Learning ‘number sense’ through digital games with intrinsic feedback
Innovations in Teaching and Learning
Alice Hoy Building
Presented by Professor Diana Laurillard
Digital environments have the potential to support learning in many different ways. The seminar will present an account of how we can use what we know from neuroscience, cognitive science and pedagogy to develop a theory-driven approach to designing a digital environment for learning.
The idea will be exemplified in terms of ‘dyscalculia’, a developmental neural deficit simply defined as a lack of ‘number sense’. The neuroscience can help us understand what the educational implications might be; cognitive science demonstrates the behavioural difficulties it generates; pedagogy tells us what learners need to do to build this type of formal conceptual understanding.
The seminar will illustrate how a digital environment can help these learners, such as the nature of the personalised adaptivity and feedback that is unique to digital environments, and has the potential to provide a highly effective learning experience.
About the Presenter
Diana Laurillard is Professor of Learning with Digital Technologies at the Knowledge Lab, UCL Institute of Education, leading research projects on developing the Learning Designer suite of tools and online community for teachers and trainers, on adaptive software interventions for learners with low numeracy and dyscalculia, and on the use of MOOCs for CPD.
She is also partner investigator at the Science of Learning Research Centre (Universities of Queensland and Melbourne), and co-PI at the Centre for Global HE (UCL-IOE); lead educator on a MOOC on ICT in Primary Education: Transforming children's learning across the curriculum, on Coursera, and for one on Blended Learning Essentials on FutureLearn; member of the Boards of the Learning Foundation, and Climate KIC Education.
Previously she has been Head of the e-Learning Strategy Unit at the Department for Education and Skills; Pro-Vice-Chancellor for learning technologies and teaching at The Open University; the Visiting Committee on IT at Harvard University; Royal Society Working Group on Educational Neuroscience, President of the Association for Learning Technology, Thinker in Residence at the Royal Flemish Academy of Belgium.
Her most recent book is Teaching as a Design Science, 2012. Her previous book is Rethinking University Teaching, Routledge, 2002, and is one of the most widely cited in the field.
Slides from this presentation are available here.