Diana Laurillard UCL Knowledge Lab

Teachers pursuing excellence: Blending the physical, social and digital environments

Outline• Blending social, physical and digital

environments • What it takes to teach – innovative

learning designs• Teachers sharing experience and

practice• Tracking student achievement

Blending social, physical and digital environments for 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

GenerateModulate

Representing the types of learning

Inquiring Discussing

Practising Sharing

The teacher uses all these types of learning to promote active development and integration of concepts and practice

Producing

Acquiring

The teacher should challenge the Learning Technology Environment to support all these aspects of the collaborative learning process

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

The learner learning with technology

Web resources

Webinars Forum

Podcasts

Simulations Games

Role playsMultiplayer

games

Design tools

E-books with annotation; videos with bookmarking; animated diagramsShort video clips; voice-over ppt; multiple online resources

Accessible resources to investigate and compareDigital tools to collect and analyse data

Asynchronous discussion increases the ratio of student:staff talkSynchronous forums for the few can be vicarious learning for the many

Using digital models (microworlds) recruits natural learning skillsSimulations, games, virtual labs, role-play games give new forms of feedback

Orchestrated roles and joint tasks increases peer feedbackShared tools - wikis, Scholar, googledocs, design tools - support exchange

Design tools motivate the articulation of what has been learnedOutputs can be public and valued, in students’ online portfolios

Digital tools to improve pedagogy – physical, social and virtual

Acquisition

Inquiry

Discussion

Practice

Collaboration

Production

Acquisition

Inquiry

Discussion

Practice

Collaboration

Production

What it takes to teach – innovative learning designs

The Learning Designer: A tool for teachers

http://learningdesigner.org

A tool for teacher collaborationlearningdesigner.org.uk

20 minutes

Design tool elicitsstructured details of the teaching idea, built around the artefacts

Able to interpret what a Tudor portrait is intended to convey to the viewerAnalysis of the learning

experience and duration updates as you design

With thanks to the National Portrait Gallery

Read/Write/ListenInvestigateDiscussPracticeCollaborateProduce

Decide how to tackle the problem in your group

Before…

After…

From a UCL workshop for academic staff…

The Learning Designer: Sharing pedagogy

Export to Moodle

Develop a proposal using artefacts

Decide how to tackle the problem in your group

Use the collection to develop your proposal

Develop your proposal in detail

Adapt the content to using a different collection for a different type of client

The review process

The Learning Designer: Peer review for a design

1 Test? - is there a ‘Produce’ activity, or some way the teacher can use to test whether outcomes are met?

2 Aligned? - are outcome, activities, and produce activity aligned?

3 Feedback? – is there feedback from the teacher, other students, or the technology?

4 Technology? - is there good use of technology?

5 Other?

The Learning Designer: Reviewing a learning design

Criteria for a good design

Designs, reviews and redesigns in the Browser

Reviews and redesigns added to the Browser

Submitted designs, reviews, revisions

From the Blended Learning Essentials: Embedding Practice: MOOC #FLble2

Teachers sharing experience and practice

Browse Adopt

Adapt Create

Review

Redesign

Test

Publish

Teaching excellence: innovating, testing, and sharing new ideas for effective design

Building pedagogic knowledge?

A design tool for teachers: The Learning Designer

• The teacher as designer must be able to

• Browse existing designs for blended learning

• Adapt these and create their own designs

• Review and analyse their pedagogic potential

• Test them with learners

• Redesign and re-test

• Publish their design for others to find

Can teaching become more like ‘design’?

Teachers building learning technology knowledge

BrowseBrowse

AdaptCreate

Develop

Redesign

Test

Browse

Publish

Question: What is the teaching design equivalent of the journal paper?

Using

learning

analytics

We need to professionalise teaching as we did research

Browse Adopt

Adapt Create

Review

Redesign

Test

Publish

Teaching as a design science

Building learning technology knowledge

Question: What is the teaching design equivalent of the journal?

Answer:A collaborative library of orchestrated open onlineco-designed peer-reviewed adaptable learning designs

Tracking student achievement: digital versions of traditional

pedagogies

Learning through production – how teachers and students know what they have learned

Types of production activity

• From acquisition - A summary of an issue

• From inquiry - A report on findings on a topic

• From practice - A solution to a problem

• From discussion - An interesting question

• From collaboration- A joint output

Learning through production enhanced by technology

Learning through producing evidence of what has been learned

Multiple Choice Questions

Pose the question

Present the answers‘Which is correct?’

Give feedback on each option

Concealed Multiple Choice Questions

Technology-enhanced assessment

Pose the question but conceal the optionsInvite user-constructed answerPresent the answers as

‘These are students’ answers; which is closest to yours?’

Give feedback on each optionCollect the inputs to refine the options

Introduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest

Assessment: By Tutor then cascades

The Keller Plan

The virtual Keller Plan

Introduce content – online videoSelf-paced practice – interactive exercisesTutor-marked test – online when first student is readyStudent becomes tutor – peer reviews next student…Until half class is tutoring the rest – monitored by tutor

Assessment for the many through the few

Tutorial for 5 representative studentsQuestions and guidance help 5 studentsThe vicarious master class

The vicarious master classonline

Video of 5 representative studentsQuestions and guidance help 5000 students

240 individual students giveresponse to open questionPairs discuss to compare and give joint responseGroups of 4 discuss to compare and agree joint response as one of 10 responses...6 groups of 40 students decide best responseTeacher receives 6 responses to comment on in class

Managing collaborative student responses

240 individual students postresponse to open questionPairs Skype to compare and post joint responseGroups of 4 Skype to compare and agree joint response and post as one of 10 responses...6 groups of 40 students vote on best responseTeacher receives 6 responses to comment on in Forum

Pyramid discussion groupsonline

Digital models providing intrinsic feedback

Learning through practice with meaningful intrinsic feedback

Can you create these conditions in the Gases…?

This is how the gases look now.

0

5

10

15

20

25

30

Average time per action across formats

Target Ave time per item

Colour, length

Colour, length, digits

14 mins45 actions18 secs per action

In Lab At home

Analytics: Intensive practice unsupervised

18 mins145 actions 7 secs per action

Unlocking the power of technology for teaching excellence

What it takes to teach with technology is not rocket science…

… It’s much much harder than that

Technology enables all teachers to share and

collaborate to develop new pedagogic knowledge

Collaborative design and development means we can keep pace with technology innovation and students’ capability

it is essential to invest in enabling teachers to be the drivers of pedagogic innovation for their students

Teaching as a design science enables excellence in teaching

Further details…

Teaching as a Design Science (Routledge, 2012)d.laurillard@ucl.ac.uk

http://learningdesigner.org/i