Download - The givens
The critical role of teachers in optimizing technologies for open learning
Diana LaurillardLondon Knowledge LabInstitute of Education
Sydney17 Feb 2011
February 2011 cc: by-nc-sa
The givensReducing the per capita cost of wider participation
Need for flexible supported open learning
Large scale requires institutional collaboration
OERs are needed, but under-used
Acknowledge teacher workload, teacher resistance
www.lkl.ac.uk
Reducing the per capita cost of wider participation
Need for flexible supported open learning
Large scale requires institutional collaboration
OERs are needed, but under-used
Acknowledge teacher workload, teacher resistance
February 2011 cc: by-nc-sa
Outline
Teachers’ development needs for TEL
Models of innovation
Supporting academic collaboration in teaching Analysing costs and learning benefits
www.lkl.ac.uk
February 2011 cc: by-nc-sa
Teacher development in use of TELTeachers need to have - support from their institution
… awareness of students’ capabilities and needs in ICT
… professional development
… peer interaction
“Faculties should have innovation funds to support academics in developing new ways of using ICT”. (Student perspectives on technology, NUS, 2010)
“students are appropriating technologies to meet their own personal, individual needs – mixing … ICT tools and resources, with official course or institutional tools and resources” (Conole et al, Student experiences of TEL Report, JISC, 2006)
“in institutions where student engagement and educational gains are found to be high, one finds a higher than average investment in resources… such as faculty development” (UK HE survey of quality in teaching, Gibbs, 2010)
“faculty members recognize… that peer interactions and collegiality are significant in helping them learn new innovations and strategies” (US survey, 117 staff in 3 colleges. Nicolle, 2008)
February 2011 cc: by-nc-sa
Teacher development challengesCore self-improvement principles for FE“No one has more knowledge of further education and skills training than the huge number of practitioners, support staff, managers and leaders in the sector” (A new NIS for the Learning and Skills Sector, July 2009).
Difficulties for Academic and Support Staff using TEL:
• Using learning technology to supplement rather than transform learning and teaching practices
• Lack of time to devote to pedagogy
• Lack of time to reflect on learning and teaching practice.
• Lack of confidence to change learning and teaching practices.
• Need for practitioner case studies to inspire others (Project on Transforming Student Experience via Pedagogy, JISC, 05-07)
(i.e. no funding)
February 2011 cc: by-nc-sa
Teacher development challengesDifficulties for teachers:Many studies of educational innovation have concluded that the key factors needed to change teacher behaviour are
• additional time, • additional training, • cultural change, • senior staff involvement, • a link to personal reward
For example• Maths in schools, UK- Dowker 2009 • Maths in schools, US - Griffin 2004 • Higher education, UK - Knight, Tait, and Yorke 2006• Higher education, US – Dobbins 2008
February 2011 cc: by-nc-sa
The dilemmaPoor teacher development practices Poor transfer of educational research to mainstream practice
of T&L Learning technologies unable to achieve their potential to
improve the quality and reach of education
February 2011 cc: by-nc-sa
Top-down - Strategies and policies? – Rhetoric is good, but no follow-through
Bottom-up – Technology will drive innovation? Users will discover solutions for themselves? the Market will provide? – Activity is plentiful, but not improving
Alternative approach – Middle-out:- Learn from the scholarship of innovation- Adaptive iteration: top middle bottom
- Trust the professionalsFocus on supporting teachers as collaborating innovatorsGive them a Learning Design Support Environment
What to do?
February 2011 cc: by-nc-sa
Expanding knowledge
Sharing Innovating Evaluating
ImplementingValidating
Knowledge management to support innovation
(Nonaka 1994)
February 2011 cc: by-nc-sa
Expanding knowledge
Sharing Innovating Evaluating
ImplementingValidating
Innovation in teaching and learning
February 2011 cc: by-nc-sa
Expanding knowledge
Sharing Innovating Evaluating
ImplementingValidating
Knowledge management to support innovation in teaching and learning
February 2011 cc: by-nc-sa
Expanding knowledge of
T&L
Sharing learningdesigns
Innovating pedagogic patterns
Evaluating learning designs
Implementing course
Validating course
Knowledge management to support innovation in teaching and learning
LDSE project
OER content
resources
Theory into practice
Student feedback
Implementing courses
Existing pedagogical
patterns
Research findings, design advice, patterns
Adapt patterns
Analyse patterns
February 2011 cc: by-nc-sa
‘Adaptive professional development’
Teachers are best placed to design good pedagogy
Provide tools for design, development and sharing
Give them time to invest in learning about technology
Promote teacher collaboration
Make teaching innovation like science
“scientific criticism is the engine of science … the criticism of teaching practices is the engine of progress in teaching” (Benedet, 2010)
February 2011 cc: by-nc-sa
Requirements analysis for a design toolExpanding knowledge – encouraging progression to new methods
“It encourages thinking outside the teaching box”
“Good to have the prompt for learner needs. I’ve been thinking about this ever since”.
“…encouraged reflection and changing practice in terms of mix of delivery/pedagogic methods.”
Sharing – building on the work of peers
“ community needs useful resources that are easily searchable and adaptable.”
“… there is this desire to edit it and make it yours because your areas of focus will be different”
“There’s sort of an increasing need as well, in terms of developing a design, to do it as a community practice, to share and critique ideas and to get the students’ feedback on those”
February 2011 cc: by-nc-sa
Supporting teacher collaborationA Learning Design Support Environment (LDSE) for teachers
Building on the work of othersImport existing ‘pedagogical patterns’ of good teachingSearch for OER ‘content resources’ to populate the patternsAdapt to own context – Test – Redesign – Re-test - Publish
Expanding knowledge of using TELOffer TEL versions of conventional designsModel pedagogical and logistical benefits/disadvantages
A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designsSupported by a learning design ontology, structured pedagogical patterns, and a self-configuring system to represent the developing community knowledge base
Ends
Means
February 2011 cc: by-nc-sa
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own animation
of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own animation
of the water cycle, to demonstrate the role of the critical factors, using their lecture notes and book; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Pedagogical patterns: Form and ContentContent
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
‘capturing pedagogy’ (Laurillard, 2008)
Black text is pedagogyColoured text is content-specific
February 2011 cc: by-nc-sa
OE Patterns library
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Sharing pedagogical patterns
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
February 2011 cc: by-nc-sa
Sharing pedagogical patternsTutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteTutorial: The water cycle
Learning Outcome: A clear understanding of the role of the critical factors in the system
Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website
and collaborating to produce a better animation to post on their website
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website
February 2011 cc: by-nc-sa
19
Education as a learning system
Teachers must be able to ‘learn by doing’ – to experiment, share and collaborate
Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)
Teachers need the means to experiment, share and collaborate on using ICTs – a knowledge-supported microworld for learning design
February 2011 cc: by-nc-sa
A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project
Build on the work of others – import
relevant designs and patterns
February 2011 cc: by-nc-sa
A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project
Edit properties of the learning design
Drag and drop sample learning
outomes
February 2011 cc: by-nc-sa
Types of ‘Session’
Choice of teaching
and learning activities
Carrying out a learning design
Tutor-supported class
Tutor-supported group work
Tutor-supported individual work
Independent group work
Independent individual work
Summative assessment
Dragged and
dropped onto a
timeline
February 2011 cc: by-nc-sa[Laurillard 2006]
Analysing costs and learning benefits
Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours
Personalised
Social
Standard
The designed learning experience
Acquisition
Inquiry
Discussion
Practice
Production
Effect of design on the learning experience, andthe cost of teaching
Modelling costs and benefits of teaching
Define TLAs Set group sizes Set teacher times
Plan learner hours for each teaching-learning activity
Analysing costs and learning benefits
Adaptive tool
Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours
Personalised
Social
Standard
The designed learning experience
Acquisition
Inquiry
Discussion
Practice
Production
- a microworld where teachers can learn, design, test and share ideas
The designed learning experience
Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours
Personalised
Social
Standard
Acquisition
Inquiry
Discussion
Practice
Production
February 2011 cc: by-nc-sa
Structure of a pedagogical pattern
TimingsTeaching-learning activities
Short description
Learning outcome
Colour-coded
content
February 2011 cc: by-nc-sa
From Conventional lab to Virtual lab
Evolution of a pedagogical pattern
topic
outcome
resource
February 2011 cc: by-nc-sa
Capturing pedagogical patterns
thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html
February 2011 cc: by-nc-sa
Capturing pedagogy
To compare the effects of group sizealternative teaching methodsuse of TELon the learning experiencetypes of learning,teacher time, learner time in class, independent learning…
to focus attention on the quality of learning design and the appropriate use of TEL
to model the benefits and costs of face-to-face/blended/open learning
February 2011 cc: by-nc-sa
Expanding knowledge of
T&L
Sharing learningdesigns
Innovating pedagogic patterns
Evaluating learning designs
Validating course
OER content
resources
Existing pedagogical
patterns
Research findings, design advice, patterns
Adapt patterns
Analyse patterns
Conceptual model of innovation
Community knowledge of
T&L
OER library of learning
designs and ontologies
Teachers innovating pedagogic patterns
Teachers evaluating learning designs
OER content
resources
Institutions validating courses
Theory into practice
Student feedback
Implementing courses
Teachers implementing
courses
The LDSE project
February 2011 cc: by-nc-sa
Conceptual model of innovation
Community knowledge of
T&L
OER library of learning
designs and ontologies
Teachers innovating pedagogic patterns
Teachers evaluating learning designs
Teachers implementing
courses
Institutions validating courses
The LDSE project
OER content
resources
Existing pedagogical
patterns
Research findings, design advice, patterns
Adapt patterns
Analyse patterns
Student feedback
Theory into practice
February 2011 cc: by-nc-sa
Summary: Supporting teachers in optimising TEL for open learning
Teachers also need to ‘learn by doing’
Need to become a collaborative community of experts
Give them tools to design and share new teaching
Use structured pedagogical patterns to exchange good ideas
Use quality OERs to populate the well-designed pattern
Improve the use of blended and distance learning
https://sites.google.com/a/lkl.ac.uk/ldse/Home
http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html
February 2011 cc: by-nc-sa
Some issues for discussion How best to index and search for pedagogical patterns?
What constraints do they place on teachers’ designs?
Could this process help teachers to adapt conventional
teaching to online teaching appropriately?
How do teachers feel about this sharing of ideas?
Will teachers be able to innovate more easily in this way?
How does our community learn how to support them?