Talk to Lucille Packard Children's Hospital Leadership Forum, Arrillaga Alumni Center, June 10, 2010

1. Developments in the Learning Sciences and TechnologiesRoy PeaStanford UniversityLPCH Leadership Forum10 June 2010

3. Radical changes in learning environments with technology

4. NSF LIFE Center: “Social turn” in sciences of learning

5. Visions of Cyberlearning - and a brief example

6. Creating the 2010 National Educational Technology Plan

7. Preparing Learning Sciences and Technologies researchers at Stanford

9. H-STAR as crossroads for interdisciplinary research …engaging people, expertise, projects & programs connecting Stanford resources in human sciences with research & innovation in information technology. The social problems at this intersection are significant, challenging, and in flux, as there is no social equivalent to Moore's Law — technological capabilities are expanding far more rapidly than our social and cultural adaptations to their properties. At the individual level, technology can be difficult to use, limiting its potential benefits: it can join people — but also separate them; it can teach — but also distract and create new inequities; and it can accelerate work and life — but also interfere and overwhelm. The "digital divide" highlights how information technology is distributed unevenly on the basis of economics, knowledge, language, and culture. Although technology is a primary business force that can make products and services better, cheaper, and faster, it also transforms the fundamental character of human experiences in disruptive waves.

10. H-STAR focus Individual and societal challenges with research and innovation that preserves the details, literatures, and methods of traditional disciplines while benefiting from the emergent synergies and surprises that come from interdisciplinary ventures. The human science literatures represented in H-STAR include the cognitive sciences and neurosciences, linguistics, logic, symbolic systems, learning sciences and education, philosophy, sociological & anthropological studies of social interaction mediated by technologies, information processing, emotions, persuasion and rhetoric, visualization and vision sciences, and work about oral, written, visual and musical production. The information technologies that H-STAR influences include computing and media systems of all shapes and sizes that can understand and produce language, faces, gestures and emotions, and systems that can automate human-machine dialogue, display information in different formats and sizes, and create collaborative work and learning spaces, incorporating agents, avatars, gaming, and immersive environments.

11. MediaX Research Activities Span Stanford Labs Stanford University Medical Media & Information Technology SUMMIT Distributed Vision Lab DVL Electrical Engineering Psychology Psy Computer Science Virtual Human Interaction Lab, Communications between Humans and Interactive Media Lab EE Linguistics Ling Philosophy CS Com Phil SHL Stanford Humanities Lab Graduate School Of Business GSB VWG Virtual Worlds Group SCIL Stanford Center for Innovations in Learning CSLI Center for the Study Of Language & Information Art Digital Art Center Eng Engineering & Product Design Ed School of Education; Education and Learning Sciences PBLL Law Work Technology & Organization Des SSP Stanford Joint Program in Design PBLL Law School LIFE Project Based Learning Laboratory Symbolic Systems Program Learning in Informal and Formal Environments

13. technology and the developing world

14. information and social network visualization

15. security and privacy

16. participatory media including web video technologies

17. simulation, law and information policy

18. learning technologies

19. HCI design

20. pervasive computing: mobile devices, speech recognition, automated dialogue systems, visual search

21. collaboration technologies

22. novel input and display devices

24. Professional Society, Journals, Doctoral programs “ISLS is dedicated to the interdisciplinary empirical investigation of learning as it exists in real-world settings and how learning may be facilitated both with and without technology.” Journal of the Learning Sciences International Journal of Computer Supported Collaborative Learning Many different doctoral programs in USA and abroad….

25. How are Learning Environments being Transformed?

27. 64% of online teens are generating new media content 39% of online teens share online their own artistic creations, photos, stories, or videos

28. 28% have created their own online journal or blog

29. 27% maintain personal webpages

30. 33% create or work on webpages or blogs for others

31. 26% remix content they find online into their own creationsPew Internet & American Life Project (December 19, 2007)

33. Next decade of technology-enhanced learning opportunities combines… Very-low cost, “always on” smart phones Participatory media culture Social networks used for learning and education Increasingly open educational resources, tagged to learning standards Immersive worlds and games – for learning, too Location-aware services (GPS) for learning-in-the world More accessible platforms for developing learning and educational tools to be used by learners 24/7

35. Web technologies enabling people to share, access, publish—and learn from—online content and software, across the globe.

36. Convergence: Professional tools such as desktop and laptop computers have begun merging with personal technologies - mobile phones, PDAs, music players, digital video recorders, digital cameras.

39. The Learning in Informal and Formal Environments (LIFE) Center life-slc.org An NSF Science of Learning Center

40. LIFE Center Purpose To develop and test principles about the social foundations of human learning in informal and formal environments, including how people learn to innovate in contemporary society, with the goal of enhancing human learning from infancy to adulthood

41. The “Social Turn”in the Sciences of Learning Increasing attention to social foundations of learning, to augment the cognitive revolution. Learning involves not only transformation of cognitive structures but of participation in cultural practices. Evidence that social interactions contribute significantly to key “drivers” of learning: identity, interests, agency, engagement, social networks. Concern with examining cultural practices that shape learning outside of school – including family, community, media & tools. Sense of increasing societal importance of collaboration and teamwork & need for science to better understand and improve practice and mediating technologies Greater use of social designs in formal instruction beyond teacher-led classes. Appreciation of special brain processing of social stimuli from social neuroscience research – e.g., on mirror neurons.

43. Learning Ecology Framework (Brigid Barron, Human Development, 2006) Accessed set of contexts, comprised of configurations of activities, material resources, and relationships that are found in co-located physical or virtual spaces that provide opportunities for learning. (Source: B. Barron, Human Development, 2006) Contexts of Development • Unit of analysis is person and multiple life spaces • A learning ecology is dynamic • Subject to interventions • Activities, ideas are more or less boundary crossing • Influences: Lewin, Bronfenbrenner, Cole, Engeström, Lave, Rogoff, Saxe, Vygotsky Framework has descriptive and prescriptive uses

44. Mapping learning activity across setting and time Case analyses indicate that most sustained learning projects have been aided by one or more learning partners, and that choices of learning opportunities often had dramatic consequences for expertise development – learning is profoundly social Learning partners father Community School Home

45. Learning and developing 21st Century expertise (LIFE Center) Expertise is the integrated blending of knowledge, skills, tools, strategies and values to adaptively respond to the changing conditions of thinking and action in a global context. Both disciplinary knowledge and interdisciplinary knowledge Developed & evidenced in “communities of practice” Striking a balance of efficiency and innovation “For the past 25 years, we have optimized our organizations for efficiency and quality. Over the next quarter century, we must optimize our entire society for innovation.” (US National Innovation Initiative, Council on Competitiveness, 2004)

46. LIFE Center: ‘What develops with expertise?’ Competencies and dispositions for acting adaptively in problem domains – including: Knowledge and skills e.g., conceptual, procedural, strategic, tactical, and analogical capabilities -- traditional focus of expertise studies Metacognition e.g., knowing when and how to use resources if you have them, and how to recruit them if you do not - in terms of people, tools, information Sense of self e.g., identity development, interests, engagement, persistence, orientation to error and failure Social network relationships with others and their resources of all these kinds, possible divisions of labor if they can help Uses of and innovations with technologies and material resources e.g., representational and computational tools for mediating problem solving, physical stuff that can be leveraged in the situation at hand Values e.g., the dimensions of valuation that influence whether something is viewed as a problem or not, strategies considered culturally appropriate in addressing it, consideration of acceptable tradeoffs when values conflict

47. Navigating Complex Learning Ecologies in a Changing World (cf. Carol Lee, Educational Researcher, 2008) U.S. society is becoming increasingly diverse (ethnic and racial group representation, global migration, linguistic variation, etc.). Understanding life-course outcomes necessitates studying how people move and learn across settings and navigate across varied cultural practices and value systems. Places vary in their ability to adapt to (and leverage) the variable resources that learners bring with them. Learning is largely not coordinated across settings. There is basic science needed to document the multiple learning pathways that exist across the complex ecologies of society.

50. A shift… to The Future of Cyberlearning: A vision of the year 2015… Mobile technology access to school materials and assignments Virtual Laboratory Simulations Learners Virtual interaction with classmates Supplemental content Visualizations of real-time data from remote sensors Parents Teachers Lifelong “Digital Portfolio” Home School

51. What Is Cyberlearning? “Learning that is mediated by networked computing and communications technologies” As in “cyberinfrastructure”: “if infrastructure is required for an industrial economy, then we could say that cyberinfrastructureis required for a knowledge economy.” “Cyber” also as in Norbert Wiener’s (1948) “cybernetics” — built etymologically on the Greek term for “steering.” Cyberlearning is learning in a networked world, where the forms of “steering” of learning can come from personal, educational, or hybrid designs.

52. A Brief History of Technological Advances Making Cyberlearning Possible

53. Participatory culture: 21st Century Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture: Play — the capacity to experiment with your surroundings as a form of problem-solving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of real world processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.” • How do we ensure that every child has access to the skills and experiences needed to become a full participant in the social, cultural, economic, and political future of our society? • How do we ensure that every child has the ability to articulate his or her understanding of the way that media shapes perceptions of the world? • How do we ensure that every child has been socialized into the emerging ethical standards that will shape their practices as media makers and as participants within online communities?

54. LETS GO! Mobile Science Inquiry Roy Pea & Heidy Maldonado Stanford University Marcelo Milrad & Daniel Spikol

56. Leveraging new tools:

57. Science sensors and digital cameras for data capture & mapping (GPS)

58. Information visualization for data-analysis

59. Low-cost mobile computers with networking

61. Geo-temporalvisualization of all the collected data

62. Geo-tagging of uploaded sensor data, photos, videos for viewing, analysis and reflection through a web browser

67. Leadership principle: “Inspire a Shared Vision”

69. Key Audiences K-16 education leaders and educators Public and private sector education community Policymakers Business leaders Students and their families Public at large

70. Key Messages The NETP is a Five-Year Action Plan for Transforming American Education, Powered by Technology an urgent national priority, based on a growing understanding of what we need to do to remain competitive in a global economy. A Rigorous and Inclusion Process The NETP, led by the Department of Education’s Office of Educational Technology, was developed using a rigorous and inclusive process built on the report of a Technical Working Group of leading education researchers and practitioners, and on input received from tens of thousands respected education leaders and the public. Five Goals, Recommendations and an Action Plan The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address the five essential components of a 21st century model powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity. The Time to Act is Now We do not have the luxury of time – we must act now, embrace continuous improvement, and commit to fine-tuning and mid-course corrections as we go.

71. “Transformation, Not Evolution” To accomplish these goals, we must embrace a strategy of innovation, prompt implementation, regular evaluation, and continuous improvement. The programs and projects that work must be brought to scale so every school has the opportunity to take advantage of that success. Our regulations, policies, actions, and investments must be strategic and coherent. The NETP presents goals, recommendations, and an action plan for revolutionary transformation rather than a plan for evolutionary tinkering.

72. Five Goals, Recommendations, and an NETP Action Plan NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address the five essential components of a 21st century model powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity.

73. Informed by the Learning Sciences, Powered by Technology Advances in the learning sciences give us valuable insights into how people learn. The new recognition of life-long, life-wide learning ecologies requires new designs. Technology innovations give us the ability to act on these insights as never before.

74. “Broadband Everywhere” The plan relies on the broadband initiatives funded by the American Recovery and Reinvestment Act of 2009, including the FCC’s broadband plan, which are intended to accelerate broadband deployment in unserved, underserved, and rural areas, and to strategic institutions that are likely to create jobs or provide significant public benefits.

75. The NETP’s Five Goals Learning: “All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society” Assessment: “Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.” Teaching: “Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching to all learners.” Infrastructure: “All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.” Productivity: “Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.”

76. 1. Learning The model of 21st century learning described in this plan puts students at the center and empowers them to take control of their learning. The model asks that we change what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It calls for bringing state-of-the art technology into learning in meaningful ways to engage, motivate, and inspire students to achieve.

78. 2. Assessment The sciences, technology, and assessment theory provide a strong foundation for much-needed improvements in assessment. These include new and better ways to measure what matters, diagnose strengths and weaknesses in the course of learning when there is still time to improve student performance, and involve multiple stakeholders in the process of designing, conducting, and using assessment. This plan looks to technology-based assessment to provide data to drive decisions on the basis of what is best for each and every student, and that in aggregate will lead to continuous improvement across our entire education system.

79. 3. Teaching Teaching today is a profession practiced much as it has been done for the past century and mostly in isolation. Transforming our education system will require a new model of teaching that strengthens and elevates the profession. Just as leveraging technology can help us improve learning and assessment, technology can help us build the capacity of educators by enabling a shift to a model of connected teaching. In a connected teaching model, connection replaces isolation, and classrooms are fully instrumented with 24 by 7 access to data about student learning, and analytic tools that help educators act on the insights the data provide.

80. 4. Infrastructure A comprehensive infrastructure for learning that provides every student, educator and level of our education system with the resources they need is necessary to transform our education system. Its essential underlying principle is that infrastructure includes people, processes, learning resources, and policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. Building such an infrastructure is a far-reaching project that will demand concerted and coordinated effort to achieve.

82. 5. Productivity While investment in education is important to transforming education, tight economic times and basic fiscal responsibility demand that we get more out of each dollar we spend. We must be clear about the learning outcomes we expect from the investments we make. We must leverage technology to plan, manage, monitor, and report spending to provide decision-makers with a reliable, accurate, and complete view of the financial performance of our education system at all levels. Such visibility is essential to our commitment to continuous improvement, and our ability to continually measure and improve the productivity of our education system to meet our goals for educational attainment within the budgets we can afford.

83. Grand Challenge Problems: Ambitious R&D efforts that should be funded to support this plan

84. Grand Challenge Problems: History A grand challenge defines a commitment by a scientific community to work together towards a common goal - valuable and achievable within a predicted timescale. Predecessor: Hilbert’s1900 address to International Congress of Mathematicians on 23 major mathematical problems to be studied for the next century. “Grand Challenges”: major problems of science and society whose solutions require 1000-fold or greater increases in the power and speed of supercomputers and their supporting networks, storage systems, software and virtual environments: U.S. High Performance Computing and Communications program (HPCC, 1991) Larry Smarr, NCSA Director, c. 1989

85. GCP #1 “Design and validate an integrated system that provides real-time access to learning experiences tuned to the levels of difficulty and assistance that optimize learning for all learners, and that includes self-improving features that enable it to become increasingly effective through interaction with learners.”

86. GCP #2 “Design and validate an integrated system for designing and implementing valid, reliable, and cost-effective assessments of complex aspects of 21st century expertise and competencies across academic disciplines.”

87. GCP #3 “Design and validate an integrated approach for capturing, aggregating, mining, and sharing content, student learning and financial data cost-effectively for multiple purposes across many learning platforms and data systems in near real time.”

88. GCP #4 “Identify and validate design principles for efficient and effective online learning systems and combined online and offline learning systems that produce content expertise and competencies equal to or better than those produced by the best conventional instruction in half the time at half the cost.”

89. NETP urges education system at all levels to: Be clear about the outcomes we seek Monitor and measure our performance to improve learning outcomes while managing costs Use a process of continuous improvement – redesigning processes, putting them in place, and constantly evaluating them and iterating for effectiveness, efficiency, and flexibility Apply the advanced technology available in our daily lives to student learning and our entire education system in innovative ways that improve designs, accelerate adoption, and measure outcomes Learn from other kinds of enterprises that have used technology to improve outcomes and increase productivity

90. The Time to Act is Now No luxury of time – we must act, embrace continuous improvement, commit to fine-tuning and mid-course corrections as we go. Success = Leadership + Collaboration + Investment Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.

91. Leadership principles: “Model the Way”and “Enable Others to Act”

92. SUSE’s Learning Sciences and Technology Design (LSTD) Doctoral Program

93. Ph.D. Program in Learning Sciences and Technology Design (LSTD) LSTD is dedicated to the systematic study and design of psychological, social, and technological processes that support learning in diverse contexts and across the lifespan, including educational settings. LSTD students complete foundational research on learning, and they design innovative learning technologies. Graduates of the program take research leadership positions as faculty, scientists in companies, government and other research labs, designers and evaluators of formal and informal learning environments, and in learning technology policy-making. The LSTD curriculum includes courses on learning, research, and design, as well as small integrative seminars and explicit apprenticeship opportunities. Students also develop advanced technical proficiencies (e.g., programming, computer animation, graphics design, simulation modeling, video production, user experience, museum display).

94. Recent Employment for Stanford University’sLSTD Graduates and Postdoctoral Fellows Robb Lindgren Assistant Professor Digital Media University of Central Florida Angela Booker Assistant Professor Learning Sciences UC Davis Emma Mercier Research Associate Education Durham University UK Lee Martin Assistant Professor Learning Sciences UC Davis Sandra Okita Assistant Professor Technology & Education Teachers College Columbia Sarah Walter Research Scientist Microsoft Gaming Studio Sashank Varma Assistant Professor Educational Psychology UM Minneapolis David Sears Assistant Professor Learning Sciences Purdue University Lori Takeuchi Director of Research Joan Ganz Cooney Center Sesame Workshop 68

95. http://hstar.stanford.edu/ Contact : roypea@stanford.edu http://www.stanford.edu/~roypea