Conference of Keynote Speaker in 7th World Conference on Learning, Teaching and Educational LeadershipBudapest, Hungary

1. 7th World Conference on
Learning, Teaching and
Educational Leadership
Budapest, Hungary
27-29 October 2016
Miguel Zapata-Ros
http://es.slideshare.net/MiguelZapata6
Miguel Zapata Ros
mzapata@um.es
www.um.es/ead/
es.slideshare.net/MiguelZapata6

2. Industrial and
post-industrial
educación
People learn at different rates and have different learning needs.
However, schools are organized to teach a specific, predetermined set of contents in
a period of time that is pre-established and the same for everyone involved.
As a result, slower students are forced to move on to the next learning point before
they have mastered content.
Nowadays, students who do not have the appropriate level of mastery are passed on.
At the same time, gifted students become bored and frustrated, and they waste
valuable learning time as they wait for the group to move ahead. People from both of
these groups often give up and quit.
This represents a considerable waste of talent for our
communities and companies at a time when knowledge is
a basic commodity. In addition, it can be the root of
frustration at the personal level.

3. The dominant paradigm of education, with its
production and learning standards, is
unsustainable, especially considering that we
have available the technological means and
environments to offer alternatives.
However, there is strong resistance. The
present-day educational paradigm may
actually be one of the disruptive changes
taking place within the system that is
causing the most resistance.

4. The emergence of a technological world and a knowledge-based society
• Internet
• Knowledge networks and social networks
• Disruptive businesses
… plagued with questions and uncertainties
… and with potential
• Knowledge and learning no longer take place only at schools and universities
• Are teachers prepared?
• Are schools prepared? And what about educational systems?
• He has universities professional and life performances? and the education ?
• Disruptive innovations
• Personalization
• Learning based on achievement, not on
standards
• Performance
• Individual and institutional adaptability
• Democratization of access to knowledge and employment
• Disruption

5. 1) The web
2) Learning Management Systems,
3) OER/MOOCs, and digital texts
4) Mobile devices
5) Social media
6) Smart Learning Environments
The main characteristics of transformation in educational
environments are:
1. access to rich and powerful interactive resources,
2. many and varied ways of communicating and
collaborating,
3. instant access to knowledge,
4. open practices

6. *
[1] Smart Learning Environments (SLE)

7. Exploitation of digital technologies
Teachers lack the digital literacy needed to
exploit the full potential of digital technologies
New approaches for instructional
design based on learning theories
and pedagogy to use digital
technologies efficiently
Analysis of data associated with
LMS to understand better how
students are learning
Instructional design Learning analytics

8. Instructional
design
Instructional design
Practice, teaching and
learning activities
Formative evaluation
Theories

9. Behaviorism
Cognitivism
Personalization
Constructivism
Practice, teaching and
learning activities
Theories
Instructional
design
Connectivism
Formative
evaluation

10. Instructional design theory
 It is a tool with two purposes:
Facilitation of learning and human development  facilitation
of human development alongside improved learning is
achieved.
It is a situational theory: The learning methods and
situations are essential for learning to take place effectively.
 It is a series of principles to organize teaching within a
complex framework of elements that are becoming
smaller and smaller. Closer to individual
comprehension, they are later used to scaffold
concepts.
 Instructional design methods involve a continuous
cycle and formative evaluation that enable
improvements in the process to be introduced as part
of the educational program design without the need to

11. Learning analytic and SMART
environments
Research on mobile and social communication environments
has developed detection technologies.
It has also led to the creation of environments that are
sensitive to the ubiquitous and social learning contexts and
that are capable of detecting the state of student learning in
the real world and in situational contexts.
They can be used to provide individual students the appropriate
information at the right place and at the right time.
However, this is not enough. Other factors must be considered.
These are, fundamentally, the same principles that rule over
instructional design and efficiency in learning.

12. There is plenty of room
to improve

13. The 2 sigma problem

14. 40 percentiles

15. Mastery learning
The majority of students can learn
everything that schools teach them
as long as
• Teaching is done in a sensible and systematic way;
• The students receive timely, adequate help when they have difficulties;
• They are given all the time they need to master the subject matter;
• The level of mastery is clearly defined.
The key to success resides in the timely help and stimulation that can be
provided to students so that they can overcome their difficulties.
Many teachers have shown great ingenuity in helping students to make the
needed additional effort and to find the most effective way to correct their
deficiencies.
HUMAN CHARACTERISTICS AND SCHOOL LEARNING
Copyright © 1976 by Benjamin S. Bloom

16. Instruction using technology should
extend learning quality and efficiency to
new levels
Both universal principles and specific situations exist.
Empirically demonstrated principles can be applied
universally to all teaching situations.
Specific methods enable each principle to be
implemented but their application should be varied
from one situation to another.

17. Important aspects to reach all
A) Universal methods of instruction
Prescriptive instructional principles, “fundamental
principles,” which improve the quality of teaching in
all situations ( Merrill, 2007 , 2009 ) cover:
• The centrality of the task,
• Activation,
• Demonstration,
• Application,
• Integration.

18. B) Organization and evaluation
Teaching should always be organized using strategies that
focus on the task and enabling a progression of
complete tasks that become increasingly complex.
Evaluation
Instruction should provide a demonstration of the skill.
The demonstration should be consistent with the skill
that the student is expected to acquire in terms of
• the type of skill,
• how it is done, and
• what happens when it is used.

19. Key ideas in the post-industrial
paradigm of instruction
Post-industrial education highlights contrasts
between
 A focus on learning vs. a focus on selection
of individuals (central, recurring and epitomic
idea).
 Organization of teaching focused on the
student vs. Instruction focused on the teacher.
 “Learning by doing” vs. “learning through
teacher presentations.”
 Progress based on achievement vs. progress
based on time.
 Personalized instruction vs. standardized
instruction.

20. New key roles for the new
paradigm I: Teachers
 Designer of student work,
 Facilitator of the learning process
 A new kind of mentor: anywhere and anytime.

21. New key roles for the new
paradigm II Students
 Active workers,
 Autonomous students and
 Co-instructors.

22. New key roles for the new
paradigm III Technology
 Storage of student learning registers that offer
inventories of standards, personal achievements
and personal characteristics.
 Planning of student learning, which involves
helping students, parents and teachers to identify
and decide on long-term objectives. And the roles
of teachers and parents and the personal learning
plan.
 Organization of teaching. Learning technology

23. Conclusions
 We need to transform our educational systems.
 They were designed to select students through
their structure, functions and nature.
 With the help of technology we can now design
other, different systems to maximize learning and
personal satisfaction.
 We need to move away from systems that
measure student progress based on time to
others based on their achievements.
 This transformation will require progress in theory
and in technology to organize teaching and
learning.

24. Thank you