Personal Inquiry: Science Investigations with Mobile Technology

What The Research Says: Can Apps for Teachers Drive Learning Innovation?21 March 2014Teachers building community knowledge of learning innovation

Diana Laurillard

The roles and capabilities of technology

AcquisitionInquiryDiscussionPracticeCollaborationProductionTypes of learningWhy should pedagogy improve with technology?Quality of presentation is improved by multimedia featuresAccess to digital resources and artefacts aids inquiry learningAsynchronous discussion increases the ratio of student:staff talkUsing digital models (microworlds) recruits natural learning skillsOnline construction tools support collaborative knowledge-buildingDesign tools motivate the articulation of what has been learnedWhy should pedagogy improve with technology?Quality of presentation is improved by multimedia featuresAccess to digital resources and artefacts aids inquiry learningAsynchronous discussion increases the ratio of student:staff talkUsing digital models (microworlds) recruits natural learning skillsOnline construction tools support collaborative knowledge-buildingDesign tools motivate the articulation of what has been learnedNAFSA. (2010). The Changing Landscape of Global Higher Education. Washington DC: Association of International Educators, www.nafsa.org.Universities UK, (2012). Future for Higher Education. London: Universities UK www.universitiesuk.ac.uk.

2What it takes to teach with technologyThe 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 activities and resources for all types of active learning Personalised and adaptive teaching that improve traditional methodsProviding flexibility in blended learning optionsGuiding and nurturing large cohorts of studentsUsing learning technologies to improve scale AND outcomesBUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefits the need to collaborate to innovate with technology We need to rethink our approach to what it takes to teach3 The design cycle for teachingBuilding teaching community knowledgeMake links to existing content resourcesBuild on others tested designs Similar to the design cycle for scienceBuilding scientific knowledgeWhat is the teaching design equivalent of the journal paper? The Learning Designer: Browse

The Learning Designer: Adopt(interpreting Tudor portraits)Details of: learning context, topic, aims, outcomes, student numbers, durationDetails of the pedagogy: types of learning activity, group size, teacher presence, attached urls, duration, student guidanceAnalysis of the learning experience calculated dynamically

The Learning Designer: Adapt(experimental design for Psychology)Note the designed time is much greater than the allotted timeEvery section of the learning design can be edited, and new resources attachedAnalysis of the learning experience adapts to your editsShare to submit for review

The Learning Designer: Review(Business planning for engineers)Notes for additional commentsReviews and comments could be student evaluationsAdditional pane for Reviewer to add comments according to criteria Test of outcome? Alignment? Feedback? Technology?Reviewer Feedback Teaching as a design cycleBuilding learning technology knowledgeQuestion: What is the teaching design equivalent of the journal paper? Answer:A learning design that can be reviewed, adapted, improved, published, reused Does the design cycle work?Data from the 1st Learning Design Challenge, Feb 2014I developed new ideas and had valuable insights about my teaching practice which were prompted by N = 47I was a little disappointed that in my particular case nobody had done any review.It's quite disappointing if you work on your LD, then try hard to do good review for someone else, and no-one is reviewing yours.

Will teachers use the Learning Designer?Analysing teacher workload(the Course Resource Appraisal Model CRAM)

Run No. of studentsRun 1 15Run 2 20Run 3 20 Run 1 Run 2 Run 3Students 15 20 20Profit -27k 4k 11kDetails of: credit hours, cohort size, income, teacher costs, types of learning and teaching, online and f2f, time for prep and for supportLearning experienceTeacher preparation timeTeaching support timeAnalysing teacher workload(the Course Resource Appraisal Model CRAM)

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 38kTeaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)

d.laurillard@ioe.ac.uk

http://web.lkldev.ioe.ac.uk/LD/ http://buildingcommunityknowledge.wordpress.com Further details

http://bit.ly/1cqiIK1

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