Leaders and Legends Online learning - Professor Mike Sharples

 Dr. Mark Nichols' podcast on Leaders and Legends of Online Learning this week is with Professor Emeritus Mike Sharples. 

Began with an overview of his career, how it started with a degree in computer science and worked towards his PhD on cognition, computers and creative writing. He has always worked with AI and Gen AI for over 50 years. 

He compared the 'sudden awareness' of AI to how the internet developed. Much work undertaken over many decades before user relevance and other parts supporting the concept, took it into the mainstream. As with the www, important to think through implications and have guardrails with AI as there are many ways it can be utilised for good and also for bad.

Discussed his involvement across the 2000s with mobile learning as a means to provide more personal and individualised learning. 

Then provided an overview of how the UK version of MOOC - futurelearn - was set up to bring in good practice and pedagogy based on understanding of neuroscience into the design of futurelearn. A successful learning platform, distinctively difference from other MOOCs which are based mainly on lectures. In contrast, futurelearn stresses social learning opportunities along with the usual online learning platform mechanics.

Then introduced his most recent books including Story Machines: How computers have become creative writers.

Discussed the importance of social constructivist learning. Personalised learning is one piece but not the only one. There is still a need for learners to interact with their peers, teachers etc. to springboard and synthesise, discuss and defend their stance, weight up and evaluate their conceptual understanding. AI should not be only a technological tool but needs to be led by pedagogy. Encouraged the need to ensure the use of technology is more human centred. 

Summarised the important components of a new online system. Pedagogy is essential. Concepts include the need to have spaced learning, ensure learning is a social process, feedback is provided at the right time,and the need to build learner efficacy. AI-enhanced collaborative learning must be the goal.

Proposed the most important research is to find out how to best leverage technology to encourage and support social learning, rather than just go down the personalised learning route. New methods of assessment also need to be considered to allow for social learning and to focus on assessments for learning. Some ideas include peer assessments, the opportunity for learners to express their judgment, and evaluative and critical thinking. 

Now he is retired, his research interest centres around the future of technology-enhanced education. He is able to concentrate on research without the distractions of the other aspects of an academic career. Recommended to follow the work of colleagues at the University of Sussex and Looi Chee Kit (Nanyang Technological University and The Educational University of Hong Kong) who has had success introducing many principles of learning sciences at the primary school level.