teaching as a design science: developing reliable ... · a ‘pedagogical patterns collector’ for...

Teaching as a design science: developing reliable knowledge of learning technology Diana Laurillard London Knowledge Lab Institute of Education

Sept 2012 cc: by-nc-sa

Teachers as an innovative professional learning community •  Reconceptualising teaching as ‘a design science’

•  Teachers building on the designs of others

•  Ar8cula8ng their pedagogy

•  Adop8ng, adap8ng, tes8ng, improving learning designs

•  Co-‐crea8ng and sharing learning designs

à A computa8onal representa8on of pedagogic design


It’s difficult, but it’s 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 exhorta8on, but in the same way as other designers learn…

That’s why we built à

Should learning design be supported computationally?


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 Designer A 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 and logistical benefits/disadvantages


Timings

Categorised teaching-‐learning ac8vi8es

Short descrip8on

Learning outcome

Colour-‐coded content

Capturing pedagogy as design plans

Black text ar8culates

the teacher’s pedagogy


A computational representation


The Pedagogical Patterns Collector

Black text captures pedagogy design Colour-‐coded text iden8fies content

parameters

A library of paLerns to inspect, both generic and

specific versions


Read, Watch, Listen Investigate Discuss Practice Share Produce

Adjust the type of learning ac8vity. Edit the instruc8ons.

Check the feedback on the overall distribu8on of learning ac8vity

Add link to an OER, e.g. a digital tool for prac8ce

Adopt – Adapt – Import resources- Test and re-design - Export

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' Ame is apporAoned … 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 acAviAes


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 Designer A 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 and logistical benefits/disadvantages


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 of

each 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 intrinsic feedback

Task/Feedback

Actions

Generate Modulate

Lab, Game, Simula8on



Instructivism - Social constructivism – Experiential learning – Inquiry learning - Constructionism – Collaborative learning

(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)

L C

Teacher concepts

Peer concepts

Peer prac8ce


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



L C

Teacher concepts

Peer concepts

Peer prac8ce


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 Modulate Teacher

practice cycle

Peer practice

cycle

Instructivism Social constructivism Experiential learning Inquiry learning Collaborative learning

Dewey, Vygotsky, Piaget, Gagné, Bruner, Papert, Marton, Bransford… Constructionism


Instructivism - Social constructivism – Experiential learning – Inquiry learning - Constructionism – Collaborative learning

(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)

L C

Teacher concepts

Peer concepts

Peer prac8ce


L C

L P

L P

Learner concepts

Learner practice

Generate Modulate

Generate Modulate

Generate Modulate

Practising

Acquiring

Inquiring Discussing

Producing

Collaborating



L C

Teacher concepts

Peer concepts

Peer prac8ce


L C

L P

L P

Learner concepts

Learner practice

Generate Modulate

Generate Modulate

Learning with technology

Inquiring Discussing

Acquiring

Prac8sing Collabora8ng

Producing

Web

resources

Webinar, Forum

Podcasts

Skills Prac8ce Tools

Collabora8on tools

Designs

Produc8ons


Co-creating new pedagogies

•  Import exis8ng learning designs •  Use advice and guidance •  Consider alterna8ve designs •  Adapt the design to own context •  Analyse the designs •  Re-‐design – test – improve -‐ share


Import an exis8ng learning design

Co-creating new pedagogies

Adapt an exis8ng learning design

Consider advice and guidance on adapta8on

Consider alterna8ve learning ac8vi8es


Analysing the design

Interpreted in terms of the

Conversa8onal Framework

Contras8ng teacher workload for own design and reuse


Re-designing

Use drop-‐down menu to change teaching-‐learning ac8vi8es and analyse effect on learning experience and teacher 8me


Sharing…

Once tested and evaluated with students, export (with metadata) to shared folder, website, community library, open repository…


Comments on the approach

•  Teachers respond posi8vely to the Learning Designer tools and see this as a way of improving teaching, and poten8ally of saving 8me

•  The Learning Designer concepts of sharing designs, reuse, adaptaAon, advice on TEL, analysis of the learning experience, suggesAons of design alternaAves, and categorisaAon of designs, were all welcomed by teachers

•  Teachers commented on the added value of the detailed descrip8ons of pedagogy, which enable them to have a more in-‐depth conversa8on about their prac8ce and what makes a learning design more effec8ve


0

5

10

15

20

25

30

35

40

20th C

21st C 0

5

10

15

20

25

30

35

40

20th C

21st C

…increase in activity to improve the learning experience …shift from class teaching to more personalised teaching

From 20thC to 21stC teacher?

Teachers’ activities

…shift from individual design to co-design of learning


Modelling learning experience and teacher workload How 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

The next slide shows how the intervening assumptions join up the decisions and consequences


Define the type of learning each TLA offers

Select Teaching-‐Learning Ac8vi8es (TLAs):

wiki, simula8on, e-‐pordolio

Decide group size for each

TLA

Decide Teacher Time needed to prepare and

present each TLA

Distribute learning hours across the selected TLAs

Distribu8on of learner 8me across types of learning experienced

Teacher 8me for: Design and prepara8on

Class and online presenta8on Marking and learner support

Input total credit hours, size of cohort

Acquisi8on Inquiry Discussion Prac8ce Produc8on


Comparison of pedagogical benefits, and costs in terms of teachers’ workload

Acquisi8on

Inquiry

Discussion

Prac8ce

Produc8on

Acquisi8on

Inquiry

Discussion

Prac8ce

Produc8on

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

Student numbers

Teacher hrs per student

Conventional Blended More ac8ve learning

Lower per capita costs in a typical year for large

numbers

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


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

Conven8onal

Open Mode

Teacher days per student

Cohort size

What does this mean for the business model for MOOCs?


What issues must the Learning Designer also address?

•  Complexity

•  Poten8ally a tool of management control

•  Interpretability of analysis •  The need for a topic-‐oriented focus

“It’s very overwhelming … there’s a lot going on and to think about. I’m not sure what all the terms mean. I mean I don’t understand the difference between produc8on and prac8ce. Let’s have a look […] Yes – OK – I get it. Yes I see the difference. Probably we need a bit more help here with explana8ons and examples. But once you get into the tool it isn’t so difficult”

“My only worry is that it [the Learning Designer] turns into an insAtuAonal requisite rather than an opAon. It becomes a measurement tool, rather than a useful organisaAonal tool that allows some criAcal self reflecAon on pracAce. I know that the goal is the laLer, but soMware, once out there, can become so seducAve to gather informaAon for departments, policy makers, etc, and the informaAon that is produced is probably ONLY useful for individual teachers, not educaAon ministers, etc”

“I think it's cute to have pie charts, it's neat [...] I would go back and squidge my stuff, reorganise my 8me 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 because I 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 s8ll 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 doesn’t help with this approach”


Teachers as innovative co-creators of technology-based pedagogies Features of teaching as ‘a design science’:

•  Teachers adop8ng, adap8ng, tes8ng, improving, sharing learning designs

•  Teaching as collabora8ve learning, supported by online collabora8ve design tools and repositories

•  A theory-‐based computa8onal representa8on of pedagogic design and teacher workload that migrates across subjects


Further details…

Teaching as a Design Science: Building pedagogical patterns for learning and technology(Routledge, 2012)


The LDSE project team

IOE/LKL Brock Craft (RF) Diana Laurillard (PI) Dejan Ljubojevic (RF)

Oxford Liz Masterman (CoPI) Marion Manton (CoPI) Joanna Wild (RF)

Birkbeck/LKL George Magooulas (CoPI) Patricia Charlton Dionisis Dimakopoulos

LondonMet Tom Boyle (CoPI)

LSE Steve Ryan (CoPI) Ed Whitley Roser Pujadas (PhD Student)

RVC Kim Whittlestone (CoPI) Stephen May Carrie Roder (PhD Student)

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