2016-04-06 research seminar

1. CEITER – New Learning
Practices and Learning
Analytics for
Educational Innovation
Tobias Ley
ERA Chair Professor for Learning
Analytics and Educational Innovation
06 April 2016

2. New Learning and Teaching
Practices – how to measure
and support them
Some theory and some
Examples
New
Learning
Practices

3. “We are all CEITER”
CEITER
as a
Research
Platform

4. New Learning and Teaching
Practices – how to measure
and support them
Some theory and some
Examples
New
Learning
Practices

5. Estonian Lifelong Learning
Strategy
- “A change in the approach to learning”
- learning how to learn
- learning how to solve problems
- collaborative learning
- creativity
- entrepreneurship
- “Improving the Access to a Digital Infrastructure
for Learning”
- Contributing to a Digital Turn in Education

6. What are these New Teaching
and Learning Practices?
Collaborative, creative, problem-based learning
4Why?
- Meaningful and social activity in formal education
- Societal problems require innovation and creativity
- Faster reaction and appropriation of innovation
- Jobs change quickly, it is not enough to learn once and then
built on it a liftetime
4Why not?
- There is no “one-size fits all” pedagogy

7. Example: Vocational Training
in the Construction Industry
Trainers Collaborate on
Creating Learning Resources
Embedding Learning into
Workplaces
Apprentices contribute to
Learning ResourcesExtending Learning
to the Companies

8. Some Theory

9. New Teaching and Learning
Practices
Behaviors, attitudes, personal theories ...
... all part of it, but it is more complex
- the object of activity
- tool-mediated
- embedded in a culture
- Tight coupling with our social
and material environment
serving an object of activity
Opportunities
Constraints
Activity
Tool
Object
Subject
Fessl, Pata et al. (2016)

10. Tools have an intentionality
Villemard, 1910: À l' École, Bibliotèque national de France
http://expositions.bnf.fr/utopie/grand/3_95b1.htm

11. Shared Tools and Artefacts
- Individual: Cognition
- How our cognition and learning is mediated by use of tools
and artefacts
- Team: Collaborative learning
- How a shared artefact becomes the object of activity
- Organisation
- How shared artefacts become means for organisational
learning and change

12. Why digital tools and
artefacts?
- Malleable representation, circulating reference
(Latour), inscription of meaning (Verbert), reification
(Wenger)
- Tracing of practices and activities, leaving digital
traces
- Opens up collaboration across time and space
- Opens up possibilities of change

13. What are the consequences
for research and practice?
- Measuring practices & Learning Analytics
- Considering holistic activities and activity systems
- Tools that mediate activity, artefacts created in collaborative
activity
- Getting closer to “real-world” practices (classroom and out
of classroom)
- Looking at history and development over time
- Instigating Change & Educational Innovation
- co-design and organizational change

14. Let’s have a look at the
Innovation Process
School
Teacher
Learning
Environment
Student
Learning
Policy
School
Teacher
Learning
Environment
Student
Learning

15. Examples

16. Institutional
Change
and Innovation
New Learning
Environments
Teachers and
Trainers:
Facilitators of
Learning
Learner
Interaction and
Cognition
LearningAnalytics
Digital Turn
Teachers as
Change Agents
Problem-based,
collaborative, creative
Digtal Learning Ecosys
Smart School
Teacher Inquiry into
student learning
Modelling technology-
mediated Social
Learning and
Creativity
Distributed Cognition
Designing learning environments for educational innovation
DataInfrastructure
Theory-drivenAlgorithmsandVisualization
Realizing new learning environments for problem-based, collaborative, creative learning
Realizing opportunities for data-driven research and evidence-based education
Educational Innovation: Levels of Intervention

17. Examples
- Institutional Change and Innovation
- Co-Designing New Practices: Learnmix, Creative Classroom,
Scenarios & LePlanner
- Measuring: Digital Mirror in Estonian Schools
- New Learning Environments
- Patterns of game use in school
- Tools for collaborative learning and knowledge building
- Mobile technology for learning outside the classroom
- Teachers
- Professional learning in Learning Layers
- Learning Analytics
- Tracing learning in artefact actor networks
- Individual and social cognition
- Coupling of individual and collective knowledge

18. Co-Designing
Innovative Practices
Contextual
Inquiry
Co
Creation
Experi-
mentation
Evaluation
http://www.samsungdigipoore.ee

19. Learnmix: Practices of Using
Textbooks in Schools
- Rapid Ethnography
- 5 schools, 16 lessons, grades 4-12
- Questions
- Digital artefacts and their use in the classroom
- Pedagogical scenarios, knowledge building
- Findings
- Digital artefacts merely replace traditional tools (like
blackboard)
- No innovative knowledge building scenarios

20. Learnmix: Practices of Using
Textbooks in Schools
- Outcome
- taxonomy for co-authorship levels of artifacts (consume,
annotate, manipulate, submit, expand, remix, create)
- develop innovative 5 learning scenarios, in which learner is
given a role of being an active digital artefact
creator/designer

21. Creative Classroom:
Co-designing new practices
Electronic Course Planning Environment LePlanner
(leplanner.net)

22. Digital Mirror
- Evaluating
- Digital infrastructure;
- Pedagogical innovation
- Systemic change
management and
leadership

23. New Learning Environments,
Tools and Practices
Energy saving simulator
http://www.tlu.ee/~raxsade/ecohouse/
Games and Practices of Using
Games in Schools
Mobile tools for out of
classroom learning
Collaborative Environments for
knowledge building
http://avastusrada.ee
https://confer.zone/

24. How Healthcare professionals
take up innovation
Two practice staff visit a
NHS training on a new
guideline for dementia
Staff collect materials from training and
further research for their revalidation
Other staff
ask questions
about the guideline
Material and questions evolve
into a local implementation
plan for the practice
Other regional practices and the
CSU join the effort to learn
about implementation
problems and practices
Implementation Plan
Guideline
X3-PVQX3-PJC
X3-POZ Dementia

25. Tracing activities with an
artefact-actor network ...

26. ... and feeding it back to
learners and teachers

27. How is learning happening in
these environments?
- Focus in the Cognitive Sciences has long been on
the mind as an autonomous information processor
- How can cognition be modeled as being coupled with
our social and material environment?

28. Coupling of individual and
collective learning
Personal
pattern
Epistemic Distributed CognitionCollective Distributed Cognition
Individual Sensemaking
and Pattern formation
Enculturation of
patterns
Stabilization of
Cultural pattern
Individual
stabilization to
form personal
pattern
Aggregation to
form Cultural
Pattern
Artefact-
mediated
Feedback

29. Coupling of individual and
collective learning
Personal
pattern
Epistemic Distributed CognitionCollective Distributed Cognition
Individual Sensemaking
and Pattern formation
Enculturation of
patterns
Stabilization of
Cultural pattern
Encoding
texts
Interpreting
meaning
Verbalizing
tags
Semantic Stabilization in the use
of tags and their meaning
Recommendation of
most popular tags
Individual
stabilization to
form personal
pattern
Aggregation to
form Cultural
Pattern
Interaction in social
tagging environment
Aggregation of tags in the
Social Bookmarking System
Artefact-
mediated
Feedback

30. How is learning happening in
these environments?
- Empirical studies in field experiments in the
classroom and multiagent simulations
- Individual learning tightly coupled to social processes
of meaning making
- Processes of convergence and divergence
- How available and actionable is the knowledge that is
acquired?
- Creation of agents who autonomously learn individual
learning history and make recommendations

31. “We are all CEITER”
CEITER
as a
Research
Platform

32. Evaluation of Educational
Research in Estonia (2007-11)
- “Whilst the breadth [of research] is impressive, the
Evaluation Panel recommends a focus on greater
depth in the next few years.”
- International research funding and high impact publications
- “educational research at Tallinn University still
appears rather fragmented … the Evaluation Panel
recommends to promote focus and coherence in
educational research”
- Creation of larger interdisciplinary research teams

33. Institutional
Change
and Innovation
New Learning
Environments
Teachers and
Trainers:
Facilitators of
Learning
Learner
Interaction and
Cognition
LearningAnalytics
Digital Turn
Teachers as
Change Agents
Problem-based,
collaborative, creative
Digtal Learning Ecosys
Smart School
Teacher Inquiry into
student learning
Modelling technology-
mediated Social
Learning and
Creativity
Distributed Cognition
Designing learning environments for educational innovation
DataInfrastructure
Theory-drivenAlgorithmsandVisualization
CINNOS
HIK
Digital Turn
Realizing new learning environments for problem-based, collaborative, creative learning
Realizing opportunities for data-driven research and evidence-based education
Educational Living Lab
SHEILA
LAYERS
HTK Educational
Cloud
HIK
DLE for Learning
LAYERS
SocialSemantic
Server&
Dashboard
Know-Center
Institutionaland
PolicyImplica-
tionsforLA
Educational Innovation: Levels of Intervention
LAYERS
IUT EDU
HIK
Austrian SF
IUT PSY
...
Teacher Cont’d
Professional Education
Planning Tools, e-Textbooks
Teacher Professionalisation
SocialSemantic
Server&
Dashboard
Classroom Orchestration
Creative Cognition
in the Web
Teachers as Change Agents
Whole school innovation &
assessment
Teacher Training
Cognitive Development
CEITER Center of Excellence

34. CEITER is building
Research Infrastructure
- Goals
- increase your chances of research funding
- increase your chances to get good Ph.D. Students
- increase your chances to get a higher visibility
- How to achieve those goals
- More systematic approach and capacity to apply for
research funding and conduct projects
- Improve Ph.D. training and funding for doctoral schools
- Aligning and synergizing research at the University
- Smart investment into infrastructure and labs
- Build strategic partnerships with stakeholders in Estonia
and abroad

35. Some concrete steps
- Ph.D. Preschool at the School of Educational Science
and the School of Digital Technologies
- Building up training for applying for and running
H2020 projects targeted at researchers (not
administrators)
- A vision for CEITER after 2020

36. What comes
after CEITER?

37. Estonian Competence Center
for Educational Innovation
Com-
petence
Center
Applied
R&D
Teacher
Training
School &
Policy
Develop-
ment
HTK
HIK
IUT
H2020
H2020
EAS
Uni Tartu
Ministry
EAS
Companies
Uni Tallinn
…

38. To realize the vision
- Identify Stakeholders
- Identify Funding
- Propose Structure

39. Wrapping up
- Learning and teaching is happening in activity
systems where individuals are tightly coupled with their
social and material environment
- Educational Innovation is a systemic process that
spans several levels of analysis
- Digital technology brings an opportunity
- to trace new learning practices
- to instigate innovation in education
- We are all CEITER

40. Tobias Ley
ERA Chair Professor for Learning
Analytics and Educational Innovation
Tallinn University, Estonia
tley@tlu.ee
skype tobias_ley
Twitter @tobold
http://tobiasley.wordpress.com