The presentation includes remarks on recent developments in the field of Technology Enhanced Learning

1. Opening up education through digitization.
Remarks on recent developments in the field
of Technology Enhanced Learning.
Invited Keynote
by Prof. Dr. Thomas Köhler
(TU Dresden, Educational Technology Chair)
13th National / 7th International Conference
“E-Learning and E-Teaching”
Teheran, KN TOOSI University of Technology,
2019, February 20.-21.

2. TEL (Technology enhanced learning) is recently adopting so-called open
innovation technologies which foster the openness in any knowledge related
practice. To identify the power of this new practice one may just imagine we
would have to work with the paper based books we find in our library only
as we did 25 years ago (cf. Koehler et al, 2018). Would science be possible
as we practice it? Who would be able to contribute to innovation by which
means and who would be able to take into account what is or has been
discussed among scientists? How does scholarly discourse take place and is
it limited to those who are employed in a scientific institution?
Those and many more questions call for a more in-depth consideration of
scientific and as well educational practice. Indeed, education – what is not
the same as science, but is closely linked to scientific contexts – is similarly
concerned by fast developments related to openness and digitization.
Perhaps two examples may illustrate this: when being a final year student at
a fine university 25 years ago there was no chance to reflect the meaning of
digital technologies for knowledge production (which applies for the majority
of the teachers and as well the professors these days).
Abstract 1/2

3. That means that the competency for a critical and efficient usage of those
digital technologies, the core technology of everyday scholarly routine, must
have been acquired during the job, after graduation. By that one must
become aware that some of the knowledge which we were taught as final
year students has now turned out to be useless or even wrong. What does
that mean for the construction and perhaps co-construction of scientific
knowledge in the early days of the 21st century?
The keynote lecture will provide both, examples of daily routines of scientists
using social and other digital media as well as reflect upon theoretical
perspectives on how to interpret (as a consequence) the meaningfulness of
the concept of digital skills as it is discussed and linked with the most recent
approaches of scholarly practice like the open innovation and citizen science
practice and its counterparts in the education sector, where one may find
already first examples of open educational practice and the open educational
resource movement.
Abstract 2/2

4. The presentation will be structured as follows:
1) Where does Technology for Enhanced Learning come from?
Theoretical considerations from:
 Sociology of science;
 Social construction of technology;
 Social constructivist paradigms.
2) How does Higher Education staff adopt digital Technologies?
Recent empirical research, consisting of:
 The national German survey on social media usage among scientists;
 The European Open Innovation Project “TraininG towards a society of
data prOfessionals to enable open leadership Innovation MOVING
3) What about digital competencies of Higher Education staff?
Open Access to new research technology:
 Invitation to the conference participants to use the (http://moving-
project.eu/moving-platform) technology for free;
 Discussion: the DigiComp.Edu model and its meaning for TEL research.
Structure

5. www.tu-dresden.de
In Germany TU Dresden is among TOP 3 TUs & 1 of 11 Unis of Excellency.

6. www.tu-dresden.de
Institute of Vocational Education Media Centre

7. www.tu-dresden.de/mz
Media Centre is a central scientific unit of TU Dresden with over 50
employees who deal with research around Educational Technologies.

8. 1) Where does Technology for Enhanced Learning come from?
Theoretical considerations from:
 Sociology of science;
 Social construction of technology;
 Social constructivist paradigms.
2) How does Higher Education staff adopt digital Technologies?
Recent empirical research, consisting of:
 The national German survey on social media usage among scientists;
 The European Open Innovation Project “TraininG towards a society of
data prOfessionals to enable open leadership Innovation MOVING
3) What about digital competencies of Higher Education staff?
Open Access to new research technology:
 Invitation to the conference participants to use the (http://moving-
project.eu/moving-platform) technology for free;
 Discussion: the DigiComp.Edu model and its meaning for TEL research.
Structure

9. Principle of Co-Construction
Co-Construction means:
 joint creation of a form, interpretation, stance, action, activity,
identity, institution, skill, ideology, emotion, or other culturally
meaningful reality.
 The co- prefix in co-construction is intended to cover a range of
interactional processes, including collaboration, cooperation, and
coordination.
 However, co-construction does not necessarily entail affiliative or
supportive interactions.
 An argument, for example, in which the parties express
disagreement, is nonetheless co-constructed.
Cp. Jacoby, S. & Ochs, E. (1995). Co-Construction: an Introduction; In: Research
on Language and Social Interaction. 3(28); pg. 171.

10. Co-Construction in Online-Learning
Recent considerations about the principle of Co-Construction
during Online-Learning:
Collaboration offers possibilities for:
• co-construction of knowledge,
• comparison of alternative viewpoints,
• explication of plans, concepts and ideas.
Explication of ideas can induce cognitive conflicts which might facilitate
cognitive change.
Cf. Gijlers, H. (2005). Confrontation and co-construction. EXPLORING and
supporting collaborative scientific discovery learning with computer
simulations; Doctoral Thesis, University of Twente.

11. Co-Construction in Online-Learning
Source: http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/22_4.pdf
Project of TU Dresden, Media Centre

12. Principle of Co-Construction
Principals of the ‚Social construction of Knowledge‘:
1. Meaning in language is achieved through social interdependence.
2. Meaning in language is context dependent.
3. Language primarily serves communal functions.
Conclusions for educational Practice:
 Diffusion of authority – i.e. not to know what is correct but to have
the skill to participate in the discourse;
 Vitalization of relationship – i.e. coordination participation of the
learner in the dialogue;
 Generation of meaning for practice – in a sample case students
build a house which afterwards has even been sold.
Cp. Gergen, K.J. (1995) Social construction and the educational process; In:
Steffe, L.P. & Gayle, J.: Constructivism in education; Hillsdale, LEA.

13. Co-Construction in Online-Learning
Université Européene de Bretagne, Laboratoire d’Informatique
des Systèmes Complexes & Centre Européen de Réalité
Virtuelle, Plouzané:
The co-construction allows the improvement of the credibility of the
interactive simulation. The two reasons are that :
A) we take into account a human point of view of the decision-making
instead of using rational and optimized behaviors and
B) by some back and forth between
stage 1 and stage 2 of CoPeFoot,
the behavior and the situation are
progressively modeled.
Cp. De Loor, P. et al. (2008). Interac-
tive Co-Construction of Dynamical
Collaborative Situation: The case of
CoPeFoot Pierre.

14. 1) Where does Technology for Enhanced Learning come from?
Theoretical considerations from:
 Sociology of science;
 Social construction of technology;
 Social constructivist paradigms.
2) How does Higher Education staff adopt digital Technologies?
Recent empirical research, consisting of:
 The national German survey on social media usage among scientists;
 The European Open Innovation Project “TraininG towards a society of
data prOfessionals to enable open leadership Innovation MOVING
3) What about digital competencies of Higher Education staff?
Open Access to new research technology:
 Invitation to the conference participants to use the (http://moving-
project.eu/moving-platform) technology for free;
 Discussion: the DigiComp.Edu model and its meaning for TEL research.
Structure

15. Digital Technologies in German HEIs
Status Quo:
Usage of
Social Media
Technologies
among
research staff
in Germany
(cf. Pscheida et
al., 2015; OAP via
http://nbn-
resolving.de/urn:
nbn:de:bsz:14-

16. Digital Technologies in German HEIs
Status Quo:
Usage of
Social Media
Technologies
among
research staff
in Germany
(cf. ibid)

17. Digital Technologies in German HEIs
Status Quo:
Usage of
Social Media
Technologies
among
research staff
in Germany
(cf. ibid)

18. Digital Technologies in German HEIs
• Within the “MOVING” project we characterize e-science as a
scientific discipline focused on analysis, adoption and
development of local and distributed hardware and software
systems, associated application scenarios and organizational
structures to create an efficient environment for collaborative
cross-university research.
• The ‘real’ research in its diversity shall be considered along with
upstream activities such as resource mobilization, problem
identification and calculation, downstream phases such as the
transfer of results into economy and the evaluation of research
performance, as well as with accompanying phases such as
public relations and teaching.
Cf. www.moving-project.eu
New Use cases developed by the MOVING project

19. Moving TEL ideas further
Cf. Scherp et al. 2017 (https://doi.org/10.1145/3123266.3132056)

20. Objective of the MOVING project
• The objective of the MOVING project is to improve the
social capacity for innovation by expanding its
competencies in digital information management.
• The goal of the MOVING project is to train and empower
people from all societal sectors and disciplinary
backgrounds to apply data analytics tools and techniques
in their daily working routines.
• To that extent, an open and interdisciplinary platform will
come to aid which is similar for different branches and
use cases.
MOVING: improve the social capacity

21. MOVING: Design based research
• Based upon the background of the professional partner
Ernest & Young
• The use case described here addresses public
administrators, and is provided by EY and their 60.000
compliance officers.
• The objective here is the application of a human-centered
design approach.
• According to the scenarios described for this use case, we
applied, for the requirement analysis, a mixed-methods
design conducting a series of internal interviews,
conducting brainstorming sessions based on the
questionnaire analysis of responses and performing a
review of existing text mining tools.
Use case I: legal accountants

22. MOVING: Design based research
• Today, the internet is the central place for scientific
information and literature review.
• The available sources are varied: in addition to increasing
library catalogues, online archives and databases as the
classical approaches, social networking sites (e.g.
ResearchGate) and content sharing platforms such as
Slideshare or scientific blogs are available as sources.
• As an example cf. http://researchgate.net/
Use case II: junior researchers

23. MOVING: Design based research
• Based upon TU Dresden and respective training networks with
junior researchers.
• Task: Managing and mining research information
• The reception of the activities and results of other scientists in a
certain research field as well as a precise knowledge of the
current state of the discussion within the relevant scientific
community is one of the core tasks in scientific work process in
means of research quality.
• On the one hand, this practice makes sure that newer or even
older ideas cannot be falsely stolen and solutions do not have to
be worked out twice.
• On the other hand it is the base for the scientific principle that
new scientific ideas should always build on the results of
previous work to enhance scientific innovation.
• Therefore, serious scientific work has to go hand-in-hand with
good literature review.
Use case II: junior researchers

24. Moving the insight further
• Software development for the platform (since 2016)
• Evaluation of the intermediate status by external auditors
(June 2016)
• Testing with target audiences (started mid 2017)
• Implementation of the new platform into research
practice (available since 2018)  www.moving-project.eu
• Publically available since autumn 2018, introduced by 2
MOOCs to > 500 scholars
cf. the MOVING research project: https://www.researchgate.net/project/MOVING
Developments in the MOVING Project:

25. 1) Where does Technology for Enhanced Learning come from?
Theoretical considerations from:
 Sociology of science;
 Social construction of technology;
 Social constructivist paradigms.
2) How does Higher Education staff adopt digital Technologies?
Recent empirical research, consisting of:
 The national German survey on social media usage among scientists;
 The European Open Innovation Project “TraininG towards a society of
data prOfessionals to enable open leadership Innovation MOVING
3) What about digital competencies of Higher Education staff?
Open Access to new research technology:
 Invitation to the conference participants to use the (http://moving-
project.eu/moving-platform) technology for free;
 Discussion: the DigiComp.Edu model and its meaning for TEL research.
Structure

26. MOOC „German Engineering“
Source: http://mooc.tu9.de/ Project coordinated by TU Dresden, Media Centre

27. Video-Lectures as a Combination of Co-
Construction and MOOC:
 Video based forms of cooperation: obviously offer special opportunities
for knowledge cooperation. Those are not limited to the video-format;
 Learners could take over the teacher‘s position(s)– or just watch (i.e.
observe);
 While pure observing is criticised (G. Reinmann: „Stop watching
Movies“) only marginally the potential of the individual creation of new
positions of knowledge by the learners is supported (i.e. the learner
doesn't have opportunities for implementing own contributions.
 Generally production and exchange of self-produced videos offers a
larger potential for learner‘s participation in the process of co-
construction of knowledge!
Discussion & Conclusion

28. Principle of a MOOC
Openness & Opening
 Examples: MOOC, OER, Virtual Mobility
 What happens? Learning material and educational institutions are open for
any interested person
 Anyone who intends making certain learning experiences may use respective
learning objects
 Learning objects and Learning experiences may be accessible independent of
organizational barriers (for example enrolment) or previously acquired
competencies which usually need to be confirmed individually (for example
by an entrance test).
cf. UNESCO via http://www.unesco.org/new/en/communication-and-information/access-to-
knowledge/open-educational-resources/what-are-open-educational-resources-oers/

29. Discussion & Conclusions
Figure: Educators‘ Digital Comptencies as described by DigCompEdu
(cf. Redecker & Punie 2017)

30. The MOVING MOOC
The MOVING MOOC “Science 2.0 and open research methods” is a four-week
course started on 21 January 2019. The registration is now open at the following
address: https://moving.mz.tu-dresden.de/mooc.
In the MOOC, young scientists learn to use social web technologies and online communities
as research tools: to build networks, discuss findings and collaborate with scientists
across professional, cultural and geographical boundaries. Participants will understand
how the use of social technologies in the context of movements such as Creative
Commons and Open Science offers completely new opportunities to publish, share,
discuss and reproduce scientific knowledge and data. Mastering these social
technologies and web-based tools will enable them to create scientific innovations and
make scientific knowledge available to a wider public.
The MOOC started on 21 January 2019 on the MOVING platform. The course is held in
English, is free of charge and is aimed primarily at doctoral students and young
scientists. Participants who actively engage in the course can obtain a certificate of
participation.
For more information, check out our short teaser video, visit the MOVING website and
follow us on Twitter @MoMoSci20. You can register here for the MOOC!

31. I appreciate your comments and corrections!
Contact:
Prof. Dr. Thomas Köhler / Technische Universität (TU) Dresden
Affiliations @ TU Dresden:
a. Education Sciences Dep. / Educational Technology Chair: http://tu-dresden.de/bt
b. Media Centre: http://tu-dresden.de/mz
Address:
Office: 01217 Dresden, Weberplatz 5
eMail: Thomas.Koehler@tu-dresden.de
Phone: +49-(0)351-463-32772 Fax: -463-34963
Skype: thomas.koehler1
For further reading please consult:
https://www.researchgate.net/profile/Thomas_Koehler5

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Learning (TEL) und Technology Enhanced Teaching (TET) in der akademischen Bildung
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Münster, Waxmann.
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Educators DigCompEdu; JRC SCIENCE FOR POLICY REPORT, online via vgl.
https://ec.europa.eu/jrc/en/digcompedu on 20.06.2018
8. Scherp., A., Mezaris, V., Köhler, T. & Hauptmann (2017). Multimedia-based Educational
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Proceedings, Mountain View, https://doi.org/10.1145/3123266.3132056 on 19.02.2019
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