SMART COLLABORATION LEARNING SPACES:

CAN THEY CHANGE THE LANDSCAPE OF OUR FUTURE EDUCATION

AND OPEN UP THE BLACK BOX OF LEARNING?

ANNELIES RAES

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How classrooms look around
the world
in 15 amazing photographs
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FROM THE PAST CENTURY…
FROM THE PAST CENTURY…
MEDICAL WORLD TODAY
EDUCATION TODAY?
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WHY & WHAT SHOULD WE CHANGE ?

HOW SHOULD WE CHANGE?

WHY & WHAT SHOULD WE CHANGE?
CHANGING FOCUS IN THE CURRICULUM

Non-routine tasks Non-routine tasks

with low level use with high level use
of ICT of ICT

Routine tasks with Routine tasks

low level use of ICT With high level use of ICT

© Center for Curriculum Redesign, 2018

 We have two kinds of math in the
world. The first is in the real world
that is a problem-solving subject.
Then there’s this math in school that’s
completely or increasingly
disconnected from that.

What we’re mostly talking about in my

view is 80% the wrong subject.
Calculating does not equal
mathematics.

Computers now allow you to make

the whole of mathematics more
intellectual.

Conrad Wolfram
HOW DO WE LEARN? HOW SHOULD WE TEACH?

Knowledge Transfer / Knowlegde construction

Acquisition

E.g. projects,
E.g. textbooks, lectures, collaboration,
drill & practice, connetion-making and
memorization & exams relevance exploration
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HOW DO WE LEARN? HOW SHOULD WE TEACH?

Students’ perceptions, upper secondary education (N = 1190)

Through interaction & collaboration

Inquiry-based

Project-based

Crossing borders

Technology to support learning & instruction

0 1 2 3 4 5 6 7 8 9 10
Technology to Through
support learning Crossing borders Project-based Inquiry-based interaction &
& instruction collaboration
Value? 7,05 6,2 5,67 5,88 6,75
Practice? 5,97 4,18 4,1 4,39 5,37

Value? Practice?
EDUCATION OF TOMORROW?
“PROFESSOR ROBOCOP”

Prof. Dr. Pierre Dillenbourg at EdMedia 2018

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If you could have any superpowers you wanted,
to help you do your job…
what would they be?
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EDUCATION OF TOMORROW?

Holstein, K., McLaren, B. M., & Aleven,V. (2017)

HOW TO CHANGE,
COMBINING EXPERTISE FROM EDUCATION, RESEARCH & INDUSTRY
(SMART) COLLABORATION LEARNING SPACES
THE COMPLEXITY OF PROBLEM SOLVING (KAPUR, 2016)

pure unguided
direct Unproductive Productive Productive Unproductive
discovery
instruction Success Success Failure Failure
learning
THE COMPLEXITY OF PROBLEM SOLVING (KAPUR, 2016)

“Guided instruction”
pure unguided
direct Unproductive Productive Productive Unproductive
discovery
instruction Success Success Failure Failure
learning
STUDY DESIGN
Intervention Geography
Participants Dec 2017 – March 2018
Phase 1(50 min) Phase 2 Phase 3 Phase 4 Phase 5

Conc. understanding & motivation

Conc. understanding & motivation
(50 min) (100 min)
Secondary

Conceptual understanding
Education
(grade 11-12)
Pretest 1 & 2

Posttest 2 :
Posttest 1 :
2 classes
N = 41
Procesdata

2 classes
N = 32
STUDY DESIGN
Intervention Geography
Participants Dec 2017 – March 2018
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Conc. understanding & motivation

Conc. understanding & motivation
SO

Conceptual understanding
(grade 11-12)
2 classes
Pretest 1 & 2

Posttest 2 :
Posttest 1 :
N = 41
Procesdata: More open, less
Well-structured
audiovisual, log data guided Problem
Problem solving task
solving task
2 classes
N = 32
RESULTS
Effects on conceptual understanding

3,4

4,6
Instruction - PS (N = 41)
2,3

4,7 *
Significant
difference in
3,4
learning gain
4,7
PS - Instruction (N = 32) (part 2)
2,3

5,8
*

0 1 2 3 4 5 6 7 8 9 10

PRE 1 POST 1 PRE 2 POST 2

RESULTS
Motivational effects
6
5,5
5 4,72
4,38
4,5
3,91 3,92 4,02
4 3,78 3,82
3,6
3,5
3
2,5
2
1,5
1
Intrinsic Motivation
I-PS - Instruction 1 I-PS - Instruction 2 I-PS - Problem Solving 1 I-PS - Problem Solving 2
PS-I - Problem Solving 1 PS-I - Problem Solving 2 PS-I - Instruction 1 PS-I - Instruction 2
RESULTS

There was more interaction in the instruction phase

after the problem solving phase.

I incited the interaction as I knew that they all had

thought about it during the problem solving task and I
could refer to these answers in the instruction phase.

More intensive way of teaching & learning.

The technology made the learning more visible, so

I better knew when and how to interact.
RESULTS

“It is useful that the teacher refered to what we did

during groupwork. This helped me in understanding the
content.”

“Interesting, but time consuming,”

“Because of screen sharing during collaborative work you

can easily follow what each group member is doing
instead of looking at one small screen and the teacher
could easily monitor and evaluate what we were doing.”
NEXT STEPS?
SMART COLLABORATION ROOMS

Reflect Table
(Ecole Polytechnique fédérale de Lausanne, EPFL)
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