F. Questier, New learning paradigms and technologies, Workshop presented in several countries

1. New learning paradigms
and learning technologies
What’s in it for your university?
Prof. dr. Frederik Questier - Vrije Universiteit Brussel
Presented at:
Bahir Dar University, Ethiopia 04/2017
Arba Minch University, Ethiopia, 03/2017
Jimma University, Ethiopia, 06/2015
…

2. This presentation can be found at
http://questier.com
http://www.slideshare.net/Frederik_Questier

4. Werken met portfolio's
04/10/05 | pag. 4

5. Background
➢ Former institutional responsibility for
➢ E-learning environment
➢ Educational staff training
➢ Educational innovation
➢ Educational technologies
➢ Teaching
➢ Research
➢ Consultancy
➢ Passion for open solutions

6. Objectives of this workshop
➢ Inspiration
➢ Reflection
➢ Formulate priorities for your university

7. General objective
of universities?
Improving society
through education and research

8. Improving education?

9. 10
Resistance to change?
Teachers teach like their teachers...

10. 11

11. Why should we
change or improve
our education?

12. 13
“Schools we have today
were designed around commonsense assumptions
that had never been scientifically tested”
R. Keith Sawyer

13. 14

14. 15

15. 16
% tested genius in Divergent Thinking
(used to generate creative ideas by exploring many possible solutions)
Source: Breakpoint and Beyond by George Land and Beth Jaman

16. 17
innovation?
Politics Education Science
1km/h 10km/h 100km/h

17. 18
The only constant in life is change
Change is accelerating

18. 19
information scarcity → information abundance !
Total information is now doubling every year !

19. 20
Surveys
How much of the knowledge
you need for your job
is already in your head?
>75% | 75-50% | 50-25% | <25%

20. 21
Surveys
How much of the knowledge
you need for your job
is already in your head?
1986 75% → 2010 10%

21. 22
The longer one studies,
the more one comes to realize
how much one does not know

22. 23
How can we educate
our students for
the unknown future?

23. 24

24. 25
The best way
to predict the future
is to invent it.
(Alan Kay, 1971)

25. 26
William Gibson

26. 29
Society is changing

27. 30
Information Society ?

28. 31
Knowledge Society

29. 32
Network society

30. 36
The demands for jobs and skills
are changing

31. 37
Dilemma of schools:
the skills that are easiest to teach and test are also
the ones that are easiest to digitize, automate and outsource
(Levy and Murnane)

32. 38
Demand for new skills?
➢ Social skills
➢ communicating, networking, teamwork
➢ international, intercultural
➢ Creativity
➢ Entrepreneurship
➢ Information technology skills
➢ Handle information overload
➢ ...
➢
➢ Learning to learn → Life Long Learning!

33. 39
Knowledge → Skills →
Competences
Competences
are the ability to use
➢ knowledge
➢ skills
➢ attitudes
in new, complex, authentic situations

34. 40
Students are changing

35. 41
?

36. 42
“ The digital native and digital immigrant may be
useful slogans for provoking debate but the
distinction does not stand up to inspection…
the profound changes taking place need to be
situated in diversity rather than dichotomy ”
Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial.

37. 43

38. 44
Discrepancy?
What are students used to? What is their classroom experience?
control no control
action passive
instant feedback little, late feedback
rich media poor media
always online offline
social interactions working together = cheating

39. 45

40. 46

41. 47

42. 48
Our scientific knowledge
about teaching and learning
has changed

43. 49
Evolution in learning theories
Behaviourism Learning = change of behaviour
Stimulus → response
Learner is passive receiver of knowledge
Mind = black box
Cognitivism Focuses on how the brain works
Metacognition, learning strategies
Motivation
Constructivism Knowledge is actively constructed by the learner
New knowledge is linked to prior knowledge
Learners discover themselves facts and relationships
Social Constructivism Social interaction plays a fundamental role
Discussions lead to deeper understanding and increased motivation
Constructionism Constructing an artifact or something that can be shared leads to better
learning
Connectivism Learning is a process of connecting nodes or information sources
Knowledge and learning may reside in non-human appliances
Try to see connections between fields, ideas, and concepts
Know-what & Know-how → Know-where

44. 50CC by Wlonline

45. 51

46. 52
Educational innovation?
Traditional teaching Modern teaching
teacher oriented student oriented
(passive) knowledge transfer (active) knowledge construction; interaction
focus on knowledge focus on competences
individual learning collaborative learning
focus on course contents
teacher = expert teacher = coach
teacher directs also self-directed learning
selective education adaptive education
students focus on good scores attention for (intrinsic) motivation
surface learning deep (natural) learning
also focus on learning process
(learning to learn, reflection)

47. 53
Educational innovation?
Traditional teaching Modern teaching
abstract, school-like examples & tasks authentic contexts
evaluation by teacher self/co/peer-assessment, ...
summative evaluation
linear curriculum flexible curriculum
independent courses and disciplines connexion, integration, interdisciplinarity
supply oriented demand oriented
uniform education
classroom
course materials powerful learning environments
formal learning + informal learning
behaviorism and cognitivism
+ formative evaluation
(learning from mistakes and feedback)
differentiated education
(adapted to e.g. learning styles)
flexible learning environment
(also online & virtual)
Social constructivism (and connectivism)

48. 54
Education can be augmented
with technologies

49. Improving education?
The 2 sigma challenge
Xiangen Hu, Will Lancaster, Trends and Future, Directions of e-Learning

50. 56
How can we improve
teaching and learning with ICT?
Don't apply traditional teaching methods
in new technologies!
Substitution?
(dropping your coursebook online)
Transformation!

51. 57
Seek the synergy!
Theories about learning
and technologies
have evolved
towards very similar concepts

52. 58
Model Jonassen for
(constructive) learning environments
→ Technologies can support the intentional construction,
in a collaborative way, of complex contextualized artifacts
and the conversation and reflection about it

53. 59
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
Case kit (Ugent, Jan Velghe)

54. 60
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

55. 61
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective

56. Pharmacy simulations

57. ICT supported

58. ICT supported

60. 66
Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
Competition + collaboration

61. 67

62. Class conferencing software

65. 72

66. 73

67. 74

70. Open educational resources
(OER)
digitised materials
offered freely and openly
for educators, students and self-learners
to use and reuse
for teaching, learning and research

71. Believing that OER can
widen access to quality education,
particularly when shared by many countries
and higher education institutions,
UNESCO champions OER
as a means of promoting access, equity and quality
in the spirit of the Universal Declaration of Human Rights.

72. Good teachers know how
to create learning materials
Great teachers know how
to mix and reuse

73. Creative Commons
➢ www.creativecommons.org
➢ 6 combinations of
➢ Commercial – no commercial use allowed
➢ Modifications – no modifications allowed
➢ Sharealike – not sharealike
Share what you want,
keep what you want

77. 88

78. 89

79. 90

80. 91

81. 92

82. 93

83. 94
55550 Flemish primary and secondary
teachers sharing teaching materials

84. 95

85. 96

86. 97

87. 98

88. 99

89. 100

90. 101

91. 102

92. 103

93. 104

94. 105

95. 106

96. 107

97. 108
Find the right blend!

98. 112
➢ An individual teacher typically does not
have
➢ the competences
➢ the time
➢ the budget
to create one of the most advanced
blended courses

99. 113
The way to do it
Design teams with mixed competences
Extra muros collaboration
Reuse and share
Student centred
Activitating
Motivating

100. E-learning challenges
at your university?

101. 116

102. 117

103. 118

104. 119
Roger's adoption curve

105. 120
How to get every teacher
to apply innovative teaching?
➢ Innovators
➢ will start if no barriers
➢ Early adopters – early majority
➢ will start when you show them best practices
➢ The rest
➢ will need in situ support

106. 121http://jarche.com/2010/01/work-is-learning-learning-work-2/

107. Werken met portfolio's
04/10/05 | pag. 122

108. 123
Unified Theory of Acceptance and Use of Technology (UTAUT)
Venkatesh, V.; Morris; Davis; Davis (2003), "User Acceptance of Information Technology: Toward a Unified View", MIS Quarterly 27 (3), pp. 425–478

109. 124
Research studies show that
how much and how effectively
teachers integrate ICT
in their teaching process
depends mainly on their educational vision
(not age, gender, ...)

110. 125
Teachers modern educational vision 
→
Teacher's educational ICT use 

111. 126

112. 127

113. 128

114. 129
Involve all stakeholders

115. 130

116. 131

117. 132
Build an
educational innovation center
➢ Expertise center
➢ Resources for experimentation
➢ Research approach
➢ Mixed team
➢ Educational scientists
➢ Educational technologists
➢ Provide services to teaching staff and students
➢ E-learning environment
➢ Training of teacher staff
➢ Facilitation of innovation

118. 133
Formalize contact with faculties
➢ Educational innovation steering committee
➢ members from
➢ each faculty
➢ central academic services
➢ and/or
➢ in each faculty
➢ an active, full time responsible for educational
innovation

119. 134
Collaborate with edu
researchers
➢ Researchers / teachers from faculty of
educational sciences could
➢ assist with advice
➢ help in training teacher staff
➢ elaborate research projects around local
context
➢ involve internship and thesis students

120. 135
Educational mission
and vision on teaching / learning
➢ Get it written
➢ Get it known
➢ Get it implemented
➢ ask on every curriculum reform
➢ ask every new teacher to elaborate her vision
on it

121. 136
Perform a teacher needs analysis
Our results
➢ Didactical support for which tasks? (56%-30%)
➢ Adapt to the way students learn most efficiently
➢ Development of activating tasks
➢ Use of ICT in education
➢ Development of efficient learning materials
➢ Motivating my students
➢ Translate competences to evaluation
➢ Giving feedback to my students
➢ Translate competencies to effective learning activities
➢ Formulating end competences for my courses
➢ Adapt to the prior knowledge of my students

122. 137
Perform a teacher needs analysis
Our results
➢ Didactical support in which way? (66%-33%)
➢ Online self study courses
➢ Workshops
➢ Individual support of an educational advisor
➢ Intervision
➢ Project group
➢ Individual coaching/mentoring by an experienced colleague
➢ Formal training 'academical didactics'?
➢ 57% 'yes'

123. 138
Disseminate best practices
➢ Website, news letter, books, ...
➢ Yearly day of Educational Innovation
➢ External keynotes
➢ Workshops from internal innovators
➢ Panel discussions
➢ Poster sessions

124. 139

125. 140
Provide didactical seminar
for (new) teachers
➢ yearly
➢ 4 days residential → 1 year programme
➢ 'mandatory' for new teachers
➢ reflection about personal educational vision
➢ didactical methods
➢ Introduction to educational technologies
➢ feedback with video recordings

126. 141
Provide workshops
➢ How to motivate my students?
➢ How to make my courses more interactive?
➢ Peer assessment for group projects
➢ E-learning platform
➢ Student portfolio
➢ Formulation & analysis of Multiple Choice tests
➢ Copyrights, free licences & plagiarism
➢ Digital formats
➢ Open learning with wiki’s, Wikipedia, wiki courses, ...
➢ Open Source Software & reusable learning resources
➢ Voice techniques

127. 142
Provide question driven support
➢ Face to face advise and consultancy
➢ E-mail helpdesk
➢ helpdesk@amu.edu.et
➢ OTRS (Open Source Trouble Ticket System)

128. 143
Facilitate innovation projects
➢ Open call for projects in colleges
➢ Provide funding
➢ Anything from small seed money to 2y 1 FTE
➢ Challenge: continuation after the funding
➢ Dissemination
➢ Scalability
➢ Implementation in other programmes
➢ Or: assign central people that can go from
project to project

129. 144
Facilitate communication
between students and staff
Firstname.Familyname@bdu.edu.et
yearcode@bdu.edu.et
coursecode@bdu.edu.et
+ variants for 'ad valvas' and 'work students'
Software: GNU mailman : www.lists.org

130. 145
Learning Management System
prerequisite
Educational database
Students
Teachers
Courses
Unique stable codes!

131. 146
Involve your LMS users

132. 147
Evolution in E-learning?
e-learning 1.0 e-learning 2.0
closed source software open source software
solitary platform integrated in ICT-environment
closed to outer world open where useful, closed where necessary
only own institution connected with other institutions
focus on technology focus on pedagogy
consumption interaction
courses communities
teacher oriented student centered
content management knowledge management
upload of materials authoring environment
tools intelligent assistant
institutional learning environment personal learning environment

133. 148
Your LMS should be
➢ A learning environment
➢ Easy to use
➢ Self explanatory
➢ Pre-populated
➢ Automated
➢ An information hub
➢ A communication hub
➢ Social
➢ A community
➢ Addictive

134. What do people see in your LMS?
your students?
your teachers?
other staff?
external people?

135. Werken met portfolio's
04/10/05 | pag. 150

136. 151
Restrictions in e-learning policies
examples
➢ 4.1.3. Students and Members of academic
staff have access to designated courses in
which they are involved.
➢ 4.2.3. Student access to courses will
continue by default for six (6) weeks after
the completion of the relevant semester.

137. Don'tinvestin(pay)walls
InvestinOpenness!

138. 153
Let's avoid the
empty box
feeling!

139. 154
Learning Object Repositories
S. Ternier et al., Interoperability for Searching Learning Object Repositories: The ProLearn Query
Language, D-Lib Magazine, 2008, Volume 14 Number 1/2, doi:10.1045/january2008-ceri

140. 155
We all can learn from
Learning Analytics!
➢ The Learning Analytics Cycle, by Doug Clow,
http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/

141. 156
Learning Analytics
Gephi export,
learning interactions,
R. Carlos, F. Questier

142. 157
Tin Cap API

143. 158

144. 159
Open Badges

145. 160
http://www.knewton.com/blended-learning/

146. 162
➢ An individual teacher typically does not
have
➢ the competences
➢ the time
➢ the budget
to create one of the most advanced
blended courses

147. 163
The LMS
➢ will become
➢ the centre of learning
➢ the face of your university
➢ crucial
➢ corner stone infrastructure

148. 164
The way to do it
Design teams with mixed competences
Extra muros collaboration
Reuse and share
Student centred
Activitating
Motivating

149. 165
Murphy's law
Anything that can go wrong will go wrong
➢ power interruptions and surges
➢ overheating (air-conditioning failure)
➢ hardware failure
➢ network interruptions and congestions
➢ bugs
➢ broken updates
➢ unintentional deletes
➢ dirty/faulty data input
➢ security breaches
➢ viruses
➢ fire, flooding, theft

150. 166
Scale (up) adequately
Prepare for disaster recovery
Have separate test and backup setups

151. 167
Recommendations for
an open infrastructure
➢ Implement national or institutional portals and repositories for:
➢ Free Open Source Software
➢ E-learning materials
➢ Scientific publications
➢ Research data
➢ Open up and connect your Virtual Learning Environments
➢ OERs
➢ Roaming for students and staff
Share experiences and collaborate

152. Nominal group technique
What should YOUR university do
to improve teaching and e-learning?
1.Silent generation of ideas
2.Sharing ideas
3.Discussion
for clarification of ideas if needed
4.Ranked voting (priority 1, 2, 3)
5.Ranking

153. Results for Bahir Dar University 2017
Votes Ideas
20 staff training
19 committed higher management & technical staff to introduce e-learning
17 well organized elearning system in BDU
13 improve ICT Infrastructure & datacenter
9 videoconferencing system
9 advanced smart classrooms
9 formulating content preparation training center
6 solve management problems
6 educated ICT experts
4 teacher collaboration
2 (OTRS) ticketing system

154. Results for Arba Minch University 2017Votes Ideas
26 Awareness creation and change of attitude, including higher management
13 Staff training in e-learning
9 Establish interactive e-learning environment
9 Language and communication lab
8 Better internet infrastructure by adding more access points
8 Open source digital signage system
8 Integration of e-learning, SMIS and library systems
6 More computer classrooms, including e-learning labs
4 Facilitate communication with other universities and institutional cooperation
3 Comprehensive e-learning guideline
3 Reducing power outages
2 Update curricula to embrace e-learning teaching learning processes
2 Formulation of e-learning policies and strategies
2 Incentives for innovators
1 Resource sharing facility
1 Educational innovation and service center
1 Localization of systems
1 Add or improve tools in the e-learning environment
1 Login on elearning (and not mail) when connecting to internet
0 Institutional e-learning day
0 Provide Open Source training

155. 171
Results for Cuba Network 2017
17 Unique and central coordination for e-learning strategies at the university
13 National e-learning policy
6 Reduce restrictions
4 Methodological and technical support strategies about tools & didactical elements
3 Train managers in the Moodle platform for experimenting the use & facilities of the platform
2 Increase awareness among managers on the importance of e-learning
2 Improving interoperability between different information systems
2 Include ICT-courses in each pre-graduate curriculum
2 Intra- & Inter-university conferences about educational innovation & technologies
2 ICT-edu training for teachers, managers and students
1 Research about educational technologies
Training about learning analytics (including Social Network Analysis)
Stimulate post-graduate courses as a laboratory to start full distance teaching
Strengthening knowledge transfer and collaboration with external people
Proper compensation and recognition of excelling teaching staff members
Incorporate more pedagogical experts in training staff

156. Copyright acknowledgements
➢ Screenshot http://www.chamilo.org/
➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!)
➢ http://users4.jabry.com/vortex/misc/DivergentThinking.gif
➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png
➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech
➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/
➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/
➢ Paul Schatzkin, http://www.cohesionarts.com/tag/distractions/
➢ OPEN, CC-by-nc-sa by Tom Maglieryr
➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2
➢ Empty box, CC by-nc-nd by Mike Bitzenhofer
➢ Open arrow, CC-by-nd by ChuckCoker
➢ Share matches CC-by-nc-nd by Josh Harper
➢ Question mark CC-by by Stefan Baudy
➢ Social Icons by Iconshock http://www.iconshock.com/social-icons/

157. This presentation was made with 100% Free Software
No animals were harmed
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uestions?
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