Archive for category Keynotes
While in Utrecht in February I also keynoted at the Perfect Storm. This innovative educational event is a collaborative conference designed to kickstart projects and ideas.
The organisers describe the event in this way: ‘The PerfectStorm 2018 is a unique concept called collaborative conference. Bring your team to kickstart your own innovation. Design Thinking, Learning Design and Leading Creativity collide in this energizing event where you work on your own goals, guided by international experts. Enjoy sharing learning journeys in campfire sessions where you experience a broad range of best practices, new tools and innovative insights.’
The Perfect Storm took place in a working art school, with sculptures and art works to explore during the breaks (see picture for a sound sculpture by Dianne Verdonk that I enjoyed – sounds in the megaphone are transformed into vibrations in the body of the sculpture and thus transferred to the body of anyone lying on top of it.)
Design thinking involves the creation of innovative solutions that address people’s needs. In the case of education, what are those needs? Are we educating people to be workers, citizens, good members of the community, rounded individuals or lifelong learners? Rebecca Ferguson, lead author of the Innovating Pedagogy series of reports, will talk about the challenges facing our learners, the problems we need to solve, and some of the pedagogies that offer a starting point.
In March, I enjoyed my time as keynote for the Association for Teacher Education in Europe (ATEE) Winter Conference in Utrecht, the Netherlands. The conference was held on February 15th and 16th and was organised by the Archimedes Institute from the HU University of Applied Sciences Utrecht.
From educational radio and television, through virtual learning environments, to mobile devices – when we think of innovation in education, we tend to think of the technology used to deliver it. This technology has helped to extend access to education, but technology alone cannot bring about deep and sustained improvements in the quality of learning. The Innovating Pedagogy reports shift the emphasis towards innovations in pedagogy: identifying new forms of teaching, learning and assessment to guide educators. These innovations can be used to help learners deal with a changing world in which they need to make sense of increasing amounts of data and information, and make the most of their opportunities to make global connections. In her keynote, Rebecca Ferguson will talk about new pedagogies that can be put into practice in the classroom, the ideas that connect them and the skills that support them. Some of these approaches extend current practice, some personalise it, some enrich it and others explore new possibilities that have opened up in the past decade.
I visited Bergen in Norway at the end of September to keynote at Nordic LASI. This is one of a series of learning analytics summer institutes run around the world in conjunction with the Society for Learning Analytic Research (SoLAR). The event was well attended, with participants from Russia, Norway, Denmark and Sweden.
Learning analytics involve the measurement, collection, analysis and reporting of data about learners and their contexts, in order to understand and optimise learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and institutions around the world are already developing and deploying these new tools. However, it is not enough for us to develop analytics for our educational systems as they are now – we need to take into account how teaching and learning will take place in the future. The current fast pace of change means that if, in 2007, we had begun developing learning analytics for 2017, we might not have planned specifically for learning with and through social networks (Twitter was only a year old), with smartphones (the first iPhone was released in 2007), or learning at scale (the term MOOC was coined in 2008). By thinking ahead and by consulting with experts, though, we might have come pretty close by taking into account existing work on networked learning, mobile learning and connectivism. This talk will examine ways in which learning analytics could develop in the future, highlighting issues that need to be taken into account. In particular, the learning analytics community needs to work together in order to develop a strong evidence base grounded in both research and practice.
I visited the University of Deusto in Bilbao, Spain, to give a keynote at the learning analytics summer institute there (LASI Bilbao 2016) on 28 June 2016. The event brought people together from the Spanish Network of Learning Analytics (SNOLA), which was responsible for organising the event, in conjunction with the international Society for Learning Analytics Research (SoLAR).
What does the future hold for learning analytics? In terms of Europe’s priorities for learning and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as employability, active-citizenship and well-being. This is a tall order and, in order to achieve it, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can avoid potential pitfalls and develop an action plan that will drive the development of analytics that enhance both learning and teaching.
On 3 September, I was invited to give a keynote talk for GMW (Gesellschaft für Medien in der Wissenschaft – Society for Media in Science) in Munich at the Interdis 2015 conference.
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change.
To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca will introduce tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale.
I was recently invited to Stockholm, to speak at the ‘Rethinking Education‘ conference run by the Ratio Institute. The conference objective was ‘to focus on the need to design for the future education and skills systems that enable young people and adults to develop the knowledge and skills needed in the labour market, as well as for personal development and important societal goals.’
My focus was on the benefits and challenges offered by MOOCs, with particular reference to FutureLearn.
The SoLAR Southern Flare Conference (SSFC) introduced the potential of learning analytics to practitioners, academics, researchers, administrators, and anyone interested in learner-centred data driven practices. The attendees included representatives from over half the universities in Australia and New Zealand as well as participants from industry. The Flare was blogged by event chair Shirley Alexander.
Universities around the world are currently exploring radical new approaches to post-compulsory education, based around online courses with no formal entry requirements or constraints on class sizes, combining the power of social networks for learning with open access learning materials (Kop, 2011; Kop, Fournier, & Sui Fai, 2011). These massive open online courses (MOOCs) include MITx, which offers a portfolio of MIT courses to a virtual community of learners around the world free of charge, and the Stanford ‘Introduction to Artificial Intelligence’ course that signed up 160,000 students from 190 countries in 2011 (Leckhart & Cheshire, 2012).
For these and similar courses to be educationally effective, they not only demand new methods of teaching, but also new approaches to providing individualized support, new ways of tracking and managing the learning of thousands of students, and new tools that will help learners to orient themselves in complex online settings and develop a coherent view of an information space (Siemens, 2011).
This presentation will showcase The UK Open University’s research into the development of social learning analytics – analytics that can be used to understand and support how learners build knowledge together in different cultural and social settings, both inside and outside formal education.