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As learning at scale is taken up more widely and in new contexts, appropriate pedagogies are required to support this work. Conversational learning is one pedagogy that has already been incorporated within MOOC teaching and MOOC platforms, but there are other pedagogies still to be explored, including adaptive teaching, experiential learning, game-based learning and inquiry-led learning (p46)

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https://www.ubiquitypress.com/site/books/10.5334/bcg/

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Learning design, learning analytics, and teachers together can support student success. With the emergence of learning design combined with learning analytics, there is an increased narrative developing that teachers should start to pro-actively think, reflect, and act upon data. (p118)

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Going forward, we need to address the challenges of evidencing learning in informal settings, or connecting learning across settings, and ensuring that this learning is enjoyable and engaging. In pursuit of this we should aim to create learning environments that allow for playful exploration and experimentation, promote making and recovery from mistakes, and expand over and above formal education, to professional and lifelong learning (p148)

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Take a look at the book and add a quote to this Padlet that you find interesting. You can also like the ones already on the board and add comments.

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Take a look at the book and add a quote to this Padlet that you find interesting. You can also like the ones already on the board and add comments.

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Weller (2014) describes the notion of ‘guerrilla research’, as an alternative to the common template of an academic research project. The key notion is that in many situations where we identify a research question, there are open resources that provide opportunities to do interesting research right away, for ourselves, and without extensive costs and planning. Guerrilla research can have the following characteristics:
• It can be done by one or two researchers and does not require a team.
• It relies on existing open data, information and tools.
• It is fairly quick to realise.
• It is often disseminated via blogs and social media.
• It doesn’t require permission. (p87)

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A promising research agenda for educational technology is to examine how personalized and social learning can fit together. Personalized learning offers content and activity that is matched to the needs, abilities and context of each learner. It can drive mastery learning where the student continues with a topic until it is well understood, and cognitive tutoring that diagnoses each student’s knowledge and gives remedial help to correct misconceptions. (p161)

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Foreword Timothy O’Shea

Introduction Ann Jones et al.

Teaching and Learning at Scale: Foundations Patrick McAndrew

Teaching and Learning at Scale: Futures Rebecca Ferguson

Accessible Inclusive Learning: Foundations Tim Coughlan et al.

Accessible Inclusive Learning: Futures Tim Coughlan et al.

Evidence-Based Learning: Foundations Ann Jones et al.

Evidence-Based Learning: Futures Bart Rienties & Ann Jones

STEM Learning: Foundations Eileen Scanlon et al.

STEM Learning: Futures Christothea Herodotou et al.

Visions for the Future of Educational Technology Mike Sharples

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https://www.researchgate.net/publication/264943139_Beyond_Prototypes_supporting_effective_research_on_technology-enhanced_learning

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Successful implementation of TEL innovation requires evidence that the projected educational goal has been achieved. Reliable evaluations must be carried out; their findings disseminated and acted on. Methods of evaluation are required that can be applied to processes of innovation and to institutional change, as well as those that can be applied to shifts in technology usage.

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TEL innovation is a process of bricolage. This process includes informed and directed exploration of the technologies and practices required to achieve an educational goal. It involves experimentation to generate fresh insights, and creative use of available resources. It also requires engagement with a range of communities and practices.

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Significant innovations are developed and embedded over periods of years rather than months. Sustainable change is not a simple matter of product development, testing and roll-out. Persistent intent is needed.

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TEL involves a complex system of technologies and practices. In order to embed significant TEL innovation successfully, it is necessary to look beyond product development and pay close attention to the entire process of implementation.

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Four visions of CALRG:                  

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Four visions of CALRG:                  

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* Teams can successfully teach any number of students at a distance        * Learning is accessible for everyone                          * Teaching is adapted to meet learners’ needs
* Learners engage enthusiastically with STEM learning.