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Teaching as a design

science in learning and

technology

Diana LaurillardLondon Knowledge Lab

Institute of Education


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Sept 2012 cc: by-nc-sa

The policy context

Professional educators connected by technology toempower, and inspire effective teaching (US Plan 2010)

Promote professional learning communities between

policy, practice and research (UNESCO 2011)

There needs to be a greater prioritisation of teaching

partnerships between technologists, learning support

specialists and academics, and an end to the notinvented here syndrome Good practice must also be

shared. (HEFCE OLTF, 2011)


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Teachers as an innovative

professional learning community Reconceptualising teaching as a design science

Teachers building on the designs of others

Articulating their pedagogy

Adopting, adapting, testing, improving learning designs

Co-creating and sharing learning designs

A computational representation of pedagogic design


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Its difficult, but its worth a try, because

Teachers need much more support than they get to make

the most of learning technologies

If they can learn together, collaborate, build on the work

of others, they can build this knowledge

Not in just in staff development courses, not from books,

not through exhortation, but in the same way as other

designers collaborate and learn

using a learning design support tool

Can learning design be

supported computationally?


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A pedagogical patterns collector for capturing and articulating good

pedagogy

A learning design support tool for teachers to find, adopt, adapt,analyse, experiment, trial in practice, redesign, and share designs

By developing design tools

The Learning DesignerA TLRP-TEL project

http://tinyurl.com/ppcollector3

https://sites.google.com/a/lkl.ac.uk/ldse/Home

To help teachers

Articulate their effective teaching ideas for others to adopt

Adopt pedagogical patterns of good teaching and open resources

Model pedagogical benefits and teaching costs
http://tinyurl.com/ppc3https://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttp://tinyurl.com/ppc3


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Timings

Categorised

teaching-

learning

activities

Short

description

Learning

outcome

Colour-

coded

content

Capturing pedagogy as design plans

Black text

articulates

the

teachers

pedagogy


7/33Sept 2012 cc: by-nc-sa

Comparison of pedagogical benefits

AcquisitionInquiry

Discussion

Practice

Production

Acquisition

Inquiry

Discussion

Practice

Production

Conventional

Blended

Categorised

learning activities

Analysis shows more

active learning

A computational representation could analyse how much ofeach activity has been designed in



A computational representation



The Pedagogical Patterns Collector

Colour-coded text

identifies content

parameters

Black text captures

pedagogy design

A library of

patterns to

inspect, both

generic and

specific versions



Read, Watch, Listen

Investigate

Discuss

Practice

Share

Produce

Adjust the type of

learning activity.

Edit the

instructions.

Check the feedback

on the overall

distribution of

learning activity

Add link to an

OER, e.g. a digital

tool for practice

AdoptAdaptImport resources - Test and re-designShare what works

Adopt/Adapt a teaching pattern

Export to

Word

[Moodle]

Represent the

teacher as

present or not



Comments on the PPC

[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



A Pedagogical Pattern Collector for capturing and articulating good

pedagogy

The Learning Designer for teachers to find, adopt, adapt, analyse,

experiment, trial in practice, redesign, and share designs

By developing design tools

The Learning DesignerA TLRP-TEL project

http://tinyurl.com/ppcollector3

https://sites.google.com/a/lkl.ac.uk/ldse/Home

To help teachers

Articulate their effective teaching ideas for others to adopt

Adopt pedagogical patterns of good teaching and open resources

Model pedagogical benefits and teaching costs
http://tinyurl.com/ppc3https://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttps://sites.google.com/a/lkl.ac.uk/ldse/Homehttp://tinyurl.com/ppc3



The Learning Designer overview

The start screen:Import or Create

Properties: Credit hours

Student numbers

Learning outcomes

Description

Designer reflection Student feedback

Timeline: Select teaching-

learning activities,

Define what they do

in activity

Define timing ofeach one, group

sizes, sequencing

Analysis: Charts of the overall

learning experience

types of learning,

and of experience of

personal, social or

whole class

teacher workload

for initial design and

for reuse



L

C

Teacher

concepts

L

C

L

P

L

P

Learner

concepts

Learner

practice

Generate

Modulate

Learning through acquisition, instruction

Learning through inquiry

Acquiring

Inquiring

Talk, book,

video, Web

A theory-based framework of the

learner learning



L

C

Teacher

concepts

Learning

environment

L

C

L

P

L

P

Learner

concepts

Learner

practice

Generate

Modulate

Learning through practice with meaningful intrinsicfeedback

Task/Feedback

Actions

Generate

Modulate

Lab, Game,

Simulation


learner learning



Instructivism - Social constructivismExperiential learningInquiry

learning - ConstructionismCollaborative learning

(Dewey, Vygotsky, Piaget, Gagn Bruner, Papert, Marton, Bransford)

L

C

Teacher

concepts

Peer

concepts

Peer

practice

Learning

environment

L

C

L

P

L

P

Learner

concepts

Learner

practice

Generate

Modulate

Generate

Modulate

Generate

Modulate

Practising

Ideas, questions

Ideas, questions

Outputs

Outputs

Acquiring

Inquiring


learner learning



Instructivism - Social constructivismExperiential learningInquiry

learning - ConstructionismCollaborative learning

(Dewey, Vygotsky, Piaget, Gagn Bruner, Papert, Marton, Bransford)

L

C

Teacher

concepts

Peer

concepts

Peer

practice

Learning

environment

L

C

L

P

L

P

Learner

concepts

Learner

practice

Generate

Modulate

Generate

Modulate

Generate

Modulate

Practising

Acquiring

Inquiring Discussing

Producing

Collaborating


learner learning



L

C

Teacher

concepts

Peer

concepts

Peer

practice

Learning

environment

L

C

L

P

L

P

Teacher

communication

cycle

Peer

communication

cycle

Teacher

modelling

cycle

Peer

modelling

cycle

Learner

concepts

Learner

practice

Generate

Modulate

Generate

Modulate

The Conversational Framework

Generate

ModulateTeacherpractice

cycle

Peerpractice

cycle

Instructivism Social constructivism Experiential learning Inquiry learningCollaborative learning

Dewey, Vygotsky, Piaget, Gagn, Bruner, Papert, Marton, Bransford

Constructionism



L

C

Teacher

concepts

Peer

concepts

Peer

practice

Learning

environment

L

C

L

P

L

P

Learner

concepts

Learner

practice

Generate

Modulate

Generate

Modulate

Learning with technology

Inquiring Discussing

Acquiring

Practising Collaborating

Producing

Web

resources

Webinar,

Forum

Podcasts

Skills

Practice

Tools

Collaboration

tools

Designs

Productions



Co-creating new pedagogies

Import existing learning designs

Use advice and guidance

Consider alternative designs

Adapt the design to own context

Analyse the designs

Re-designtestimproveshare what works



Import an existing

learning design

Co-creating new pedagogies

Adapt an existinglearning design

Consider advice

and guidance on

adaptation

Consider

alternative

learning activities



Re-designing

Use drop-down menu to

change teaching-learning activities and

analyse effect on

learning experience and

teacher time



Analysing the design

Interpreted in

terms of the

Conversational

Framework

Contrasting

teacher workload

for own design

and reuse



Modelling learning experience

and teacher workloadHow can we estimate the effects of the decisions we

make as we plan a course?

We select the set of teaching and learning

activities we intend to use

These have consequences for the pedagogical

benefits, and the comparative costs in terms of

teachers workload


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Comparison of pedagogical benefits, and

costs in terms of teachers workload

Acquisition

Inquiry

Discussion

Practice

Production

Acquisition

Inquiry

Discussion

Practice

Production

Yr 1 Yr 2 Typical

15 15 30

3.5 1.8 1.2

Yr 1 Yr 2 Typical

15 15 30

5.2 2.3 0.4

Studentnumbers

Teacher hrs

per student

Conventional Blended

Lower per

capita costs

in a typicalyear for

large

numbers

But who funds the up-front design and development costs?


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Modelling the costs for

increasing student cohort size

0

0.5

1

1.5

2

2.5

3

3.5

30 60 90 120 150

Conventional

Open Mode

Teacher

days perstudent

Cohort size

The per-student support costs never improve through

economies of scale

Blended


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MOOC feasibilityOnly fixed costs

Mainly transmission teaching multimedia

Orchestrated peer learning

Use of interactive digital learning objects

Automated assessment

Certificate of attendance

No variable (per student) costs

No individual student support

No tutor-based assessment, formative or summative

No accreditation of learning


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Sharing

Once tested and evaluated

with students, export(with metadata) to shared

folder, website,

community library, open

repository


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Comments on the approach

Teachers respond positively to the Learning Designer tools

and see this as a way of improving teaching, and potentially of

saving time

The Learning Designer concepts of sharing designs, reuse,

adaptation, advice on TEL, analysis of the learning experience,

suggestions of design alternatives, and categorisation of

designs, were all welcomed by teachers

Teachers commented on the added value of the detailed

descriptions of pedagogy, which enable them to have a morein-depth conversation about their practice and what makes a

learning design more effective


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What issues must the Learning

Designer also address?

Complexity

Potentially a tool of management control

Interpretability of analysis

The need for a topic-oriented focus

Its very overwhelming theres a lot going on and to

think about. Im not sure what all the terms mean. I mean I

dont understand the difference between production andpractice. Lets have a look *+ Yes OKI get it. Yes I see

the difference. Probably we need a bit more help here with

explanations and examples. But once you get into the tool it

isnt so difficult

My only worry is that it [the Learning Designer] turns intoan institutional requisite rather than an option. It becomes a

measurement tool, rather than a useful organisational tool

that allows some critical self reflection on practice. I know

that the goal is the latter, but software, once out there, can

become so seductive to gather information for departments,policy makers, etc, and the information that is produced is

probably ONLY useful for individual teachers, not education

ministers, etc

I think it's cute to have pie charts, it's neat *...+ I would go

back and squidge my stuff, reorganise my time because I

would know that it would be a good thing to have a mix of

all of these things (i.e. forms of learning). But that's becauseI think it's a good thing. If I didn't believe that this was a

good thing, then you would show me a pie chart that was

90% of one thing I would still think it's ok

My problem with the tool is that the pedagogy is neutral of

the topic while the approach to teaching and learning

requires a topic approach and this tool doesnt help with

this approach


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Teachers as innovative co-creators

of technology-based pedagogiesFeatures of teaching as a design science:

Teachers adopting, adapting, testing, improving,

sharing learning designs

Teaching as collaborative learning, supported by

online collaborative design tools and repositories

A theory-based computational representation ofpedagogic design that migrates across subjects and

clarifies learning benefits and teaching costs


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Further details

Teaching as a Design

Science: Buildingpedagogical patterns for

learning and technology

(Routledge, 2012)


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The LDSE project team

IOE/LKL

Brock 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 May

Carrie Roder (PhD Student)

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