Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Key Trends inT&L: Aligning what we know about learning for today's learners
Transcript of Key Trends inT&L: Aligning what we know about learning for today's learners
Aligning what we know
about learning for today's learners Professor Phillip D. Long, Ph.D. @Radhertz Baltimore, 3 April 2012
CNI Closing Keynote To cite this work:
Long, Phillip D. (2012). "Key Trends in T&L: Aligning what we know about learning with today's learners. CNI Spring Meeting. 4.April.2012.
http://ceit.uq.edu.au/content/presentations-professor-phillip-d-long-director-ceit To contact the author: email@example.com All the information in this document is covered under a
Creative Commons BY-NC-ND license Technology, Personalisation & Change Human Evolution Bringing It Together: The Singularity? http://www.nmc.org/horizon-project/horizon-reports bringing the digital world
into the physical world Blended Presence John Cleese on David Dunning's work Tracking emerging technologies in
teaching, learning & the creative arts. Game-based
Learning Executive Summary
Time-to-Adopt Horizon: One Year or Less
Time-to-Adopt Horizon: Two to Three Years
Time-to-Adopt Horizon: Four to Five Years
Internet of Things Directed Learning:
How Much? ` The rate of technology change continues to challenge the capacity of learning institutions to change & adapt What are the key cognitive and neurophysiological processes that underlie learning? Learning involves formation and
retrieval of memories. Limitations of Memory Treviso arithmetic
1478, Traviso, Italy Pedagogical models
bereft of precision lecture
problem-based learning Consider arithmetic SCIENCE VOL 334 23 DECEMBER 2011 13 MAY 2011 VOL 332 SCIENCE www.sciencemag.org Viewing & listening places have been around a long time, but for storytelling not instruction Pope Gregory VII. In 1079, he issued a papal decree mandating the creation of cathedral schools that would be responsible for educating the clergy Wieman & Perkins, 2005 Wieman and Perkins, 2005, Physics Today www.physicstoday.org We know more about the fish in
our aquariums than the students
in our universities. Themes: technology trends The Narrative Arc Current T&L Issues Cognitive Issues in Learning Personal Omics Proﬁling Reveals Dynamic Molecular and Medical Phenotypes
Cell 148, 1293–1307, March 16, 2012
Rui Chen, George I. Mias, Jennifer Li-Pook-Than, Lihua Jiang, Hugo Y.K. Lam, Rong Chen, Elana Miriami, Konrad J. Karczewski, Manoj Hariharan, Frederick E. Dewey, Yong Cheng, Michael J. Clark, Hogune Im, Lukas Habegger, Suganthi Balasubramanian, Maeve O’Huallachain, Joel T. Dudley, Sara Hillenmeyer, Rajini Haraksingh, Donald Sharon, Ghia Euskirchen, Phil Lacroute, Keith Bettinger, Alan P. Boyle, Maya Kasowski, Fabian Grubert, Scott Seki, Marco Garcia, Michelle Whirl-Carrillo, Mercedes Gallardo, Maria A. Blasco, Peter L. Greenberg, Phyllis Snyder, Teri E. Klein, Russ B. Altman, Atul J. Butte, Euan A. Ashley, Mark Gerstein, Kari C. Nadeau, Hua Tang, and Michael Snyder Michael Snyder
Stanford University 40,000 variables
over a 2 yr period Learning analytics defined: the use of intelligent data, learner-produced data, and analysis models to discover information and social connections, and to predict and advise on learning Massification of
Learning Challenges Ahead
1. Refining our definitions of pedagogical practice - what are the metadata & activities they describe that really define them? 2 Reframing the place-based institution in a sea of learning options 4. Research on the disentangling representation from learning - are we what we remember? Can we do what we remember? Understanding the value of
proximity and physical interaction
(among people and people with objects) Looking at f2f contact patterns of
grade 1-5 students over a day As Alfred North Whiteheadonce observed, it is not ignorance,but ignorance of ignorance,that is the death of knowledge One of the painful things about our time is that those who feel certainty are stupid, and those with any imagination and understanding are filled with doubt and indecision -- Bertrand Russell (1951) Disruption & Opportunity The "double curse":
'...if people lack the skills to produce correct answers, they are also cursed with an inability to know when their answers, or anyone else’s, are right or wrong.' In short, incompetence means
that people cannot successfully
complete the task of metacognition The Narrative Arc Content Delivery Problem solving Build Teams ENGG1200
Break it down a bit bringing in context & relevance (formerly called "lecture" Online resources with frequent feedback Sections of 100 working through questions the core of "being an engineer" UNSW Large Lectures:
The Power of Numbers Peter Dourmashkin teaching 8.01 in TEAL active learning program The "aha!" moment All content & problems are available online with their use monitored, & performance assessed. George Siemens And yet the difficulty in changing a 'memory'
laid down somehow is remarkably difficult. Student learning trajectories in high school using Khan Academy learning tools 'Deep dive', drilling down to understand use of videos in practice Leveraging game elements through achievement "energy" points Short term memory is activity-based - rather than structural.
Long-term memory is structural - it's a result of changes in neuronal anatomy But Long-term memory isn't one thing. There is long term memory of explicit things - a place, a name, what you ate. Long-term memory isn't stored as a 'snap shot'- it's stored as relationships. Applying this to real-world scenario
ENGG1200 @ UQ "People have nowadays . . . got a strange opinion that everything should be taught by lectures. Now, I cannot see that lectures can do so much good as reading the books from which the lectures are taken. Lectures were once useful; but now, when we can all read, and books are so numerous, lectures are unnecessary. "
Samuel Johnson according to James Boswell (1791) Deslauriers, Schelew, & Wiemen
Science 11 May 2011 www.sciencemag.org Optimal study gaps increases with the duration of the test delay - long spacing gaps have the potential to improve long-term retention. Doug Rohrer and Harold Pashler, (2010)
Recent Research on Human Learning Challenges Conventional Instructional Strategies
EDUCATIONAL RESEARCHER, 39: 406
DOI: 10.3102/0013189X10374770 The gap of delusion MOOCs Big data from
quantifying onself Horizon Report (with a twist) Massification, relevance, competency Memory function, In Australia, the Bradley Review (2008) recommended:an increase in the share of 25- to 34-year-olds holding a bachelor degree or above from 29 per cent in 2006 to 40 per cent by 2020. This puts institutions in a position of choosing
increasing quality & selectivity over expansion, inducting students with lower academic scores and a substantional increase in 1st year students from families with no tradition of university attendance. The mantra, pushed with more and more
vigour as the resources boom took hold in the early years of this century, was that higher education was an indulgence which reflected parents’ status aspirations for their children. ` UQ's Response?
By 2020, our RHD and coursework student population will comprise 40% of the UQ student, body, a 20% increase from the current status quo.. ... Huh? algorithm for multiplication
that puts less stress on
working memory Edward K. Vogel, Andrew W. McCollough & Maro G. Machizawa, 2005, Nature, Vol 438(24), pgs. 500-503 |doi:10.1038/nature04171 Working visual memory
limited from 1 to 5 objects Study without retrieval practice
is much less efficient at recall "It is striking how often these strategies differ from conventional instructional and study methods. If educational practices (ranging from textbook layout and educational software design to the study and teaching strategies used by students and teachers) are adjusted to exploit the kinds of findings discussed here, it ought to be possible to significantly enhance educational and training outcomes."Doug Rohrer and Harold Pashler,(2010), DOI: 10.3102/0013189X10374770 What do these images have in common? They are among the dozens of industries in which
disruptive technologies have transformed their business. Building para-institutional partnerships CNI Members Meeting, 2012, Balitimore, MD, USA Minority Report, 2002 The components of this play, in two main acts
Weeks 7-13 Second 1/2 of term is
all about build projects 3. Technology tends to separate things
which were previously inseparable. In so doing
learning institutions will find their coherence challenged CNI Membership Meeting, 2012 Thanks.
firstname.lastname@example.org Simon Buckingham Shum Simon Buckingham Shum "http://youtu.be/x8Afv3U_ysc" "http://youtu.be/SjbSEjOJL3U" "http://youtu.be/SjbSEjOJL3U"