Drawing together global insights

30-31 March, 2016

Suntec City, Singapore. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

Suntec City, Singapore. Photo by Mark Pegrum, 2016. May be reused under CC BY 3.0 licence.

The biannual iCTLT (International Conference on Teaching and Learning with Technology) in Singapore is always a great place to hear about contemporary trends drawn together from across the world of educational technology.

In his opening keynote, Coherence: Putting the right drivers in action, Michael Fullan spoke about the importance of whole system change, focusing on pedagogical improvement linked to measurable outcomes, and the need for practice to inform theory. He suggested the right policy drivers are capacity building (rather than accountability), collaborative work (rather than individual teacher and  leadership quality), pedagogy (rather than technology, which is just an accelerator), and ‘systemness’ (rather than fragmented strategies). Collaborative cultures in schools, he noted, have a greater effect on teaching and learning than teacher appraisal or professional development.

There is a need for an integration of  pedagogical knowledge, change knowledge, and technological knowledge to innovate effectively in schools. Exciting new learning should be irresistibly engaging, elegantly efficient, technologically ubiquitous, steeped in real-life problem-solving, and involve deep learning. He went on to speak about the emergence of students, and not just teachers, as change agents. Students can be catalysts for pedagogical change, partners in organisational change, and forces for societal change; they can become citizens of tomorrow, today. The job description for education, he suggested, should be ‘helping humanity’, which involves students in an integral way.

In the second keynote, Connected learning: Learning in an era of abundant connectivity, Mizuko Ito spoke about how learning is different in an era of easily accessible internet-based resources. Students will be sharing in ways many educators regard as positive (such as forming study groups) as well as less desirable ways (such as downloading essays or finding services to take online courses for them). The latter may be due in part to a lack of engagement in formal education, which is very different from the free-flowing ecology of demand-driven learning young people engage in outside the classroom.

One problem with new technologies like MOOCs is that they tend to advantage those who are already educationally and socially advantaged, rather than closing gaps, as Ito pointed out with reference to the work of Hansen and Reich (2015). She went on to present a model of connected learning, involving students’ interests, a peer culture, and opportunities tied to recognition. The last of these may be linked to school, civic engagement, or job opportunities, but it is difficult for young people to find these connections. For most youth, in fact, their learning experiences in and out of school are disconnected, and they have little idea how to connect their interests with career pathways. The challenge today is to build a more connected ecosystem for students’ learning, bringing together their formal and informal learning. While not all learning has to be of this type, and while there is no one size-fits-all model, every learner deserves to have this kind of experience, and to have it recognised by schools, education systems and employers. There is a key role here for ‘learning heroes’ who act as mentors to young people and help them to make these kinds of connections.

In my own spotlight presentation, Deeper learning and deeper engagement through mobile literacy, I argued that there is a pressing need to help students develop the individual literacies that make up the mobile literacy skillset, including information literacy, multimodal literacy, network literacy, code literacy, and critical mobile literacy. I suggested that at the same time, educators can seize the opportunity to deepen students’ learning experiences and deepen their engagement through tasks that simultaneously involve active, constructivist learning, and situated, embodied learning. In a follow-up presentation the next day on Designing mobile learning, I outlined the practical considerations that impact on educators’ creation of mobile learning experiences for students.

In her opening plenary on the second day, Rethinking the profession of teaching as a design science, Diana Laurillard began by stressing the importance of placing pedagogy before technology. She outlined the conversational framework (see figure below) and went on to discuss how technology can improve knowledge acquisition, inquiry, practice, discussion, collaboration, and production, while she constantly emphasised the importance of teachers’ guidance and curation.

The Conversational Framwork (Laurillard, 2016)

Figure 1: The Conversational Framework (Laurillard, 2016)

She explained some techniques for using technology to support collaborative learning in very large classes, involving pyramid discussion groups. The technology can handle the orchestration of large discussions of this kind to make the teacher’s task more manageable.

She then suggested some techniques for improving the use of multiple choice questions, including concealed answer MCQs (where answers to the question are initially concealed and some user-constructed input is required) or open MCQs (where students see responses and facts relevant to the responses, and must link responses to the relevant facts). Using learning analytics from large online classes can help us to improve MCQs, identify common misconceptions, and crowdsource wrong answers.

Teaching is now, more than ever, a design science. It’s more like engineering than performance, art, or science, she stated. It’s important to have a design-test-redesign cycle; and a professional community of practice is useful for innovating, testing, and sharing new ideas for effective pedagogical design. In this way, collaborative innovation can become viable for teachers. Teaching in the 21st century means teachers discovering new digital pedagogies, being supported in innovation, being recognised as design professionals, and engaging in professional development via peer collaboration.

In his presentation, Designing (multimodal) learning, Victor Lim spoke about the importance of teachers seeing themselves as designers of learning. Design starts with the customers, is divergent, is controlled by principles rather than rules, invites invention, and is aimed at transformation. The role of the teacher has evolved from being a transmitter to being a facilitator to being a designer. Design is about the centrality of choice: it involves educators choosing the best strategies for their learners in their context.

Learners also need to become multimodally literate. Referring to a wide range of developments, from digital storytelling to Nick Sousanis’ Unflattening dissertation, Lim discussed the shift towards multimodal representation in contemporary education and culture. He also flagged up the issue of subject-specific literacy, given that different subjects make different use of texts and other evidence types. It is necessary, he suggested, to develop complementary competencies in traditional literacies and multimodal literacy. When designing learning experiences through which students can develop multimodal literacy, teachers might draw on the FAMILY Framework – Form, Audience, Message, Integration, Link, Y (Why?) – in conceptualising their lessons.

All in all, iCTLT has once again proven to be a valuable forum for the exchange of views about new technologies in education, drawing together the perspectives and contributions of educators themselves, as well as government and the commercial sector. The fact that the audience has grown to nearly 2,000 people suggests that others find it valuable too! I’m already looking forward to iCTLT 2018.

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