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Building online support for HE teachers as digital innovators
Diana LaurillardLondon Knowledge LabInstitute of Education
OER in the disciplines26 October 2010, London
October 2010 cc: by-nc-sa
Outline
Academic collaboration in teaching
The design cycle
Building on the work of others Exchanging form and content
www.lkl.ac.uk
October 2010 cc: by-nc-sa
How is the sector doing?
“Strategies are becoming much more embedded, with the biggest change since 2005 being the rise to prominence of e-learning strategies”. [UCISA Survey, 2008]
“Few examples of universities responding strategically, either at the level of rethinking knowledge practices in the curriculum, or at the level of integrating support for students’ digital literacies”. [Learning Literacies in a Digital Age project, 2009]
“The key picture that emerges is that students are appropriating technologies to meet their own personal, individual needs – mixing use of general ICT tools and resources, with official course or institutional tools and resources” [Student experiences of TEL Report, JISC, 2006]
October 2010 cc: by-nc-sa
The promise of academic collaboration in teaching
Common aims:
To improve the quality and effectiveness of student learning
To achieve this by making better use of learning technologies, and through promoting collaboration across the academic community
What is the unit of exchange between teachers?
Open educational resources - content
Learning objects – structure and content combined
Pedagogical patterns – separable structure and content
McAndrew and Weller (2005)
October 2010 cc: by-nc-sa
Supporting teacher collaborationA Learning Design Support Environment (LDSE) for
teachersEnds
Means
Impact
BOTWOO: Building on the work of othersISLUTEL: Improving student learning using technology enhanced learning
A microworld for teachers to practice and exchange learning designs
Academics become designers of pedagogy Teaching design emulates the research model: adopt, critique, adapt, test, redesign, publish Improves the quality and effectiveness of student learning
October 2010 cc: by-nc-sa
Supporting teacher collaborationA Learning Design Support Environment (LDSE) for
teachersEnds
Means
BOTWOO: Building on the work of othersSelect ‘learning outcomes’Import existing learning designs – ‘pedagogical patterns’Search for OER ‘content resources’ to populate the patternsAdapt to own context – Test – Redesign – Re-test - Publish
ISLUTEL: Improving student learning 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 designs
October 2010 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: 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
Online 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 online 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
‘capturing pedagogy’ (Laurillard, 2008)
October 2010 cc: by-nc-sa
Assumptions being tested
Form is separable from content specifics in a pedagogical pattern
There is a one-many relationship between learning outcome and teaching-learning activity sequence
If the pedagogic form is well-specified, any type of topic, learning goal and resource can be inserted
The pattern constrains the relationship between topic, learning goal and resource
Pedagogical patterns: Form and ContentContent
October 2010 cc: by-nc-sa
Specific learning design v1 for topic A with Library resource
Specific pedagogical pattern v3 for topic A with Library resource
The evolving learning design improvement cycle
Specific pedagogical pattern v2 for topic A with Library resource
Generic pedagogical pattern v3 for […..]
using [….]
Specific pedagogical pattern v3 for topic B
with handout
Specific pedagogical pattern v3 for topic A
with online tool
OER RepositoryOER Topic A1
OER Topic B1
OER Topic C1
OER Topic Bn
OER Topic Am OER Topic A1
OER Topic A1
October 2010 cc: by-nc-sa
Evolution of a pedagogical pattern
topic
outcome
resource
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Education as a learning system
We need a better understanding of learning through technology
Academics must be able to experiment, share and collaborate
The new forms of teaching and learning need a reflective, adaptive and collaborative design process
Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)
October 2010 cc: by-nc-sa
A Learning Design Support Environment LDSE – a TLRP-TEL project
Build on the work of others – find
relevant designs and patterns
Select from a menu of learning aims and
outcomes
Compare alternative models of T & L
Edit and trial the learning design
October 2010 cc: by-nc-sa
T-L activities
Types of ‘Session’
making up a Module’’
Blended learning
design, online and
classroom-based
activities
Modelling costs and benefits
Supervised class
Supervised group work
Supervised individual work
Summative assessment
Unsupervised group work
Unsupervised individual work
October 2010 cc: by-nc-sa[Laurillard 2006]
Modelling costs and benefits
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 experienceModel returns effect of design
on ‘type of learning’ elicited,
‘learning experience’,
‘teacher time’, and ‘learner time
in class’
October 2010 cc: by-nc-sa15
Can pedagogy be quantified?
• Personalised learning, group work, and whole class teaching offer different kinds of learning experience
• The tutorial, the group project, the lecture can be contrasted quantitatively in these terms
• Teaching methods support different kinds of learning: through acquisition, inquiry, discussion, practice, etc
• Student group size affects the learning experience
• Online discussion attracts a higher proportion of student input than face-to-face discussion groups
• There is no assumption of greater or lesser value – only difference …
Assumptions include:
October 2010 cc: by-nc-sa
Comparing pedagogic value
Tutorial with 5 and 10 students Asynchronous online tutorial with 5 and 10 students
Gibbs, 2010
October 2010 cc: by-nc-sa
Comparing pedagogy
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
October 2010 cc: by-nc-sa
Some interesting issues What kinds of constraints does a pedagogy pattern place
on the resource being inserted?
In what ways does a resource change the nature of the
pedagogy within a pattern (e.g. conventional to digital)?
What kinds of internal relations are there between topic,
learning goal and resource?http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html
October 2010 cc: by-nc-sa
SummaryBuild on the work of others; share ideas, designs and lessons
Capture the good pedagogy in a pedagogy pattern
Populate the well-designed pattern with good OERs
Adopt – adapt – test in theory – test in practice - share
Making teaching like research: collaborative learning
Giving academics the means for exploring new
pedagogieshttps://sites.google.com/a/lkl.ac.uk/ldse/Home