Post on 21-Jan-2017
transcript
Technologies to support self-directed learning through
social interaction
Dragan Gašević@dgasevic March 15, 2016
Digital Learning Week 2016UniSA, Adelaide, SA, Australia
Joint work with Zoran Jeremic, Nikola Milikic, George Siemens, and Shane Dawson
Educational landscape today
“Non-traditional” studentsLong time to complete degrees
Large classroomsLong waiting lists
Confirmation of different needs
MOOCs
Learning does not i) happen only in school and
ii) end with graduation
Departing from credit hours & performance focus
Mastery learning through competency focus
http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning
Personalized learning
Learning PersonalizationThe Learner…
Barbara Bray & Kathleen McClaskey, Personalization v Differentiation v Individualization Chart (v3) (2013) , http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html
The Learner…
Learning Personalization
Barbara Bray & Kathleen McClaskey, Personalization v Differentiation v Individualization Chart (v3) (2013) , http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html
Social interaction in learning
Personal learning environmentsScaffolding?Assessment?
Credentialing?
How to tie all these different pressing concerns together?
PROSOLO DESIGN PRINCIPLES
Self-directed learning with
Self-directed learning with instructional, social, and technological scaffolding
Learners construct knowledgeLearners are agents
Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5–17.
Feedback, especially process and formative,
is a must
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Competency is a social object
Learners are unique and so are their profiles
Learning does not happen in a silo
Learning is credentialed based on evidence produced
Institutions learn too (as learning organizations)
Tenologies builds on
Existing learning technologies (LTI), social media, learning analytics,
machine learning, information retrieval, recommender systems,…
http://dalmooc.prosolo.ca
PROSOLO IMPLEMENTATION
Design-based approach iterative with interventions
Siadaty, M., Gašević, D., & Hatala, M. (2016). Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning. Computers in Human Behavior, 59, 469-482.
Effects of technological interventions
LESSONS AND DIRECTIONS
Individual and systemic
Adjustment to the new approach
External locus of control
Change of discourse needed!
From adaptive learningto adaptive learners
ChallengeMetacognitive skills
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-143823
Instructional design as the most active ingredient
Clark, R. E. (2009). Translating research into new instructional technologies for higher education: The active ingredient process. Journal of Computing in Higher Education, 21(1), 4-18.
Central role of instructors empowered with technology
Learning is not algorithmically driven!
Credentialing as a big opportunity
(if done right!)
Policy development necessary
Restructuring exiting educational resources
around competencies
Content frameworks across different disciplines
Thank you!
Dragan Gašević@dgasevic