Title: Large-scale teacher professional development for effective technology integration
Abstract: As the use of digital technology in teaching and learning proliferates, teachers face challenges of how to choose appropriate tools and integrate them in their teaching. Teachers need explicit training in creating student-centred learning designs that harness the affordances of the technology, and in implementing them effectively in their classroom context. Several teacher professional development programs exist, but two key challenges are how to sustain results beyond the duration of the program, and how to scale such efforts.
In this talk, I will describe how we address the sustainability and scalability issues in teacher professional development for learner-centered technology integration practices. As part of Project TUET (Teacher Use of Educational Technology), a flagship project in the department of Educational Technology at IIT Bombay, we have developed models, training program designs and tools that empower teachers in effective technology integration practices within their own teaching-learning context. We have developed the A2I2 (Attain-Align-Integrate-Investigate) model and its associated design principles of immersivity, pertinency and transfer of ownership. We have implemented A2I2-based teacher professional development programs in face-to-face, blended and fully online modes both at the school level and higher education level. We have scaled up such programs upto 4000 participants via learner-centered MOOCs. I will present evidence of how teachers’ design expertise has evolved, and how some teachers have successfully transferred ownership of the problem of effective technology integration via action research in their own classroom. I will discuss our efforts towards building a community of practice over the past five years, and conclude with recommendations for designing and implementing large-scale and potentially sustainable teacher professional development programs.
Bio: Sahana Murthy is an Associate Professor at the Indian Institute of Technology (IIT) Bombay in the Educational Technology inter-disciplinary program. Before joining IIT Bombay, she worked in Physics Education Research at Rutgers University and MIT, USA. Her current research interests lie in students' development of pan-domain thinking skills through interactive technology-enhanced learning environments, and effective integration of technology by teachers. She leads Project TUET, which addresses research, development and outreach aspects of Teacher Use of Educational Technology. She and her PhD students have created and evaluated models for large-scale teacher professional development and effective integration of educational technology. She has been the lead instructor for several large-scale teacher training programs since 2013, as part of the T10KT project under India's National Mission on Education through ICT, reaching more than 10,000 engineering teachers across the country. She has offered two MOOCs on effective integration of ICT for college-level science & engineering instructors (2016) and school teachers (2017), each having more than 5000 teachers registered. She and her colleagues have developed open-source resources in the form of videos and templates for instructors to implement student-centric practices with ICT and conduct action research. She has co-chaired the Program Committee for IEEE international conference on Technology for Education (T4E) in multiple years, and has been track chair in ICALT conference for TELoTS (technology enhanced learning of thinking skills) track. She was the local organizing chair and IPC co-chair for ICCE 2016 in Mumbai.
Title: Effective TELL for Self-Regulated Learning and Collaborative Learning
Abstract: In this presentation, I will discuss ways to merge technology with effective and active language learning through the applications of Self-Regulated Learning (SRL) and Collaborative Learning (CL), focusing on learning support. There are four main parts to the presentation: (1) SRL support for course completion and dropout reduction and the limitations of SRL, (2) CL support to increase engagement, (3) bridging SRL and CL for quality interactions, and (4) current issues and future implications.
How do people behave and regulate their learning in TELL? When online learning materials were assigned with a due date, there were found to be seven learning types: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. When the relationships between the learning types and their learning outcomes were analyzed, the results showed that the students with the learning habit type scored significantly higher on the test than did students with the procrastination type. These results imply that regulated learning could increase learning effectiveness and lead to better learning outcomes in e-learning. However, the problem is that most of us (generally 70 to 80 percent) are said to be procrastinators. Therefore, it is difficult to conclude that all procrastinators learn ineffectively. Then, the concepts of active and passive procrastination will be introduced.
The communicative approach has been encouraged for effective and active language learning. Not only SRL but CL is also essential to increase the size, depth, and fluency of language proficiency. To increase quality interactions among students, Community of Inquiry (CoI) was employed for quality interactions in our research projects, with increments of social, cognitive, and teaching presences. The design and support for effective CL and bridging SRL and CL will be presented through demos of our developed systems.
Finally, limitations of SRL, current issues with CL, and the combination of SRL and CL will be discussed. Innovation and creative skills are required as the 21st century skills. These skills should be applied to language learning, as well. The agenda for innovative TELL will be proposed for our future development.
Bio: Yoshiko Goda is currently an associate professor in the Research Center for Instructional Systems, Kumamoto University, Japan. She has been a director of the International Board of Standards for Training, Performance, and Instruction (ibstpi) since 2015. She received an M.Ed. (English Education) from Tokyo Gakugei University in 1996, as well as an M.S. (Computer Education, 1998) and Ph.D. (Science Education, 2004) from the Florida Institute of Technology (FIT) with the partial support of a Fulbright Scholarship. She has teaching experience from various countries, including acting as an instructor in the Applied Language Department at Shu-Te University in Taiwan (1999–2000), an adjunct faculty member in the Graduate School of FIT in the US (2004), a visiting scholar at the Research Center for e-Learning Professional Competency at Aoyama Gakuin University in Japan (2005–2008), and an associate professor in the Faculty of Social and Management Studies at Otemae University in Japan (2008–2010). She also served as chief manager and instructional designer for Digital Educational Support, Inc. in Japan (2008–2010). Additionally, she has co-authored “Technologies and Language Learning in Japan: Learn Anywhere, Anytime (pp.38–54, 2011), in Levy, M., Blin, F., Siskin, C.B.,& Takeuchi, O. (Eds.), WorldCALL: International Perspectives on Computer-Assisted Language Learning. Routledge Studies,” and “Application of CoI to Design CSCL for EFL Online Asynchronous Discussion (pp.295–316, 2012), in Akyol, Z. & Garrison, R. (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice.” Her current research interests include self-regulated e-learning, instructional and learning design, online education program evaluation, computer-assisted language learning, and innovative communities for global education.
Title: Fostering collective creativity and 21st century literacies through CSCL and formative learning analytics environments
Abstract: Collaborative, creative and critical literacies are essential to young people’s productive participation in 21st century lifeworlds. Yet, research has shown that the classroom can often be an uncomfortable and problematic space for developing such skills and dispositions. One major challenge lies in how we can more effectively assess and scaffold the development of these ‘new(er) literacies’ in learners, at both individual and collective levels, and as they occur naturalistically in peer interactions during acts of learning. With more appreciation for the dynamic and non-linear nature of 21st century literacies and their constitutive socio-interactional processes, educators worldwide are increasingly cognizant of the limitations of conventional assessment and pedagogic modalities. To this end, well-designed computer-supported collaborative learning (CSCL) environments that leverage on formative social learning analytics (LA) may bring new affordances to bear on this educational imperative of our time.
In this talk, I will showcase one techno-pedagogical innovation that exemplifies how the purposeful coupling of CSCL and formative LA affordances can serve to enhance collective creativity and critical literacies in secondary students within the disciplinary domain of English language learning. Alongside the explication of key design principles and empirical learning gains, I will also foreground the pedagogical dilemmas and challenges encountered throughout the iterative cycles of design, enactment, adoption and diffusion. In doing so, I hope to underscore both the educational promises and problems that arise as the ‘rubber’ of well-intentioned learning innovations ‘hits the road’ of entrenched socio-institutional beliefs and practices in mainstream schooling.
Bio: Dr Jennifer Pei-Ling Tan is Senior Research Scientist (Learning Sciences Lab) and Assistant Dean (Knowledge Mobilisation) at the Office of Education Research, National Institute of Education Singapore. She specialises in technology-mediated pedagogical innovations aimed at assessing and fostering 21st century skills and dispositions in learners. Dr Tan leads a portfolio of competitively funded research projects that sees her working closely with schools and policymakers to co-design, implement and evaluate web-based collaborative learning and formative learning analytics initiatives that promote collaborative creativity and criticality in young people. Dr Tan holds doctorate and master degrees in Philosophy, Education and Business.