productivity in he teaching and learning workshop diana laurillard, ioe

Productivity in HE teaching and learning

Workshop

Diana Laurillard, IOE

Outline: Can technology enrich quality, improve productivity?

The academic teaching experience

Requirements for high quality pedagogy

Productivity as the efficient use of time

Modelling quality against teacher and learner time

PolyU Strategic PlanProductivity

We treasure the investment the community has made in us and strive to deliver quality results in the most cost-effective manner through a simple management structure, efficient processes, effective “checks-and-balances” and vigorous quality assurance mechanisms

4

Management objectives

We shall review the workload distribution and working circumstances of our staff, as well as the University’s expectations of them, so as to help them achieve both productivity and a balanced lifestyle.

Strategic action• To continue assisting staff’s paradigm shift from “teaching” to “facilitating learning” so as to more easily attain desirable learning outcomes, and to promote the advantages of Outcome-Based Education (OBE) to students.• To promote the wider use of blended-learning (i.e. a combination of e-learning and face-to-face teaching/learning) to enhance quality.

Individual questions

It is becoming harder to understand how all the parts/components of planned learning and teaching fit together

E-learning makes the process of creating courses more complex

Understanding the relationship between pedagogy and learners’ activity is a priority for me

5

1 2 3 4 5Agree Agree Neutral Disagree Disagree somewhat somewhat

The advent of elearning is making the process of creating courses more complex It is becoming harder to understand how all the parts/components of planned learning and teaching fit together’

0

10

20

30

40

50

60

No response Agree Agreesomew hat

Neither agreenor disagree

Disagreesomew hat

Disagree

%

Teaching (23)

Non-Teaching (26)

> 50% AGREE

[Source: [email protected] 2009]

mailto:[email protected]

The advent of elearning is making the process of creating courses more complex E-learning makes the process of creating courses more complex

0

10

20

30

40

50

60

70

No response Agree Agreesomew hat


Disagreesomew hat

Disagree

%

Teaching (23)

Non-Teaching (26)

> 50% AGREE

0

2

4

6

8

10

12

14

16

Agree Agreesomewhat


Disagreesomewhat

Disagree

Teaching

Non-Teaching

The advent of elearning is making the process of creating courses more complex Understanding the relationship between pedagogy and learners’ activity is a priority for me

Simon Cross, Paul Clark and Andrew BrasherInstitute of Educational TechnologyThe Open University, UKContact: [email protected]

> 50% AGREE

80

70

60

50

40

30

20

10

0

The learner learning

LCTC

LPTP

Thoughts

Action plans

Guidance

OC

OP

Articulating ideas

Others’ ideas

Preparing Outputs

Others’ Outputs

Asking Questions

Investigating

Listening/ Reading

Reflection

Producing

Revising

Working to a goal

Feedback

LC

LP

Adaptation

being supported, actingthinking,

Learning Outcomes Learning Activities Teaching Methods

Learners learn

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AcquisitionAcquisition

InquiryInquiry

PracticePractice

DiscussionDiscussion

ProductionProduction

through Learning Activities

Lecture, book, video, podcast, website, mcqLecture, book, video,

podcast, website, mcq

Library catalogue, web search engineLibrary catalogue, web search engine

Lab, field trip, virtual world, simulation

Lab, field trip, virtual world, simulation

Seminar, online forum, wiki, network

Seminar, online forum, wiki, network

Essay, design, blog, ppt, website, modelEssay, design, blog, ppt, website, model

usingprofessionally-oriented

education,global outlook,

interest in local and international affairs,

problem solving, critical and creative thinking,

communication and interpersonal skills,

sense of social and national responsibility,

cultural appreciation, lifelong learning,

biliteracy and trilingualism, entrepreneurship,

teamwork and leadership

The Conversational FrameworkAn integrated framework for our collective theories of learning

Maps types of learning to conventional and digital technologies

to provide a high quality learning experience, we need to integrate all conventional and digital technologies

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Quality benefits of e-learning:

Intrinsic feedback

Peer feedback

Learner’s conception

= 10% teacher’s

Shares practice attempt

Learner’s conception as practice

= 20%

Teacher’s conception

Other learner’(s)

conceptions

Teacher-designed

task practice environment

Other learner’(s)

conceptions as practice

Offers answers, ideas

Questions, offers ideas

Feedback on action

Action to achieve goal

Shares practice attempt

Adapts approach to task to current conception

Adapt a Task practice environment for learners’ needs

Reflects on feedback

Reflects on alternative practice

Reflects on learners’ practice

Hints, comments

Present concepts

Task goal

Revises action

Presents conception

Questions


= 20% teacher’s


= 40% teacher’s


= 40%


= 50% teacher’s


= 50%

Adapts approach to task to current

conception


= 60%


= 60% teacher’s

“the best predictor of quality of output is the number of iterations”

Theory level

Practice level

The Conversational Framework – The learner learning

Teacher’s Concepts

Learner’s Concepts

Picture of equipment

Learner’s practice

Select control

Adapt actions

Adapt Task practice environment

Reflect

New control

Learning through practice with extrinsic feedback

Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – nothingTry again

Operate

Reflect

Wrong, try again



Picture of equipment


Select control

Adapt actions

Adapt Task practice environment Reflect

New control

Feedback

Learning through practice with intrinsic feedback

Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – shows gaugeTry again

Operate

Reflect

Gauge result



Video case studies


Interpretations

Adapt actions


Compare

Reflect

Other learner(s)

Ideas

Ideas

Reflect

Other learner(s)

Adapt actions

Draft outputs

Draft outputs

Outputs

Learning through interpretation practice…

Sample design: Video cases, observe, compare, interpret, submit

Theory



Video case studies


Interpretations

Adapt actions


Compare

Reflect

Other learner(s)

Comments

Comments

Reflect

Other learner(s)

Adapt actions

Draft outputs

Draft outputs

Reflect

Outputs

Learning through collaboration…

Sample design: Videos, observe, compare, interpret, share, comment, re-try, submit

Re-Interpretations



Interpersonal situation


Select question

Adapt actions

Reflect

Improve the design?

Sample design: Rule for addressInterpersonal situationTwo possible forms of questionSelect oneCorrect – goodIncorrect – give ruleNew task

Ask your question

Reflect

Rule




Law case studies


Judgment

Adapt actions


Compare

Reflect

Other learner(s)

Ideas

Ideas

Reflect

Other learner(s)

Adapt actions

Draft outputs

Draft outputs

Outputs

Improve the design?

Sample design: Law cases, read, interpret, submit judgment

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How do we optimise a learning design, for quality and productivity?

Strategic aims

[PolyU Strategic Plan 2008]

Impact on staff time

Increases

Increases

Increases

Increases

But how?quality results in the most cost-effective manner

achieve both productivity and balanced lifestyle

paradigm shift from “teaching” to “facilitating learning”

wider use of blended-learning to enhance quality

students will be provided with greater flexibility

smooth implementation of the double cohort in 2012

Productivity

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Improving productivity means achieving:

either the same quality for less resource

or better quality for the same resource

or better quality for less resource!

Quality: optimal use of student time:

across the full range of learning activities that cover the CF?

a balance of personalised, social, standardised learning activities?

Resource: measured in terms of

Staff time for preparation of teaching

Staff time for presentation: presence, real or virtual

Productivity: optimise staff time to provide quality teaching.

What differences can technology make to productivity?

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Improve variable:fixed ratio for staff time

Reduce variable staff resource (per student, personalised);

Increase fixed staff resource (standardised for all)

Increase personalised learning (adaptive interactive programs)

Reduce time for fixed staff resource (easy update of digital materials)

Using teaching functionality for assessment

Reuse materials – design them to be customisable

Examples of re-use?

25

How might you use the following sample pedgogic designs?

Sample design Videos, observe, compare, interpret, share, comment, re-try, submit

Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – shows gaugeTry again

Objectives of Time Modelling tool1 Promote awareness of the costs of teaching

2 Clarify the sensitivity of costs to student numbers

3 Focus awareness on learner time as a constant across all models

4 Promote reuse of teaching materials

5 Compare conventional, blended and distance learning models

6 Promote a shift from conventional to blended models

7 Enable teachers to plan for personalised and social teaching methods

8 Estimate the break-even costs of teaching preparation and presentation

9 Focus awareness on how time is spent in different teaching models

10 Enable planning, to determine how to achieve better teaching productivity

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The model is a tool for thinking and planning

Modelling the use of learner and teacher time

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1. Allocate learner time across conventional teaching methods to offer:

active learning across a range of learning activities

personalised learning

social learning

2. Calculate teacher time needed

3. Allocate learner time across blended teaching methods

4. Compare quality of learning experience

5. Compare teacher time needed

6. Check and edit assumptions

7. Finalise the model as a plan of work

NB: a model is a tool for thinking and planning

Modelling learning designs

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Select teaching methods

Select teaching methods

Set learner groups sizeSet learner groups size

Allocate learner time

for each method

Allocate learner time

for each method

Outputs teacher time

needed

Outputs teacher time

needed

Outputs proportions of learning experience

Outputs proportions of learning experience

Summary

Can technology enrich quality, improve productivity? - to some extent

The academic teaching experience – needs careful modelling of best use of time

Requirements for high quality pedagogy – a full learning experience

Productivity as the efficient use of time – for teachers and learners

Modelling quality against teacher and learner time – to get the best out of our use of new technology

Summary

Can technology enrich quality, improve productivity? - to some extent

The academic teaching experience – needs careful modelling of best use of time

Requirements for high quality pedagogy – a full learning experience

Productivity as the efficient use of time – for teachers and learners

Modelling quality against teacher and learner time – to get the best out of our use of new technology

31

Thank you for listening!Diana Laurillard, Professor of Learning with Digital Technologies

[email protected]

mailto:[email protected]

productivity in he teaching and learning workshop diana laurillard, ioe

Documents

complex elearning

learner time slide

ioe slide

learning activities

desirable learning outcomes

quality results

teaching fit

advent of elearning