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

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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]

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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)

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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

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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

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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)

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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

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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

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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)

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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

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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’

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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:

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Comparing pedagogic value

Tutorial with 5 and 10 students Asynchronous online tutorial with 5 and 10 students

Gibbs, 2010

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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

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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

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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