LDSE Consultation Session

9 March 2011The Commonwealth Club, London

Partners Institute of Education

BirkbeckLondon Met

London School of EconomicsOxford

Royal Veterinary CollegeAssociation for Learning TechnologyThis file is on the ALT Open Access Repository at http://repository.alt.ac.uk/883/

Link

The givens

Reducing the per capita cost of wider participation

Need for flexible supported open learning TEL

Large scale requires institutional collaboration

OERs are needed, but under-used

Acknowledge teacher workload, teacher resistance

Reducing the per capita cost of wider participation

Need for flexible supported open learning TEL

Large scale requires institutional collaboration

OERs are needed, but under-used

Acknowledge teacher workload, teacher resistance

The givens

Innovation

Including use of TEL, needs teachers able to collaborate to develop the new knowledge of how to do this

– so they must be able to build on the work of others, not just at the level of private local groups;

– we need a form of ‘open source’ teaching.

Especially in use of TEL, requires analytical tools to help teachers work out how to make the transition to technology worthwhile

– we need to work out how to use TEL to achieve larger student numbers and high quality learning experiences and lower unit costs of teaching

Innovation

Productivity

Supporting teacher collaborationA Learning Design Support Environment (LDSE) for

teachers

Build on the work of others:

Importing existing ‘pedagogical patterns’ of good teaching

Searching for OER ‘content resources’ to populate the patterns

Adapting to own context – Test – Redesign – Re-test - Publish

Extend their knowledge of using TEL:

Testing out TEL versions of conventional learning designs

Modelling pedagogical and logistical benefits/disadvantages

Aiming for teachers to

A microworld for teachers to adopt, adapt, test in practice, redesign, and share designs

To do this we are developing

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)

The key features

A formal structure for pedagogical patterns Forms of representation of learning designs An ontology for learning design Designing at Module and Session levels Importing and adapting an existing design Selecting from existing teaching-learning activities Editing the properties of TLAs Analysis of teaching costs and learning benefits Sharing specific and generic patterns Incorporating Open Education Resources Exporting a design to an institutional format Integrating with Blackboard

A formal structure for pedagogical patterns Forms of representation of learning designs An ontology for learning design Designing at Module and Session levels Importing and adapting an existing design Selecting from existing teaching-learning activities Editing the properties of TLAs Analysis of teaching costs and learning benefits Sharing specific and generic patterns Incorporating Open Education Resources Exporting a design to an institutional format Integrating with Blackboard

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-specificBlack text is pedagogyColoured text is content-specific

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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

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

A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project

Build on the work of others – import

relevant designs and patterns

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A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project

Edit properties of the learning design

Drag and drop sample learning

outcomes

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Types of ‘Session’

Choice of Session

Types

Carrying out a learning design

Supervised individual work

Unsupervised group work

Summative assessment

Supervised class

Supervised group work

Unsupervised individual work

Dragged onto a

timeline

Edited, linked to files, etc.

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Planning a Session

Choice of Teaching-Learning Activities

Dragged onto a

timeline

Edited, linked to files, etc.

Represents the types of

learning afforded

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Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

The designed learning experienceEffect of design on the learning experience, andthe cost of teaching and learning support

Analysing costs and learning benefits

Modelling costs and benefits of teaching

Define TLAs Set group sizes Set teacher times

Plan learner hours for each teaching-learning activity

Comparing costs and learning benefits

- a microworld where teachers can learn, design, test and share ideas

Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

The designed learning experience

The designed learning experience

Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours

Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours

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Structure of a pedagogical pattern

TimingsTeaching-learning activities

Short description

Learning outcome

Colour-coded

content

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From Conventional lab to Virtual lab

Evolution of a pedagogical pattern

topic

outcome

resource

Specific – generic – specific pattern designs

Link

Capturing pedagogyTo compare the effects of

group sizealternative teaching methodsuse of TEL

on 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

User Responses All IPs felt that LDSE matches with their overall design

practice

• I was looking for my practice in your [teaching & learning activities] palette and it was nice to see it represented on the [pie] chart

• ...it is rather a haphazard approach I have at the moment … this will certainly help to structure it and record my design

• I like the fact that it's quantified in such a way that you can see the distribution in the pie chart for those different types of learning and if you don’t agree with quantities you can change them

• … it could support module or programme teams…to look across programme or my own module(s). To see that I have a mix. It could certainly engage colleagues in discussion.

Some weren’t sure about some aspects

• But why I am doing this? So that the metrics work or so that I can teach this session

• …I do worry a little bit that it can be too prescriptive even with your improved ontology, there might be something that I might want to do and it wouldn't be there

• A machine is not really responsive in the same way that humans [teaching colleagues] are to each other…. I'm a little nervous about the relation between the content, what goes into the teaching and the evaluation. I don't quite trust it

User Responses

User Responses

All felt that transparency was important

e.g. reverse-engineering of pie charts, colour-coding of TLAs, access to properties

All felt that the possibility to change default proportions of forms of learning assigned to specific TLAs was important

- properties inspector and editor

Most would use it both to support their own practice and for staff training

I really like it, the LDSE now, I know it’s not there yet… It’s getting closer for me to use it (…) I’m excited by this tool!

Others would use it only for teacher training purposes

One would like to see how others make use of it first

Another one felt that teaching community is not quite there yet:

• it would require ”another change in culture" for people to use it regularly

User Responses

The givens – does LDSE address them?

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

- Analysis of learning benefits and teaching costs

- Scaffolds use of TEL

- Supports an ‘open, holistic system of innovation’

- Makes OERs customisable and adaptable

- Clarifies teacher workload and productivity

Questions for discussion?

Does it have face validity?

Is it targeted on the right challenges?

Does it excite you?

What concerns you?

What ought we do?

Slides not used

A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs

Supported by

a learning design ontology,

a set of structured pedagogical patterns, and

a self-configuring system to represent

the developing community knowledge base

Supporting teacher collaborationA Learning Design Support Environment (LDSE) for

teachers

A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs

Supported by

a learning design ontology,

a set of structured pedagogical patterns, and

a self-configuring system to represent

the developing community knowledge base

To do this we are developing