ways of fostering student engagement with learning diana laurillard london knowledge lab
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Ways of fostering student engagement with learning Diana Laurillard London Knowledge Lab Institute of Education. 08 July 2013. The Challenges to Higher Education. The issues Global demand for HE The aims of HE Strategic aims The roles of TEL Modelling costs and benefits - PowerPoint PPT PresentationTRANSCRIPT
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Ways of fostering student engagement with learning
Diana LaurillardLondon Knowledge LabInstitute of Education
08 July 2013
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The issues• Global demand for HE• The aims of HE• Strategic aims• The roles of TEL• Modelling costs and benefits• Academics as teaching innovators
The Challenges to Higher Education
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The global demand for HE
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 and HE
1:25 staff:students??
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The aims and purpose of HE
UK Commission on the purposes of higher education:• To inspire and enable individuals to develop their
capabilities to the highest…• To increase knowledge and understanding for their
own sake…• To serve the needs of an adaptable, sustainable
knowledge-based economy…• To play a major role in shaping a democratic,
civilised, inclusive society…
How can large-scale HE achieve that nurturing and engagement of the individual, while reducing the current
1:25 staff:student ratio for student support?
= ‘personal motivation’
= ‘academic motivation’
= ‘vocational motivation’
= ‘social motivation’
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What it takes to learn in HE
What does it take to learn:the ways of thinking of very clever peopletheir ways of practisingin the context of formal education?
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The learner learning
LC
Teachers’ concepts
LC
LP
LP
Learner concepts
Learner practice
GenerateModulate
Learning through acquisition, instruction
Learning through inquiry
Acquiring
Inquiring
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LC
Teachers’ concepts
Learning environment
LC
LP
LP
Learner concepts
Learner practice
GenerateModulate
Learning through practice with meaningful intrinsic feedback
Task
Actions
GenerateModulate
Feedback
The learner learning
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LC
Teachers’ concepts
Peer concepts
Peer practice
Learning environment
LC
LP
LP
Learner concepts
Learner practice
GenerateModulate
GenerateModulate
GenerateModulate
Actions
Ideas, questions
Ideas, questions
Outputs
OutputsTask/Feedback
Acquiring
Inquiring
Learning through discussion from peers’ ideas, questionsLearning through collaborating with peers in their practice
The learner learning
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LC
Teachers’ concepts
Peer concepts
Peer practice
Learning environment
LC
LP
LP
Teacher communication
cycle
Peer communication
cycle
Teacher modelling
cycle
Peer modelling
cycle
Learner concepts
Learner practice
GenerateModulate
Generate
Inquiring Discussing
Acquiring
Practising Collaborating
Producing
Engaging the learner means designing for the active types of learning in this ‘Conversational Framework’ for learning
Representing types of learning
Modulate
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What it takes to teach in HE
Engage students in attending to the narrative of the disciplineEngage students in active learning through inquiry, discussion, practice, collaboration and productionPlan for how students will learn in the mix of the physical, digital and social learning spaces designed for them So the teaching workload is increasing in terms of
preparation of teaching that engages the online learner
support that improves on traditional methodsproviding options and flexibility
BUT: Universities and academics do not typically plan for this type of teaching workload in relation to learning benefits…
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• Adaptive feedback (sim/modelling tools)• 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/modelling tools)• 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/modelling tools)• 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 T&L
MOOC vs standard online course Preparation time (fixed costs)
Support time (variable costs)
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The Duke MOOC
Bioelectricity: A Quantitative Approach Taught in class for over 20 yearsExperimental move to a free and open MOOC12,000 students enrolled from >100 countries• 8 weeks long • 97 ~6 min videos • 22 GB of data • 1052 files • 18 graded exercises, including a peer-graded writing
assignment and final exam (Duke University 2013)
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The Duke MOOC
Not for undergraduates
Potential undergraduates
Enrolled students
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The Edinburgh MOOCs
Not for undergraduates
Enrolled students
Less than high school
School
College
Degree
PG degree
0% 5% 10%15%20%25%30%35%40%45%
Potential undergraduates
40%
30%
17%
10%
3%
MOOCs @ Edinburgh 2013 – Report #1
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The Duke MOOC
Not for the faint-hearted
Comparable with normal online u/g
courses Completed = 2% of enrolment, 25% of ‘engaged’
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The Edinburgh MOOCs
Average student numbers per course
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’
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420 hours to develop materials and course design
Comparing the learning experience:Basic MOOCs vs the Duke MOOC
Videos and pdfsQuizzesWikiPeer discussionsPeer gradingTutored discussionsSummative assessment
High on prep timeZero contact for 42 hours
Low on prep timeHigh contact for 8 hours learning
200 hours to support 8 hours for ~500 students = 1:20 staff student ratio
Basic: 8 weeks, providing 50 hours learning time, no support
Report at http://bit.ly/ZRMbjp
Duke: 8 weeks, providing 50 hours learning time:
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Comparing teaching hours: Basic MOOC and the Duke MOOC
Support time 50 500 5000Duke MOOC 20 hrs 200 hrs 2000 hrsBasic MOOC 0.00 0.00 0.00
Teaching support time rises to 2000 hours for 5000 students.
2000 hours = 1 year of a tutor for a 5 credit course.
= 24 FT tutors for 120 credit course.
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 hrsThe variable cost of high quality support does not achieve economies of scale
Prep time = 420
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Modelling the benefits and costs
• It’s important to understand both the pedagogical benefits and teaching time costs of online HE
• What are the new digital pedagogies that will address the 1:25 student support conundrum?
• How do we turn variable-cost pedagogies into fixed-cost?
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Large-scale pedagogy (Edinburgh MOOCs)
Academic reads posts selectively and summarises each week
✓ Popular with students✓ Not a variable cost✗ Students still just reading, not engaging
Student engagement in discussion is low
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Pedagogies for supporting large classes
Concealed MCQs
The virtual Keller Plan
The vicarious master class
Pyramid discussion groups
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
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Teachers as designers need the tools for innovation
Tools for academics 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
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Tools for academics as learning designers
http://tinyurl.com/ppcollector
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A library of patterns to
inspect
Academics sharing their best designs
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Colour-coded text identifies content
parametersBlack text expresses
pedagogy design
Capturing their mixed mode pedagogies
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Capturing their mixed mode pedagogies
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Assigned metadata on • learning type• group size• duration in minutes• teacher contact/not• resources attached• evidence of learning
Defining the metadata of their pedagogies
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Export to Moodle for Ed students
• Interprets metadata to assign activity types in Moodle (or other LMS)
• Attaches resource links• Inserts study guidance• Collects data on student
performance on TEL-based activities
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Reversioned for Med students
The cycle of professional collaboration:Search – Find – Adapt – Link resources and tools –
Test – Revise – Annotate – Export to VLE – Publish to repository – Search
• Same pedagogical pattern• Same study guidance except
for subject content terms• Different resources attached• Same type of evidence data (?)
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AcquisitionInquiryDiscussionPracticeProduction
AcquisitionInquiryDiscussionPracticeProduction
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
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Learner hours
Learning activities Group size
Per week Per module Total
Tutored discussion 15 3.3 40Readings 15 6.7 80Formative practice (tutor) 1 22.0 22Formative practice (peer) 1 0Formative practice (computer) 1 0Summative assessment (tutor) 1 23.0 23Building up own notes 15 3.3 40Exploring resources 15 2.1 25Application of concepts 15 5.0 60Personal tuition 1 1.5 1.5Self-directed learning 8.5 8.5Total learning hours 300
AcquisitionInquiryDiscussionPracticeProduction
PersonalisedSocialOne-size-for-all
Modelling the benefits of blended courses
Academics define the • mix of physical and
digital activities, • type of learning
experience• group size, and• distribution of total
learning hours
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Learner hours
Learning activities Group size
Per week Per module Total
Tutored discussion 15 3.3 40Readings 15 6.7 80Formative practice (tutor) 1 22.0 22Formative practice (peer) 1 0Formative practice (computer) 1 0Summative assessment (tutor) 1 23.0 23Building up own notes 15 3.3 40Exploring resources 15 2.1 25Application of concepts 15 5.0 60Personal tuition 1 1.5 1.5Self-directed learning 8.5 8.5Total learning hours 300
AcquisitionInquiryDiscussionPracticeProduction
PersonalisedSocialOne-size-for-all
Modelling the benefits of blended courses
Supports the academic in designing to engage students
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Figure 2(b) Teaching time for a course with 40, 80, 160 students, gives profits of -£12000 £13000 £35000
Figure 2(a) Teaching time for a course with 40 students each year, gives profits of -£12000 £5000 £8000
Modelling the costs of online courses
Modelling an IOE course over 3 years
Prep hrs
Support hrs
Yr1 Yr2 Yr3
Prep hrs
Support hrs
Yr1 Yr2 Yr3
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Modelling the costs for increasing student cohort size
Scaling up to large numbers will never improve the per-student support costs…
…unless we come up with some clever pedagogical patterns that support at better than the 1:25 ratio
The question is – what are they, and how do we develop and share them?
What kind of university is going to think this through?
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An institutional approach to blended learning
Create a ‘T&L’ learning organisation:
• Changes to T&L are modelled carefully
• Model the University’s T&L principles
• Innovation is designed to collect and use evidence
Invest in academics as teaching innovators
Teaching innovation is rewarded alongside research
Reconceptualise teaching as a knowledge building design science
Engage students in developing pedagogic knowledge
Start from the vision / teaching aim, not the technology
The Senior Team must always ask ‘how can technology help?’
Create a ‘T&L’ learning organisation:
• Changes to T&L are modelled carefully
• Model the University’s T&L principles – Blended learning spaces
• Innovation is designed to collect and use evidence – Learning Analytics
Invest in academics as teaching innovators – ‘E-Learning Incubator’, LTIs
Teaching innovation is rewarded alongside research – Promotion criteria
Reconceptualise teaching as a knowledge building design science – CSHE
Engage students in developing pedagogic knowledge – Student reps
Start from the vision / teaching aim, not the technology – CSHE
The Senior Team must always ask ‘how can technology help?’
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Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)
www.ldse.org.uk/
tinyurl.com/ppcollector
Further details…
The ALT MOOC ‘OCTEL’ Open Course in Technology Enhanced Learningat http://octel.alt.ac.uk/ April 2013
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The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver
TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio
Academics need the tools to design, test, gather the evidence of what works, model benefits and costs
Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas
Teaching as a design science: Tools for academic teaching
The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver
TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio
Academics need the tools to design, test, gather the evidence of what works, model benefits and costs
Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas