Tallinn, Estonia 27.05.2016

In search for a new learning paradigm in the midst of digital transformation

Terje Väljataga Centre for Educational Technology School of Digital Technologies Tallinn University, Estonia

Social shaping view on technology and co-evolutionary development: human needs, imagination, and activity in turn will shape the further development of technology and new human abilities emerge

Points of departure

Fiedler, S. & Väljataga, T. (2011). Personal learning environments: concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1-11.

Continuously expanding digital transformation not only poses challenges related to new technological instrumentation, it also requires fundamental shifts and formidable changes from old habits and mindsets to new approaches of learning and working

Points of departure

Väljataga, T. & Fiedler, S.H.D. (2013). Commentary on learning processes. In A. Littlejohn & A. Margaryan (Eds.), Technology-Enhanced Professional Learning: Processes, Practices, and Tools (pp. 109 – 114). Routledge.

!Extension of past practices, incremental

improvements within existing modes of practice

Ethnographic studies in K-12 education

To understand current practices

Current practices tackle first-order change in

education

!Excess of existing paradigms, fundamental

changes of how things are done within a specific human activity system

To tackle second-order change in education

Intervention studies

K-12 education Higher education

Bring your own device concept

Digital materials and collections

Intervention studies

K-12 education Higher education

Re-conceptualisation of learning and teaching

Trialogical learning metaphor

A set of exemplary scenarios: learner as an active creator and designer of (digital)

artefacts

Väljataga, T., Fiedler, H.D.S., Laanpere, M. (2015). Re-thinking Digital Textbooks: Students as Co-authors. In F.W.B. Li, R. Klamma, M. Laanpere, J. Zhang, B.F. Manjon, R.W.H. Lau (Eds.), Advances in Web-Based Learning – ICWL 2015, The 14th International Conference on Web-Based Learning, pp.143−151. Heidelberg: Springer-Verlag.

3 metaphors for learning

Paavola, S., Engeström, R. & Hakkarainen, K. (2012). Trialogical approach as a new form mediation. In A.Moen, A.I. Morch, S. Paavola (Eds.), Collaborative Knowledge Creation: Practices, Tools, Concepts, 1-14.

Intervention studies

K-12 education Higher education

Re-conceptualisation of learning and teaching

Vocabulary and analytical tools

Levels of co-authorships Content curation models

Example to describe scenarios

Väljataga, T. & Fiedler, S.H.D. (2014). Reconceptualising e-textbooks: in search for a descriptive framework. In Y. Cao, T. Väljataga, J. Tang, H. Leung & M. Laanpere (Eds.), New Horizons in Web-Based Learning. ICWL 2014. Revised Selected Papers Series: Lecture Notes in Computer Science, Vol. 8699. Tallinn: Springer.

Co-authorship levels

Väljataga, T., Fiedler, H.D.S., Laanpere, M. (2015). Re-thinking Digital Textbooks: Students as Co-authors. In F.W.B. Li, R. Klamma, M. Laanpere, J. Zhang, B.F. Manjon, R.W.H. Lau (Eds.), Advances in Web-Based Learning – ICWL 2015, The 14th International Conference on Web-Based Learning, pp.143−151. Heidelberg: Springer-Verlag.

Content curation models

Intervention studies

K-12 education Higher education

!Excess of existing paradigms, fundamental

changes of how things are done within a specific human activity system

To tackle second-order change in education

Fiedler, S., & Väljataga, T. (2010). Interventions for second-order change in higher education: challenges and barriers. Electronic Journal of e-Learning, 8(2), 85-92.

Intervention studies

K-12 education Higher education

Re-conceptualisation of learning and teaching

Self-directed competence advancement

Procedural support tools

Creativity enhancement, distance collaboration

Väljataga, T. & Fiedler, S.H.D. (2012). Creative re-instrumentation of collective learning activity. In D.K.W. Chiu, M. Wang, E. Popescu, Q. Li, R. Lau (Eds.), New Horizons in Web-Based Learning. ICWL2011 International Workshops, KMEL, ELSM, and SPeL Hong Kong, China, December 8-10, 2011 and ICWL2012 International Workshops, KMEL, SciLearn and CCSTED Sinaia, Romania, September 2-4, 2012 Revised Selected Papers (pp. 300-309). Springer-Verlag Berlin.

Personal learning environments

Extended model of learner control

Expanded concept of learner control in formal higher education

Fiedler, S. & Väljataga, T. (2011). Expanding the concept of learner control in higher education: consequences for intervention design. In I. Aedo, N.-S. Chen, D.G. Sampson, J.M. Spector, Kinshuk (Eds.), Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies (pp. 262 – 264). Athens: IEEE Computer Society.

Shift of control on various instructional functions

Elements of the Personal Learning Project externalisation and the conceptual procedure

Fiedler, S.H.D. & Väljataga, T. (2013). Networked narrative accounts of personal learning projects: an instrument for systemic intervention research in higher education. In N. Reynolds & M. Webb (Eds.), Proceeding of 10th World Conference on Computers in Education. Learning while we are connected (pp. 29 – 37). Torun: Nicoloaus Copernicus University Press.

Personal Learning Project outlines (including their revisions), records of action, and/or items of experience/reflection through publicly accessible Weblog posts

Intervention studies

K-12 education Higher education

Re-conceptualisation of learning and teaching

Self-directed competence advancement

Modelling tools of adult learner

Creativity enhancement, distance collaboration

Väljataga, T. & Fiedler, S.H.D. (2012). Creative re-instrumentation of collective learning activity. In D.K.W. Chiu, M. Wang, E. Popescu, Q. Li, R. Lau (Eds.), New Horizons in Web-Based Learning. ICWL2011 International Workshops, KMEL, ELSM, and SPeL Hong Kong, China, December 8-10, 2011 and ICWL2012 International Workshops, KMEL, SciLearn and CCSTED Sinaia, Romania, September 2-4, 2012 Revised Selected Papers (pp. 300-309). Springer-Verlag Berlin.

Viable system model

Fiedler, S. & Väljataga, T. (forthcoming). Modelling the personal adult learner: the concept of PLE re-interpreted. Interactive Learning Environments.

Competency profile

Põldoja, H., Väljataga, T., Laanpere, M. & Tammets, K. (2012). Web-based self- and peer-assessment of teachers’ digital competencies. World Wide Web Journal. DOI: 10.1007/s11280-012-0176-2

Future directions

Personal development & digital turn in higher education

Mobile learning, learning on the move, outside of classrooms with personal mobile devices, wearables

• What are the innovative pedagogical frameworks that provide promising basis for designing and evaluating learning experiences and environments outside of classroom to enhance knowledge building through creative co-construction of digital and physical artefacts?

• How to orchestrate and manage these distributed learning forms?

• How to methodologically study the changed character, function and structure of “learning on the move”?

To target second-order change

• What are the concrete, distinguishable and cognizable change ideas and characteristics of “digital turn” in higher education and how to methodologically pursue and analytically define “digital turn” in higher education?

• What are the potential criteria and corresponding measurable indicators and their operational definitions that demonstrate the essence and dimensions of “digital turn” on a formal higher education system level?

• What are the possible synergies, barriers and triggers for transformative learning experiences in the context of formal and informal intentional learning and how to intervene into current learning practices to promote transformative learning experiences?

Potential H2020 calls: MSCA-ITN-2017: Innovative training networks (January 2017) MSCA-RISE-2017: Research and innovation staff exchange (April 2017) SwafS-15-2016: Open Schooling and collaboration on science education (August 2016) SwafS-11-2017: Science education outside the classroom (August 2017) WIDESPREAD-05-2017; Twinning (November 2017) !Ceiter partner school network: Form a core group of schools and teachers to work with (Digital turn school network, Learnmix project network) !Open research lab: Extend research to a pupil level in schools: a pyramid of researchers working in collaboration, a joint data repository

Future directions

Thank you for your time and attention!

Dr. Terje Väljataga Senior research fellow !Tallinn University Centre for Educational Technology terje.valjataga@tlu.ee http://terjevaljataga.eu