technology-supported large-scale transformative innovations for the 21st century school education

University of Piraeus

Department of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.)

Information Technologies Institute (I.T.I.)

D. G. Sampson 8-9 January 2015

Advanced Digital Systems and Services for Education and Learning (ASK)

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Technology-Supported Large-Scale

Transformative Innovations for the 21st Century

School Education

Demetrios G. Sampson

Senior and Golden Core Member IEEE

Professor, Department of Digital Systems, University of Piraeus, GREECE, EU

Founder and Director, Advanced Digital Systems and Services for Education and Learning, GREECE, EU Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE, EU

Co-editor-in-Chief, Educational Technology and Society Journal Past Chair, IEEE Computer Society Technical Committee on Learning Technology

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… about the speaker… Professor, Department of Digital Systems, University of Piraeus, GREECE, EU

Founder and Director, Advanced Digital Systems and Services for Education and Learning, GREECE, EU

Adjunct Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE, EU

Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA

Co-Editor-in-Chief, Educational Technology and Society Journal (Ranked #3 in Educational Technology – Scholar Google)

Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)

Senior and Golden Core Member, IEEE Computer Society

IEEE Computer Society Distinguished Service Award, July 2012

Co-author of 340 publications with at list 1550+ citations (h-index:21)

Received 8 times Best Paper Awards in International Conferences on Learning Technologies

Guest Editor of 28 Special Issues in International Journals

Member of Editorial Board, 23 International Journals in Learning Technologies

Keynote/Invited Speaker on 63 International and/or National Conferences in Learning Technologies

General and/or Program Committee and/or Honorary Chair in 40 International Conferences in Learning Technologies

Program Committee Member in 380 International and/or National Conferences in Learning Technologies

Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)








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… about ASK … ASK - Advanced Digital Systems and Services for Education and Learning

– Founded January 2000 / celebrating 15 Years

– A research establishment that conducts interdisciplinary applied research in Learning Technologies and Technology-Enhanced Learning

– Research Outcome: 335 Publications (20 publications/year)

– External funding 7,5M Euro (2000-2016) through 43 R&D projects (500k Euro/year)

– Employed 100+ Full/Part time Persons (including Student Grants)

– Hosted & Supervised: 15 PhD Students, 69 MSc Student, 70 UG Students (total 154 Students)

– Currently linked with:

• Department of Digital Systems, University of Piraeus, Greece, EU

• Information Technology Institute, Center for Research and Technology – Hellas, Greece, EU

– Currently focus:

• Educational Decision Support Systems based on analyzing Big Educational Data

• Technology Supported Assessment based on Learning Analytics

• Digital Tools and Systems for Opening Up Education at Large Scale








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Overview Why Transformative Innovations in School Education need Digital

Technologies ?

If Technology-enabled Transformative Innovations are really needed and targeted, then why the development of Digital Competences for Teachers, School Leaders and Schools are essential ?

What is the current State-of-the-Art in Digital Competences for Teachers, School Leaders and Schools ?

What needs to be done at policy level ? Suggestions for action lines

Examples of 2 Large Scale European projects funded by European Commission ICT Policy Support Programme (2012-2016)

ODS – Open Discovery Space

ISE – Inspiring Science Education

Conclusions and Suggestions for further research in this area.








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Why Transformative Innovations in

School Education need Digital

Technologies ?








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Digital Technologies:

technology as an enabler for transformations

use to provide learning experiences that would not

possible without the digital technologies








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Digital Technologies as an enabler for

incremental or disruptive transformations

to the way that individuals, groups and organizations

“learn” and the way to “assess” learning in the 21st Century

Objectives: From acquiring new “knowledge” to develop new and relevant “competences”

Methods: From “classroom” based teaching to “context-aware” personalized learning

Assessment: From “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications








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«personalized learning»

teaching – scaffolding - feedback

(«learning experiences»)

adapted to

individual students








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If Technology-enabled Transformative Innovations are really needed and

targeted, then why the development of Digital Competences for Teachers,

School Leaders and Schools are essential ?








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Solvable Challenges • Integrating ICT in Teachers’ Education

• Students Low Digital Competences

Difficult Challenges • Creating Authentic Learning Opportunities

• Blending Formal and Informal Learning

Wicked Challenges • Supporting Complex Thinking and

Communication

• Students of Co-Designers of Learning

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf


http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf

















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Fast Trends 1-2 Years • Growing Ubiquity of Social Media

• Rethinking the Role of Teachers

Mid-range Trends 3-5 Years • Increase focus on Open Educational Resources

• Increase use of Hybrid Learning Design

Long-term Trends 5 Years and more

• Evolution of Online Learning

• Rise of Data-Driven Learning and Assessment

NMC Horizon Report Europe - Schools Edition, 2014. Available online at: http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf



















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Huge amounts of public funds have been invested all over the world on purchasing and installing technologies

in schools – huge investments in infrastructure

However, limited investments have been planned and implemented in systematically developing and assessing

the essential digital competences for school teachers and leaders – limited investments in human resources

development

This has led to limited educational added-value and transformative impact at school education …








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In principle the systematic development and assessment of appropriate educationally meaningful digital

competences for both school teachers and leaders are recognized as a major element for the up-take of

technology-supported and technology-enabled school innovations at large scale,

Still, both Initial and Continuing School Teachers and Leaders Education are predominately traditional both in

terms of scope, methods and assessment








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And yet, it is assumed that all teachers are able to design and implement technology-supported and technology-enabled

school innovations using a wide range of digital technologies for teaching and assessing their students within the national curricula with limited additional professional development

Even more, it is also assumed that all schools share more or less the same level of educationally relevant digital

competences (commonly referred to as “e-Maturity”) at organizational level to adopt technology-supported

educational innovation, just because they have installed the same technological infrastructure








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What is the current State-of-the-Art in Digital Competences for Teachers, School Leaders and

Schools ?








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Teachers’ ICT Competence Profiles

UNESCO ICT Competency Framework for Teachers (2011) [http://tinyurl.com/ocaxgqk]

International Society for Technology in Education (ISTE) Standards for Teachers (2008)

[http://tinyurl.com/myft7rn]

eTQF Teacher ICT Competency Framework (2010)

[http://tinyurl.com/kdlshup]

Technological Pedagogical Content Knowledge (TPACK) (2006)

[http://www.tpack.org/]


http://tinyurl.com/ocaxgqk

http://tinyurl.com/myft7rn

http://tinyurl.com/kdlshup

http://www.tpack.org/







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School Leaders’ ICT Competence Profiles

Interstate School Leaders Licensure Consortium (ISLLC) Standards on Educational Leadership (2008)

[http://tinyurl.com/q69cogt]

International Society for Technology in Education (ISTE) Standards for Administrators (2009)

[http://tinyurl.com/nmbcurv]


http://tinyurl.com/q69cogt







http://tinyurl.com/nmbcurv











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Schools’ ICT Competence Profiles (eMaturity)

NAACE ICT-MARK (2014)

[http://www.naace.co.uk/ictmark/srf]

eLearning RoadMap – Ireland (2012)

[http://tinyurl.com/naroatv]

Australasian Council on Open Distance and e-Learning Benchmarks (2014)

[http://tinyurl.com/noh3tvr]

eLearning Maturity Model (2007)

[http://tinyurl.com/q6majjk]


http://www.naace.co.uk/ictmark/srf









http://tinyurl.com/naroatv





http://tinyurl.com/noh3tvr







http://tinyurl.com/q6majjk













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What needs to be done at policy level ?

Suggestions for action lines








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School Teachers: invest in new initial and continuing education which is informed by the current demands for technology-

supported and technology-enabled educational innovations and the new role of the teacher

School Leaders: select and train to understand, appreciate and lead technology-supported and technology-enabled educational innovations and the new role of school

Schools: measure and profile the level of educationally relevant digital competences to adopt, apply and assess technology-supported and technology-enabled educational innovations

towards offering better educational services for their stakeholders (students, parents, the society-at-large)








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Examples of two Large-Scale

European projects funded by

European Commission ICT Policy

Support Programme (2012-2016)








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A socially-powered and multilingual open learning infrastructure to boost the

adoption of eLearning Resources;

involving 51 organizations with total budget of

15.8300.000€;

engaging 2.000 Schools and 10.000 Teachers (2012-

2015)

ODS - Open Discovery Space (1/7)

http://www.opendiscoveryspace.eu/


http://www.opendiscoveryspace.eu/







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European Schools:

• Can develop their own School Portal on the Cloud and share their school resources (OERs and Lesson Plans/Educational Scenarios)

European Teachers:

• Can have access to a wide number of OERs from a federated network of repositories

• Can have access to a number of online teachers’ community tools such as forums, wikis and blogs









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European Schools

• Can complete their ICT Competence Profiles (e-Maturity) based on eLearning RoadMap – Ireland and monitor their progress

European Teachers

• Can complete their ICT Competence Profiles based on UNESCO ICT Competency Framework for Teachers and monitor their progress









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European Schools:

• Can engage their Teachers in Online Training Activities towards enhancing their Competences about using ICT in education









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Our related research: Recommender Systems for Education: • Dynamic Elicitation of ICT Competence-based Teacher Profiles based on

their usage patterns (e.g., learning resource views, ratings, bookmarks) within Learning Object Repositories [1]

• Personalised ICT Competence-based Learning Resource Recommendations to Teachers based on their unique ICT-CP towards focused recommendation of appropriate Learning Resources [2]

[1] Sergis, S. and Sampson, D.G. (2014). Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories, The 6th IEEE International Conference on Technology for Education (T4E2014), In Press. [2] Sergis, S., Zervas, P. and Sampson, D.G. (2014). ICT Competence-based Learning Object Recommendations For Teachers, 11th International Conference on Cognition and Exploratory Learning in Digital Age, In Press.








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Added value / Anticipated Benefits of our research • Dynamic elicitation of teachers’ ICT Competence Profiles based on their

usage patterns within Learning Object Repositories (e.g., ODS)

o More dense (quantity) automatically generated data (manual input of teachers’ ICT-CP not required)

o More “credible” (quality) data (data are elicited from teachers’ actions, not self opinion – a common problem in literature)

• Personalized learning resource recommendations for educational scenario design, based on the unique ICT competences of each teacher

o More accurate recommendations than traditional methods

o Based on identifying neighborhoods of teachers with similar levels of ICT Competences with inter- or intra- school communities.

Sergis, S. and Sampson, D.G. (2014). Learning Object Recommendations For Teachers Based On Elicited ICT Competence Profiles. IEEE Transactions on Learning Technologies. Submitted for Publication








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Added value / Anticipated Benefits of our research

• Utilization of the elicited teacher ICT-CPs for designing School Teachers and Leaders Decision Support Systems for:

o Recommendation of ICT Competence-wise appropriate Learning Resources to Teachers for their educational scenario design

o Recommendation of targeted professional training to Teachers based on their identified ICT Competence shortcomings

o Recommendation to School Leaders for recruiting suitable candidate teachers towards enhancing their overall School Digital Competence.

Sergis, S. and Sampson, D.G. (2014). Learning Object Recommendations For Teachers Based On Elicited ICT Competence Profiles. IEEE Transactions on Learning Technologies. Submitted for Publication








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Large Scale Experimentation Scenarios to Mainstream

eLearning in Science, Mathematics and Technology

in Primary and Secondary Schools;

involving 31 organizations with total budget of 9.800.000€;

engaging 5.000 Schools and 25.000 Teachers (2013-2016)

ISE - Inspiring Science Education (1/5)

http://www.inspiringscience.eu/


http://www.inspiringscience.eu/







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Builds on top of the Open Discovery Space Technical Infrastructure

Emphasizes on Science Education, namely natural sciences, technology and mathematics also referred to as STEM (science, technology, engineering and mathematics)

Follows an Inquiry-based Science Education (IBSE) approach by adopting a well known Inquiry Leaning Model, namely the 5E Model [1]


[1] Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.








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Hypothesis: To be able to measure the effectiveness of inquiry-based learning, we should be able to assess (among others) students’ problem-solving competency

A widely accepted framework for assessing students problem-solving competency at large-scale is PISA 2012 Assessment Framework [1]

ISE Project aims to combine an existing inquiry learning model (namely, the 5E Model) with PISA 2012 Problem Solving Assessment Framework


[1] Organisation for Economic Co-operation and Development (OECD) (2013). PISA 2012 assessment and analytical framework: mathematics, reading, science, problem solving and financial literacy.








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European Schools: • Can engage their Teachers in

designing lesson plans and educational scenarios that (a) follow the principles of inquiry learning enhanced with Problem Solving Assessment Questions following the PISA 2012 Problem Solving Assessment Framework and (b) deploy existing resources (from ODS) and tools (such as online labs or 3D Tools) and store them back on the ODS School Portals


ISE Authoring Tool








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European Schools: • Can engage their

Teachers in delivering previously designed lessons and educational scenarios for collection of students’ assessment data that can be compared with PISA 2012 reference data.


ISE Delivery Tool








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Conclusions

Suggestions for further Research

in this field








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Globally, large-scale national initiatives are being implemented towards promoting the level and quality of Information and Communication Technologies (ICT) use in school education.

However, despite these efforts, the current level of ICT uptake at school level remains low.

A wide range of factors have been identified as barriers, including lack of teachers' ICT Competences and lack of ICT infrastructure.

Typically, these barriers are tackled separately without taking into consideration the ecosystemic nature of schools as organizations.

We propose that a holistic approach on School Digital Competence based on combining both individual Teachers' and School Leaders’ ICT Competences and School’s e-Maturity is needed.








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S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [In Press]

Implemented








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Exemplary System Functionalities for School Teachers

Create/Update Teacher ICT-

CP

View Current Teacher ICT-CP

(Simple View)

View Current Teacher ICT-CP

(Detailed View)

Detailed Teacher ICT-CP

Evolution over time








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Exemplary System Functionalities for School Leaders

Create/Update School eMaturity

Profile

View School eMaturity Profile

(Simple View)

View School eMaturity Profile

(Detailed View)

View individual Teachers' ICT-CP








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School-based educational recommender systems, which refer to dynamic decision-support mechanisms for facilitating:

• Lesson or Educational Scenario Orchestration and Delivery

• Digital educational Content and Tools Selection

• Teacher Selection processes and further Teachers’ Professional Development

Based on the unique profile of each school ecosystem, supported by a cloud-based multi-stake platform that collects and analyses educational data at large scale.

This approach moves forward the traditional perception of “one-size-fits-all” from a school level perspective, treating individual schools as unique educational organisation entities.








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Relevant Publications from our

Research Team








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S. Sergis and D. Sampson, "From Teachers’ to Schools’ ICT Competence Profiles", in D. Sampson, D. Ifenthaler, J. M. Spector and P. Isaias, (Eds.), Digital Systems for Open Access to Formal and Informal Learning, Springer, ISBN 978-3-319-02263-5, Chapter 19, pp 307-327, September 2014

P. Zervas, K. Chatzistavrianos and D. Sampson, "Towards Modeling Teachers’ ICT Competence Profile in Europe", in R. Huang, Kinshuk and J.K. Price (Eds.), ICT in Education in Global Context, Springer, July 2014

S. Sergis, I. Sholla, P. Zervas and D. Sampson, “Supporting School ICT Uptake: The ASK School ICT Competence Management System”, 8th International Conference on Interactive Mobile and Computer Aided Learning 2014 (IMCL2014), Thessaloniki, Greece, 13-14 November 2014

S. Sergis, P. Zervas and D. Sampson, “A Holistic Approach for Managing School ICT Competence Profiles Towards Supporting School ICT Uptake”, International Journal of Digital Literacy and Digital Competence (IJDLDC) [In Press]

S. Sergis and D. Sampson, “Learning Objects Recommendations for School Teachers based on elicited ICT Competence Profiles”, IEEE Transactions on Learning Technologies, [Submitted – Under Review]

S. Sergis and D. Sampson, " Eliciting Teachers' ICT Competence Profiles Based On Usage Patterns Within Learning Object Repositories", In Proc. of the IEEE International Conference on Technology in Education 2014 (IEEE T4E2014), Amrita University, Amritapuri, India, 18-21, December 2014

S. Sergis, P. Zervas and D. Sampson, "ICT Competence-based Learning Object Recommendations for Teachers", In Proc. of the IADIS 11th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2014), Porto, Portugal, 25-27, October 2014

S. Sergis, P. Zervas and D. Sampson, "Towards Learning Object Recommendations based on Teachers’ ICT Competence Profiles", In Proc. of the 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), Athens, Greece, IEEE Computer Society, 7-10, July 2014

J.M. Spector, D. Ifenthaler, D.G. Sampson and P. Isaias, Competencies, Challenges and Changes in Preparing Teachers and Leaders for 21st Century (or Digital Age) Education, Springer [in preparation – to be published October 2015]








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