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Diana LaurillardLondon Knowledge LabInstitute of Education
Teaching as a design science: Designing and assessing the effectiveness
of the pedagogy in learning technologies
eLearning Forum Asia 2013Hong Kong Baptist University29-31 May 2013
The issues
• Global demand for HE
• The aims of HE
• The roles of TEL
• Modelling learning technologies
• Teachers as innovators
The Challenges to Higher Education
• Teachers to have the capacity to plan and deliver ICT-enriched learning experiences for students to become self-directed and collaborative learners... (Singapore ICT Masterplan, 2008)
• Teacher capacities will be developed in instructional design, selection and critical evaluation of digital content, and strategies for effective use of digital content to enhance student learning. (India Government, 2009)
• Professional educators connected by technology to empower, and inspire effective teaching (US Plan 2010)
• … greater prioritisation of teaching partnerships between technologists, learning support specialists and academics, and an end to the ‘not invented here’ syndrome… Good practice must also be shared. (HEFCE OLTF, 2011)
• Professional development is needed for all school staff to support the process of ICT integration in schools (UNESCO, ICT in Primary, 2012)
The policy context
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 from 100m to ~200m per year, mostly from emerging economies (NAFSA 2010)
- Implying significant teacher training needs for HE
25:1 student:staff ratio = 4m new teachers??
The aims and purpose of HE
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 (NCIHE, 1997)
How could mass HE achieve that nurturing of the individual, while reducing the current 25:1 student:staff ratio for student support?
An example: 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)
420 hours to develop materials and course design
Basic MOOCs vs the Duke MOOC: Comparing the learning experience
Duke: 8 weeks, providing 50 hours learning time including support:Videos and pdfsQuizzesWikiPeer discussionsPeer gradingTutored discussionsSummative assessment
High on prep timeZero contact for 42 hours
Low on prep timeHigh contact for 8 hours
200 hours to support ~500 students for 8 hours = 20:1 student:staff ratio
Basic: 8 weeks, providing 50 hours learning time, no teacher support
Report at http://bit.ly/ZRMbjp
Comparing teacher hours for a basic MOOC and the Duke MOOC (48 hour course)
Support time 50 500 5000Duke MOOC 20 hrs 200 hrs 2000 hrsBasic MOOC 0.00 0.00 0.00
Teacher 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 teacher time
Prep time = 420 hrs
Prep time
200
Modelling the benefits and costs
• We need to understand the pedagogical benefits and teacher time costs of online HE
• What are the new digital pedagogies that will address the 25:1 student support conundrum?
• Who will innovate, test, and build the evidence for what works at scale online?
TEACHERS!
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
Digital pedagogies for scaling up to higher student:staff ratios without losing quality
Like MCQs, no teacher supportMore challenging learning experienceConcealed MCQs
The virtual Keller Plan
The vicarious master class
Pyramid discussion groups
Little teacher supportEvery learner receives 1-1 support
One teacher guides 5 students They represent all students’ needs
Teacher reacts to 6 student outputsAll students contribute, discuss, vote
First things first – how do students learn?
How does technology help?
Tools for teachers to build pedagogic knowledge
Teachers as design scientists…
How might technology help teachers?
The learner learning
LC
Teacher concepts
LC
LP
LP
Learner concepts
Learner practice
GenerateModulate
Learning through acquisition, instruction
Learning through inquiry
Acquiring
Inquiring
LC
Teacher 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
LC
Teacher 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 sharing from peers’ practice
The learner learning
LC
Teacher 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 Sharing
Producing
The teacher needs to design for all these types of learning
Representing types of learning
Modulate
Deploying learning technologies
LC
Teacher 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
GenerateModulate
Library… Web Tutorial… Facebook
Book… Podcast
Lab… Simulation
Project… VLE
Essay… Model
Libraries, journals, repositories,
databases, Web…
Tutorials, seminars, small groups, online
forums, social media…
Books, lectures, papers, websites,
videos, AR, podcasts…
Essays, designs, performance, programs, videos, ppts, digital assets, models, e-portfolios…
Project groups, teamwork, Google
groups, wikis, VLEs…
Labs, exercises, problems, projects, serious games,
models, simulations…The teacher needs to use all types of learning
technology within the Conversational Framework
Collecting learning analytics
LC
Teacher 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
GenerateModulate
Library… Web Tutorial… Facebook
Book… Podcast
Lab… Simulation
Project… VLE
Essay… Model
Questions asked Social interaction patterns
What accessed in what sequence
Analysis of essay content, quiz scores, game scores,
accuracy of model
Tracked group outputs, peer assessment
Tracked inputs, reaction times,
sequence
Forms of TEL/online learning activities
• Guided TEL resources (model, AR)
• Access to expositions (lecture videos)
• Automated grading (MCQs, models)
• Readings (pdfs)
• Guided collaboration activities (wiki, AR)
• Peer group discussion (forum)
• Peer grading against criteria (share)
• Tutored discussion (forum)
• Tutor feedback (assignments)
• Tutor-based assessment (exams)
Learning activities for online courses
What are effective ways
of combining and
sequencing these
activities for learning and
formative assessment,
that will help students
achieve the intended
outcomes?
Teachers as designers need the tools for innovation
Tools for teachers as learning designers
To find or create new
ideas
Adopt
Adapt
Test
To collect learning analytics
Redesign
Analyse
Publish
Creating knowledge about effective online pedagogies for specific learning outcomes
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
Colour-coded text identifies content
parametersBlack text expresses
pedagogy design
Tools for teachers as designers - PPC
Each pattern is designed to deliver a specific type of
learning outcome
Read, Watch, ListenInquireDiscussPracticeShareProduce
Adjust the type of learning activity.Edit the instructions.
Check the feedback on the overall distribution of learning activity
Fully specifies the pedagogy for others to adopt, adapt, test, and share
Export to Word
[Moodle]
Represent the teacher as
present or notSpecify duration of the activity in mins
Add link to an OER, e.g. a digital tool for practice
Teacher adopts and adapts a design
Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure
With your partner select different inputs to the patient simulator – can you improve on your previous results?
Design for Med students in PPC
Re-design for Business students in PPC
Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure
With your partner select different inputs to the patient simulator – can you improve on your previous results?
Explain how to optimise the inputs to a business model to achieve the optimal cash flow
With your partner select different inputs to the business model – can you improve on your previous results?
Export to Moodle for Med students
The process of professional collaboration:
Find effective patterns for a learning objective – adopt, adapt, improve – export to Moodle – test with students – improve – test - publish
Export to Moodle for Business students
• [The pie-chart] is one of the most useful features … it gives a good overview of the balance between different learning experiences
• I rarely consider how the students' time is apportioned … it's good to be made to think about this.
• Seeing how the sessions are shaping up in such a visual medium …. would probably make me think more carefully about providing a mix of activities
Comments on the PPC
Tools for teachers as learning designers
教学设计库
欢迎 这套教学设计库工具包使教师能够分享他们好的教学理念。其目的是帮助学科教师了解某个特定教学设计可以如何成功地应用于不同的教学主题 。系統中有教学设计样本供浏览和编辑,你也可以从头开始自行设计。这是由ESRC- EPSRC 资助的TLRP-TEL 研究项目之‘教学设计支持环境’的一项成果。
PPC 浏覽器
提供了一些通用的教学设计及其相关的实例,你可以参考或改编这些设计用于自己的教学设计之上
浏覽器
设计师 PPC 设计师
展示教学设计模板来帮助你描述自己某节课的教学理念(如学生准备、课堂活动和家庭作业)
[Chinese version coming soon…]
With a computational model, we can estimate the effects of the design decisions on quality of learning experience AND teaching cost:
consequences for the pedagogical benefits
comparative costs of teachers’ workload
Then check actual outcomes using targeted learning analytics
Modelling learning experience and teacher workload
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 activity has been designed in
Enhancement: Modelling the pedagogic benefits
Efficiency: Modelling teacher time
Learning activities for online courses Preparation time (fixed costs)
Support time (variable costs)
• Guided TEL resources (model, AR)
• Access to expositions (lecture videos)
• Automated grading (MCQs, models)
• Readings (pdfs)
• Guided collaboration activities (wiki, AR)
• Peer group discussion (forum)
• Peer grading against criteria (share)
• Tutored discussion (forum)
• Tutor feedback (assignments)
• Tutor-based assessment (exams)
Modelling the teacher’s workload for increasing student cohort size
Year 1 Year 2 Stable state
0
200
400
600
800
1000
1200
1400
SupportPreparation
Year 1 Year 2 Stable state
0100200300400500600700800900
40 40 40
-£13000 -£600 £2000
40 80 160 Students
-£13000 £19000 £61000 Profit/Loss
Planning teacher time for a new online course at IOE
50 500 50000
500
1000
1500
2000
2500
3000
Duke MOOCBasic MOOC
Total teacher time in hours
Cohort size
Scaling up will never improve the student support costs… unless…
Modelling the teacher’s workload for increasing student cohort size
Time for student support
Time for preparation of resources
From the Duke MOOC
Modelling the costs for increasing student cohort size
… we develop some clever pedagogical patterns that support students at better
than the 25:1 student:staff ratio
The question is – what are they, and how do we develop and share them?
Invest in the teachers who can innovate with learning technologies!
Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (Routledge, 2002)
(Chinese edition ECNU Press)
Teaching as a Design Science: Building pedagogical patterns for learning and technology(Routledge, 2012)
d.laurillard@ioe.ac.uk
Further details…
tinyurl.com/ppcollector
The global demand for HE requires investment in pedagogic innovation to deliver high quality at scale
Technology-based pedagogic innovation must support students at a better than 25:1 student:staff ratio
Teachers 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: SUMMARY
The Learning Designer A TLRP-TEL project
The project partners
IOE/LKLBrock Craft (RF)Diana Laurillard (PI)Dejan Ljubojevic (RF)
OxfordLiz Masterman (CoPI)Marion Manton (CoPI)Joanna Wild (RF)
Birkbeck/LKLGeorge Magooulas (CoPI)Patricia CharltonDionisis Dimakopoulos
LondonMetTom Boyle (CoPI)
LSESteve Ryan (CoPI)Ed WhitleyRoser Pujadas (PhD Student)
RVCKim Whittlestone (CoPI)Stephen MayCarrie Roder (PhD Student)
Project website at www.ldse.org.uk PPC at web.lkldev.ioe.ac.uk/PPC/live/ODC.html
ALTSeb SchmollerRachel Harris
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