Background: In our previous innovation conversation we look at how research into Technology-Enhanced Learning (TEL) was informing us afresh about education. Through those conversations, and from my reflections upon them, we identified four emerging characteristics of education innovation. This week we are looking at what new technologies might help us in realising these four dimensions. Today we will outline three characteristics, before looking at our fourth point in depth, and what consequences they might have, on Wednesday.
Firstly a key aspect of TEL research is building new learning technologies so, unsurprisingly, we are learning how to redesign learning and teaching. With smart phones, learning ‘apps’ and the emerging practice of what Nigel Ecclesfield characterises as the ‘digital practitioner’, capable of dragging and dropping selected new technologies into classroom practice (and sharing them through Teachmeet) this is possibly the most immediately fruitful area of technology innovation. Can we continue to exploit and extend consumer products, use Google tools for learning, whilst also developing ‘intelligent tools’ such as LDSE as Steve Ryan argues, so that, as Josh Underwood suggests, we might create more ‘agile and participatory learning and teaching design practices’.
Secondly we identified that we are now repurposing cultural contexts for learning. Rose Luckin’s starting point is that we should be ‘redesigning learning contexts’ and her work provides participatory tools such as the Ecology of Resources to do this, both within and beyond the classroom, as perhaps demonstrated by Fred Garnett’s Ambient Learning City project in Manchester, or even Massive Online Open Courses or ‘MOOCs‘. John Cook’s work on EU projects like MATURE is pointing to the values of social network tools amplifying learning in the workplace. The value of multiple learning contexts is a consistent theme across these discussions.
Thirdly TEL research is also helping us rethink the nature of knowing. Arguably we have seen a real concern with deepening the authenticity of learning processes, which have, perhaps, the greatest potential to impact on the nature of knowing. For example, the use of Artificial Intelligence in MiGen is changing the way mathematics is presented, case-based learning in PATsy is developing heterogeneous reasoning, and this broadening of practice to better reflect authenticity often moves learning significantly beyond class-based practice, often supported by Open Education Resources such as OLnet.
Next: We will look at our fourth, and perhaps most significant point, which concerns re-visioning knowledge, in more depth in my next post on Wednesday.
Image: Blue Fiber by Wysz, used under Creative Commons licence
Please note: Innovation is a complex subject and there are many perspectives on what innovation is and how to do it. This blog site provides the space to explore a broad range of ideas and opinions. Its content should not necessarily be taken as Government policy.