discovering and sharing effective online pedagogies diana laurillard london knowledge lab institute...
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Discovering and sharing effective online pedagogies
Diana Laurillard
London Knowledge LabInstitute of Education
Annual ConferenceUniversity of London9-11 April 2014
The Context: the global demand for education
The new UNESCO goals for education:• Every child completes a full 9 years of free basic
education … • Post-basic education expanded to meet needs for
knowledge and skills … (UNESCO post 2015 goals)
By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies (NAFSA 2010)
Student loan debt in US is higher than CC debt so students will demand new models of teaching and learning
40% Student loan debt in UK will never be repaid
How is HE to meet the demand for lifelong learning in a way that is affordable to students, maintains quality and increases reach?
The social purpose of HE
Personal -
Knowledge -
Economic -
Social -
to inspire and enable individuals to develop their capabilities to the highest potential levels throughout life
to increase knowledge and understanding for their own sake and foster their application to the benefit of the economy and society
to serve the needs of an adaptable, sustainable, knowledge-based economy at local, regional and national levels
to play a major role in shaping a democratic, civilised and inclusive society
Dearing Report, UK (1997): Aims and purposes of HE
to inspire and enable individuals to develop their capabilities to the highest potential levels throughout life
Is the MOOC model a solution?
“Content will be free”“MOOCs will make HE accessible to the boy in a Cairo slum”“Many academics are happy to donate time because of the reach of MOOCs”
“A piece of s/w can understand exactly how a student learns which the teacher cannot do”
“A lot of what you teach is not viable to charge for because the machine will do it better”
“No.1 pushback from investors was they did not understand why it needed to be accredited because no-one will care”
“$100m venture capital – to share tuition revenue”“Coursera model has 3 income streams: certification (not accredited), employers pay, other institutions pay”
[Goldman Sachs MOOC debate Nov 2012]
The realities of the MOOC model
Education is not a mass delivery industryContent is not free Teaching is also guidance, support, evaluationEducation is a client-centred industryThere is no valid business model for MOOCs
‘Massive’ courses are inevitable if open to all and free‘Open to all’ means no prior qualifications a different curriculum and pedagogy‘Online’ courses have been perfected over many years by the OU and others‘Courses’ imply student readiness, defined outcomes, and assessment against them
“education is not content acquisition because education is a curated guided experience” [Martin Bean, VC, OU]
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - Edinburgh
Statement of Accomplishment
Week 5 asst's
Engaged Week 1
Accessed Week 1
Enrolled
0 10000 20000 30000 40000 50000 60000
5500
6000
15000
20500
51500
Completed = 27% of ‘starters’
MOOCs @ Edinburgh 2013 – Report #1
27%
SoA
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Registered
0 10000 20000 30000 40000 50000 60000
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - UoL
9592
11377
17275
23367
53250
MOOC Report 2013: University of London
7730
6747
2211
9%
Completed = 9% of ‘starters’
The MOOC as undergraduate education
Not for undergraduates
Less than high school
School
College
Degree
PG degree
0% 5% 10%15%20%25%30%35%40%45%
40%
30%
17%
10%
3%
MOOCs @ Edinburgh 2013 – Report #1
70% have degrees
Enrolled students
Schooling
GCSE
A level
Professional
Bachelors
Masters
Doctorate
0% 5% 10% 15% 20% 25% 30% 35% 40%
The MOOC as undergraduate education
Not for undergraduates
Enrolled students
4%
29%
35%
8%
3%
MOOC Report 2013: University of London
68% have degrees
8%
11%
The MOOC as undergraduate education
MOOCs: Higher Education’s Digital Moment? 2013: UUK
85% have degrees
The realities of the MOOC model
Education is not a mass delivery industryContent is not free Teaching is also guidance, support, evaluationEducation is a client-centred industryThere is no valid business model for MOOCs
‘Massive’ courses are inevitable if open to all and free‘Open to all’ means no prior qualifications a different curriculum and pedagogy‘Online’ courses have been perfected over many years by the OU and others‘Courses’ imply student readiness, defined outcomes, and assessment against them
MOOCs are parasitic on university teaching paid for by undergraduatesThe pedagogic innovation required for effectiveness has attracted little investmentThe dominant users are highly qualified professionalsUndergraduates need guidance, support, nurturing, which is labour intensiveAchieving high-level concepts and skills requires intensive study and guidanceAcademic study is hard – the ‘flipped classroom’ requires extensive careful design
“education is not content acquisition because education is a curated guided experience” [Martin Bean, VC, OU]
Discovering effective online pedagogies
How do we use digital technologies to develop undergraduate education that
is high qualityscales up and is affordable?
The economics of teaching and learning in HE
Preparation of curriculum and resources
Adaptive systems: field trips, lab sessions, simulations, models
Expositions: lectures, study guides, slides, podcasts, videos
Formative assessment: feedback from peers, digital systems
Readings: books, papers, websites, pdfs
Collaborations: projects, workshops, role play simulations, wikis
Peer group discussion: seminars, discussion forums
Formative assessment: tutor feedback offline, feedback online
Tutored discussion: tutorials, small groups, discussion forums
Summative assessment: exams, essays, designs, performance
Support for students learning
Fixed cost
Variable cost
What it takes to teach online
Support/student (variable cost) 50 500 5000Guided MOOC 20 hrs 200 hrs 2000 hrsBasic MOOC 0.00 0.00 0.00
50 500 50000
500
1000
1500
2000
2500
3000
Duke MOOCBasic MOOC
30 300 30000
500
1000
1500
2000
2500
3000
Duke MOOCBasic MOOC
Total teaching time
Preparation time (fixed cost) = 420 hrs
Basic MOOC: peer support, no tutor supportGuided MOOC: tutors monitor and guide discussions, react to problems, redesign quizzes, post updates
Prep time = 420
Based on Duke University Report 2012
The variable cost of high quality teaching does not achieve economies of scale if you maintain the same pedagogy
Guided MOOC
Basic MOOC
Balancing the benefits and costs
It’s important to understand the link between the pedagogical benefits and teaching time costs of online learning – especially for the large-scale
What are the new digital pedagogies that will address the 1:25 student guidance conundrum? How to shift variable cost support to fixed cost support?
Can we develop a viable business model that will make HE more effective and affordable for undergraduates?
Conceal answers to questionAsk for user-constructed input Show multiple answers/commentsAsk student to improve answer
Concealed MCQs
The (virtual) Keller Plan
The vicarious master class
Pyramid discussion groups
Pedagogies for supporting large classes
Tutorial for 5 representative studentsQuestions and guidance represent all students’ needs
240 individual students produce response to open questionPairs compare and produce joint response60 groups of 4 compare and produce joint response and post as one of 10 responses...6 groups of 40 students vote on best responseTeacher receives 6 responses to comment on
Introduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest
Pedagogies for supporting large classes
Concealed MCQs
The cascaded tutor (Keller Plan)
The vicarious master class
Pyramid discussion groups
Laurillard, 2002
Keller, 1974
Mayes et al, 2001
Gibbs et al, 1992
What it takes to teach with technology
The 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 outcomes
BUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefitsnor for the need to collaborate to innovate with technology
Browse Adopt
Adapt Develop
Review
Redesign
Test
Publish
The design cycle for science
Building scientific knowledge
What is the teaching design
equivalent of the journal paper?
Browse Adopt
Adapt Develop
Review
Redesign
Test
Publish
The design cycle for teaching?
Building teaching community knowledge
Make links to existing content
resources
Build on others’ tested designs
Redesign
Peer review against
criteria
The Learning Designer: Adopting an idea(interpreting Tudor portraits)
Details of: learning context, topic, aims, outcomes, student numbers, duration
Details of the pedagogy: types of learning activity,
group size, teacher presence, attached urls, duration,
student guidance
Analysis of the learning experience calculated
dynamically
The Learning Designer: Adapting(experimental design for Psychology)
Every section of the learning design can be edited, and new resources attached
Share to submit for review
The Learning Designer: Reviewing(Business planning for engineers)
Notes for additional comments
Reviews and comments could be student evaluations
Reviewer comments according to criteria: Test of outcome? Alignment? Feedback? Technology?
Reviewer Feedback
Browse Adopt
Adapt Create
Review
Redesign
Test
Publish
Teaching as a design cycle
Building learning technology knowledge
Question: What is the teaching design equivalent of the journal paper?
Answer:A learning design that can be reviewed, adapted, improved, published, reused…
Discovering and sharing effective online pedagogies
• We can improve the variable costs of teaching support if we explore and share ideas for methods like – pyramid collaboration groups: from many students to
few outputs for tutors to inspect– cascaded tutor: from one teachers to many tutors– vicarious master class: from one small group to all
• For this we need a collaborative community of teachers as designers of innovative pedagogy
• They will only flourish if we demand, and get, improved pedagogic design functionality on VLE platforms – and the design tools to share and test pedagogic discoveries
THEN perhaps university level lifelong learning can achieve high quality and reach that is more affordable
Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)
http://learningdesigner.org http://
buildingcommunityknowledge.wordpress.com
Further details…
http://bit.ly/1cqiIK1
Jamil Salmi lecture at HEPI• Compulsory to go to university• Recruit on facebook• Recruit at kindergarten• Technology for content• Ebay for scholarship• Student will be part of several unis• Only using myspace, fb, etc• Open internet exams, valid degree for 5 years.• Redo courses every 3 years – but 5 min lectures• Online tutoring in Bangalore• i-labs and e-libs• All must study overseas• Reimburse who does not get a job• 10% income from govt• Salary indexed to ranking• MFA important because creativity will be so important