u21 educational innovation conference university college dublin 31 october – 01 november 2013...
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U21 Educational Innovation ConferenceUniversity College Dublin31 October – 01 November 2013
Exploring the Cost & Benefits of Online Innovation
Diana LaurillardLondon Knowledge Lab
Institute of Education
Outline of the argument
• Global demand for education
• Why we need to understand costs and benefits• What it takes to teach with technology
• Teaching on the large scale
• Tools for teachers as designers
• Modelling costs and benefits
Exploring the costs and benefits of online innovation in education
The global demand for education
The new UNESCO goals for education:• Every child completes a full 9 years of
free basic education … • Post-basic education expanded to meet
needs for knowledge and skills … (Draft for UNESCO post 2015 goals)
By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies (NAFSA 2010)
Implying significant graduate and teacher training growth for this level of schooling, FE and HE
1:25 staff:students??
The global demand for HE is a demand for new pedagogies capable
of educating millions – far from the current model
Teaching has to adapt continually to rapid changes in opportunities
from digital technology innovation, changing student needs,
capabilities and expectations
teachers have to discover the digital pedagogic forms that
scale up for large-scale high quality teaching
The iterative and adaptive nature of design must be at the core of
teaching innovation in HE in this rapidly changing world
Why we need to understand costs and benefits
• Adaptive feedback (sim/models/games)
• Expositions (lecture videos)
• Automated grading (MCQs, quizzes)
• Readings (pdfs)
• Collaboration activities (wiki)
• Peer group discussion (forums)
• Peer grading against criteria (tests)
• Tutored discussion (forums)
• Tutor feedback (e-portfolio)
• Adaptive feedback (sim/models/games)
• Expositions (lecture videos)
• Automated grading (MCQs, quizzes)
• Readings (pdfs)
• Collaboration activities (wiki)
• Peer group discussion (forums)
• Peer grading against criteria (tests)
• Tutored discussion (forums)
• Tutor feedback (e-portfolio)
• Adaptive feedback (sim/models/games)
• Expositions (lecture videos)
• Automated grading (MCQs, quizzes)
• Readings (pdfs)
• Collaboration activities (wiki)
• Peer group discussion (forums)
• Peer grading against criteria (tests)
• Tutored discussion (forums)
• Tutor feedback (e-portfolio)
Understanding high quality TEL
MOOC Preparation time (fixed costs)
Support time (variable costs)
MOOC vs standard online course
What it takes to teach with technology
The teaching workload is increasing in terms of Planning for how students will learn in the mix of the physical, digital and social learning spaces designed for themCurating and adapting existing content resourcesDesigning the activities, tools and resources that afford all types of active learning Personalised and adaptive teaching that improves on traditional methodsProviding flexibility in blended learning optionsGuiding and nurturing large cohorts of studentsUsing learning technologies to improve scale AND outcomes
BUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefitsnor for the need to collaborate to innovate with technology
The MOOC as ‘large-scale’ pedagogy
MOOCs are not large scale – Duke University
Completed = 2% of enrolment, 25% of ‘engaged’Duke University Report 2012
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - Edinburgh
Statement of Accomplishment
Week 5 asst's
Engaged Week 1
Accessed Week 1
Enrolled
0 10000 20000 30000 40000 50000 60000
5500
6000
15000
20500
51500
Completed = 10% of enrolment, 37% of ‘engaged’
MOOCs @ Edinburgh 2013 – Report #1
The MOOC as undergraduate education
Not for undergraduates
Enrolled students
Duke University Report 2012
72% have degrees
The MOOC as undergraduate education
Not for undergraduates
Enrolled students
Less than high school
School
College
Degree
PG degree
0% 5% 10%15%20%25%30%35%40%45%
40%
30%
17%
10%
3%
MOOCs @ Edinburgh 2013 – Report #1
70% have degrees
What it takes to teach a basic MOOC vs the Duke MOOC
Teaching time 50 500 5000Duke MOOC 20 hrs 200 hrs 2000 hrsBasic MOOC 0.00 0.00 0.00
50 500 50000
500
1000
1500
2000
2500
3000
Duke MOOCBasic MOOC
50 500 50000
500
1000
1500
2000
2500
3000
Duke MOOCBasic MOOC
Total teaching time
Preparation time = 420 hrs
The variable cost of high quality teaching does not achieve economies of scale if you maintain the same pedagogyPrep
time = 420
Duke University Report 2012
Modelling the benefits and costs
It’s important to understand the link between the pedagogical benefits and teaching time costs of online learning – especially for the large-scale
What are the new digital pedagogies that will address the 1:25 student guidance conundrum? – How to shift variable cost support to fixed cost support?
Can we develop a viable business model that will make HE affordable for novice learners?
Concealed MCQs
The (virtual) Keller Plan
The vicarious master class
Pyramid discussion groups
Pedagogies for supporting large classes
Tutorial for 5 representative studentsQuestions and guidance represent all students’ needs
Conceal answers to questionAsk for user-constructed input Reveal multiple answersAsk user to select nearest fit
240 individual students produce response to open questionPairs compare and produce joint responseGroups of 4 compare and produce joint response and post as one of 10 responses...6 groups of 40 students vote on best responseTeacher receives 6 responses to comment on
Introduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest
Pedagogies for supporting large classes
Concealed MCQs
The (virtual) Keller Plan
The vicarious master class
Pyramid discussion groups
Laurillard, 2002
Keller, 1974
Mayes et al, 2001
Gibbs et al, 1992
The traditional pedagogies for large classes could be redesigned as digital formats
1. Library of learning designs indexed by learning outcome & topic2. Three different subject instances for each to promote migration of good
pedagogy across domains3. Academic ‘adopts’ a design and adapts it as needed using edit tools &
links to other resources – creating a computationally interpretable design
4. Library of OERs for academics to link to from learning designs5. Feedback on ‘learning experience’ created, total learning time, and
teacher preparation and contact time6. Prompt to include ‘production’ activity for collecting learning analytics on
outcomes7. Design sent to Moodle to test with students – collects data8. Students can annotate design for detailed evaluation9. Academic redesigns as needed – tests again – publishes to Library
Tools for academics as learning designers
1. Library of learning designs indexed by learning outcome & topic2. Three different subject instances for each to promote migration of good
pedagogy across domains3. Academic ‘adopts’ a design and adapts it as needed using edit tools &
links to other resources – creating a computationally interpretable design
4. Library of OERs for academics to link to from learning designs5. Feedback on ‘learning experience’ created, total learning time, and
teacher preparation and contact time6. Prompt to include ‘production’ activity for collecting learning analytics on
outcomes7. Design sent to Moodle to test with students – collects data8. Students can annotate design for detailed evaluation9. Academic redesigns as needed – tests again – publishes to Library
Teachers as design scientists need the tools for innovation
Tools for teachers as learning designers
To find or create new ideasAdoptAdaptTest
To collect learning analyticsRedesignAnalysePublish
Creating knowledge about effective blended and online pedagogies
http://tinyurl.com/ppcollector
Tools for academics as learning designers
http://tinyurl.com/ppcollector
1. Library of learning designs indexed by learning outcome & topic
2. Three different subject instances for each design to promote migration of good pedagogy across domains
3. Academic adopts’ a design and adapts it as needed using edit tools & links to other resources – creating a computationally interpretable design
4. Library of OERs for academics to link to from learning designs
5. Feedback on ‘learning experience’ created, total learning time, and teacher preparation and contact time
6. Prompt to include ‘production’ activity for collecting learning analytics on outcome
7. Design sent to Moodle to test with students – collects data
8. Students can annotate design for detailed evaluation
9. Academic redesigns as needed – tests again – publishes to Library
Tools for academics as learning designers
Select Adopt
Adapt
Test
Redesign
Test
Publish
The design cycle for teaching
Feedback - learner time
Redesign
Feedback - teacher time
Redesign
Feedback- learning
types
Redesign
Building teaching community knowledge
Make links to existing content
resources
Redesign existing content
resources?
Build on others’ tested designs
Select Adopt
Adapt
Test
Redesign
Test
Publish
Similar to the design cycle for science
Building scientific knowledge
What is the teaching design
equivalent of the journal paper?
A learning design for Ed students
Check the feedback on the overall distribution of learning activity
Add link to an OER, e.g. a digital tool for practice
Make links to existing content
resources
The learning design as a ‘content shell’ ready to receive content products?
Export to Word or LMS/VLE
Export to Moodle for Ed students
• Interprets metadata to assign activity types in Moodle (or other LMS)
• Attaches resource links• Inserts study guidance from text
in the pattern• Collects data on student
performance on TEL-based activities
Reversioned for Med students
• Same pedagogical pattern• Same study guidance except
for subject content terms and resources
• Different resources attached• Same type of evidence data (?)
AcquisitionInquiryDiscussionPracticeProduction
Acquisition
Inquiry
Discussion
Practice
Production
Conventional
Blended
Categorised learning activities
Analysis shows more active learning
A computational representation can analyse how much of each learning activity has been designed in
Modelling the pedagogic benefits
The Course Resource Appraisal Model …
Run No. of studentsRun 1 15Run 2 20Run 3 20
Run 1 Run 2 Run 3Students 15 20 20Profit -£27k £4k £11k
Run No. of studentsRun 1 15Run 2 30Run 3 60
Run 1 Run 2 Run 3Students 15 30 60Profit -£27k £11k £38k
Modelling the teaching time costs
An interactive learning design tool can analyse how much design and teaching time is needed
Design hrs
Teaching hrs
Yr1 Yr2 Yr3 Yr1 Yr2 Yr3
40 40 40 40 80 160
Design hrs
Teaching hrs
Students Students
• Create and test professional content
• Curate existing professional content
• Adapt and customise existing content
• Select and organise community content
• Create reusable learning designs as ‘content shells’
• Adapt and customise existing learning designs
Managing the fixed costs of teaching
✓✓✓
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What academics need Do publishers help?
Could the learning design interface to the VLE, for creating ‘content shells’ suggest a new kind of content product?
Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)
d.laurillard@ioe.ac.uk
tinyurl.com/ppcollector
http://buildingcommunityknowledge.wordpress.com
Further details…
Teaching as a design science: Summary
The global demand for education requires investment in pedagogic innovation for high quality large scale teaching
We need to design, test, use, and reuse high quality open educational resources that amortise high fixed costs over large student cohorts
We need to invent variable cost pedagogic innovations that supports students at a better than 1:25 staff-student ratio
Teachers need the tools to design, test, gather the evidence of what works, and model benefits and costs
Teachers are the engine of innovation – discovering the means by which we fulfill our social responsibility of doing more for less to meet that global demand
Break-out questions
1. Should our universities play any role, or take any responsibility for meeting the global demand for HE? [Slides 2, 3]
2. Can universities and teachers plan for the teaching workload implied by the learning benefits that technology can confer? [Slide 4]
3. Can academic teachers play a part in discovering the digital pedagogic methods that will scale up to provide large-scale high quality teaching in order to reduce the costs to students/government of meeting the national demand for HE and lifelong learning? If not – who? [Slide 5, 6]
4. Can we use pedagogy-driven learning analytics to understand better the relationships between teaching and learning? [Slide 6]
5. Can university teachers collaborate to innovate with technology? [Slide 7]6. Do we know the real costs of current teaching as a business model with a
related return? How can we understand the new cost models for moving to online courses if we do not have a clear activity-based cost model for current teaching? [Slides 8, 9]
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