behind the scenes?

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Sustaining the change

 A change has occurred  Transformation? That implies sustained

change

 Our challenge: how to think through how

the work can be continued to be sustained?

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Challenges

Align pedagogical practices and assessment practices

How much for policy makers to take measured risks? How can we minimize those risks?

Research projects can show some of the way forward

but learning outcomes are hampered by current practices!

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Bridging Research to Practice: Challenges

Research communities and schools (practice communities) are 2 separate ecologies Innovation needs to enable systemic change Otherwise we just tinker at the edges and the system relapses into old state Where is the disruptive edge?

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GroupScribbles (GS) Team

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Seamless Learning Team

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Agent-augmented MUVE Team

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The End

Contact me at: cheekit.looi@nie.edu.sg