KEYCIT Workshop
This presentation is the property of its rightful owner.
Sponsored Links
1 / 16

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


  • 86 Views
  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Birgit eickelmann germany ola erstad norway niki davis new zealand keycit potsdam germany

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

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


N ew forms of schooling two essential questions as a shared base

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


Birgit eickelmann germany ola erstad norway niki davis new zealand keycit potsdam germany

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


Birgit eickelmann germany ola erstad norway niki davis new zealand keycit potsdam germany

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

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


Birgit eickelmann germany ola erstad norway niki davis new zealand keycit potsdam germany

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

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

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

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

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

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


Thank you for your time

Thankyouforyour time!

  • Birgit Eickelmann

    • University of Paderborn, Germany

    • [email protected]

  • Ola Erstad

    • University of Oslo, Norway

    • [email protected]

  • NikiDavis

    • University of Canterbury, New Zealand

    • [email protected]


Examples for new systems of schooling in the digital age

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 age1

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 as examples

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


  • Login