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Birgit Eickelmann, Germany Ola Erstad, Norway Niki Davis, New Zealand KEYCIT, Potsdam, Germany PowerPoint PPT Presentation


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KEYCIT Workshop Tackling Educational Challenges in a Digitally Networked World: Strategies developed from the EDUsummIT 2013. Research-informed strategies to address educational challenges in a digitally networked world Towards New Systems of Schooling in the Digital Age.

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Birgit Eickelmann, Germany Ola Erstad, Norway Niki Davis, New Zealand KEYCIT, Potsdam, Germany

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KEYCIT Workshop

Tackling Educational Challenges in a Digitally Networked World:

Strategies developed from the EDUsummIT2013

Research-informed strategies to address educational challenges in a digitally networked worldTowards New Systems of Schooling in the Digital Age

Birgit Eickelmann, Germany

Ola Erstad, Norway

Niki Davis, New Zealand

KEYCIT, Potsdam, Germany

4 July 2014


Aims of the TWG 1 in EDUsummIT 2013 ‘Towards New Systems of Schooling in the Digital Age ’

  • Developing a research update and an update of new practices of using digital technology for schooling and new systems for schooling

  • Formulating future issues, questions, and concerns regarding the use of new forms of schooling in the digital age

  • Identify challenges and potentials to meet individualized learning and 21st century skills worldwide in the digital age focusing on the analysis of school systems


New forms of schooling - two essential questions as a shared base

  • Two essential questions as the shared base for the TGW1

    • To what extent and how does recent developments of education and digital technologies challenge and change systems of schooling?

    • How can research inform us about the potential of new forms of schooling with digital technologies?

  • Different perspectives

    • Institutions

    • Actors

    • Practices


Question 1:To what extent and how does recent developments of education and digital technologies challenge and change systems of schooling?

  • Bottom-up process of developing new forms of schooling

    • through changing pedagogical practice in current schools

    • by policy makers and service providers

    • include teacher professional development and initial education

    • + emergent new forms of schooling

  • Sub-topics

    • What forms have emerged recently?

    • Informal/formal, online/offline ubiquitous for some

    • What planned impacts and unexpected consequences?

    • Identify cases, initiatives, research and development


Question 2:How can research inform us about the potential of new forms of schooling with digital technologies?

  • Comprises (meta-)knowledge about applying different/new technologies into schools, new organizations and networks

    • Diverse expertise to identify and critique

    • Stages of developing, implementing, and sustaining new forms

    • Includes new tools and increasing devices owned by student


Theoretical approach:Co-evolution of technology and pedagogy

Dimensions of interacting ecologies that impact change:

  • Bureaucraticprocedures, standards and assurances

  • Professional development within and across schools and ITE

  • Services OER (Open Educational Resources) cloud based services.

  • Political - government policy (educational and technical)

Davis, 2008; Zaka, 2012; Davis, Eickelmann & Zaka, 2013


Arena of Change with Digital Technologies in Education

Services

Political

Global

CPIT

Web conference

Nation

C

LMS

Govt

Region

ePortfolio

Ethnic & indigenous groups

Lecture capture

College/School

Libraries

Councils

Regional ed. services

Department

Class

Institutional services

Cloud services

Governance

Publishers

Regional institutions, inc schools

OERu

C

C

Govt Ed Dept

Professional associations

National centre(s) supporting education

Funding council

Unions

Bureaucratic

Professional

S: Student

T: Teaching staff

A: Admin

P: Parent etc.

C: Governor etc

OERu: Open Educational Resources university

Innovation

P

A

T

T

T

T

A

S

S

S

S

S

S

S

S

S

S


Needs and unresolved issues identified by TWG1 in 2013

  • Facilitate personalization and student-centeredness

  • Integrate formal, non-formal and informal learning with ICT

  • Lack of teachers’ and policy makers’ access to and understanding

  • Lack of sustainable solutions combining new pedagogies & ICT

  • Need to open curricula to new approaches of schooling

  • Lack of support in traditional systems of schooling

  • Need for ICT infrastructure for students in poor areas/countries


Recommendations for researchers (2013)

  • Systematic reviews of literature and research including impact and effect conditions.

  • Develop further mixed methods approaches and good qualitative research

  • Make research accessible and understandable for schools and policy makers

  • Focus more research on new forms of schooling on:

    • Short term research where can inform further development

    • Longitudinal research focusing on long term and sustainable change with ICT

  • Exchange and facilitate research between countries


Recommendations for policy-makers (2013)

  • Acknowledge the co-evolution of ICT and pedagogies

  • Make education more flexible and effective

  • Inform yourself about new systems of schooling and recent approaches


Recommendations for practitoners (2013)

  • Develop and co-construct pedagogical knowledge about new forms of schooling, teaching and new environments. Exchange knowledge within and between schools

  • Move further away from content-orientation to student-centeredness; integrate informal and non-formal learning

  • Connect practice with research in order to develop concepts and strategies

  • Leave room for teachers to explore new approaches and back them up. Involve parents, administrations, and other key stakeholders from the beginning


Overall action plans (2013-2014)

  • Encourage technology-based personalization strategies and bring up best-practice and models for new forms of schooling.

  • Provide incentives for new forms of schooling, develop concepts how to sustain them right from the beginning.

  • Develop curricula towards new systems of schooling that integrate informal and formal learning.

  • Develop education and technology hand in hand (co-evolutionary) instead of only equip schools with technology.

  • Plan for EDUsummIT 2015 including research and development


Thankyouforyour time!

  • Birgit Eickelmann

    • University of Paderborn, Germany

    • birgit.eickelmann@uni-paderborn.de

  • Ola Erstad

    • University of Oslo, Norway

    • ola.erstad@ped.uio.no

  • NikiDavis

    • University of Canterbury, New Zealand

    • niki.davis@canterbury.ac.nz


Examples for new systems of schooling in the digital age

  • Norway: Laptop program in secondary schools and Learning Networks’ program

    • Development of new models for schools using networking as an approach

    • 10-11 schools (= one network) on different levels working together to build sustainable development and strategies for change

  • Korea: New forms of schooling with technologies resulting from cross national PISA evaluations.


Examples for new systems of schooling in the digital age

  • USA

    • Flipped classrooms to re-think schooling and meet individualized learning

      • Use of learning videos and group course learning in huge classrooms

      • Teachers support individuals and groups rather than organizing lessons

    • Khan Academy (online educational resource): extensive video library, interactive challenges, and assessments using learning videos in different subjects  

  • New Zealand: Distance learning and networked e-learning classes, sometimes called virtual schooling


BYOD, OER and MOOCs asexamples

  • BYOD (bring your own device): policy of permitting students to bring devices to encourage usage

  • OER (Open educational resources): Freely accessible, openly licensed documents and media useful for teaching, learning, educational, assessment, and research purposes

  • MOOCs (Massive Open Online Courses): Online courses aim at large-scale open access via the web (interactive participation is partly included), draw on traditional course materials such as videos, readings, and problem sets, provide interactive user forums that help build a teacher-learner-community, provide interactive assessment, e.g. exams and quizzes


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