The pedagogies for large-scale student guidance

Diana LaurillardLondon Knowledge Lab

Institute of Education, London

08 July 2013

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 … (Draft for UNESCO post 2015 goals)

By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies (NAFSA 2010)

Implying significant growth in graduate numbers to supply this level of education

But staff:student ratios in the current HE model are ~1:25, which cannot meet this level of demand

Can technology help?

“An innovation must be aligned with corporate

interests for it to work” (Richard Maccabee)

• Adaptive feedback (sim/models/games)

• Expositions (lecture videos)

• Automated grading (MCQs, quizzes)

• Readings (pdfs)

• Collaboration activities (wiki)

• Peer group discussion (forums)

• Peer grading against criteria (tests)

• Tutored discussion (forums)

• Tutor feedback (e-portfolio)

• Adaptive feedback (sim/models/games)

• Expositions (lecture videos)

• Automated grading (MCQs, quizzes)

• Readings (pdfs)

• Collaboration activities (wiki)

• Peer group discussion (forums)

• Peer grading against criteria (tests)

• Tutored discussion (forums)

• Tutor feedback (e-portfolio)

• Adaptive feedback (sim/models/games)

• Expositions (lecture videos)

• Automated grading (MCQs, quizzes)

• Readings (pdfs)

• Collaboration activities (wiki)

• Peer group discussion (forums)

• Peer grading against criteria (tests)

• Tutored discussion (forums)

• Tutor feedback (e-portfolio)

Supporting high quality online learning

MOOC Preparation time (fixed costs)

Support time (variable costs)

MOOC vs standard online course

The MOOC as ‘large-scale’ pedagogy

MOOCs are not large scale – Duke University

Completed = 2% of enrolment, 25% of ‘engaged’Duke University Report 2012

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 = 10% of enrolment, 37% of ‘engaged’

MOOCs @ Edinburgh 2013 – Report #1

The MOOC as undergraduate education

Not for undergraduates

Enrolled students

Duke University Report 2012

72% have degrees

The MOOC as undergraduate education

Not for undergraduates

Enrolled students

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

420 hours to develop materials and course design

What does it take to teach a MOOC?

Videos and pdfsQuizzesWikiPeer discussionsPeer gradingTutored discussionsSummative assessment

High on prep timeZero tutor contact for 42 hours

Low on prep timeHigh contact for 8 hours learning

200 hours to support 8 hours for ~500 students

Duke University Report 2012

8 weeks, providing 50 hours learning time, including support:

= 1:20 staff student ratio

How does that scale up to large student numbers?

What it takes to teach a basic MOOC vs the Duke MOOC

Support time 50 500 5000Duke 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

50 500 50000

500

1000

1500

2000

2500

3000

Duke MOOCBasic MOOC

Total teaching time

Preparation time = 420 hrs

The variable cost of high quality support does not achieve economies of scale if you maintain the same pedagogy

Prep time = 420

“What students need is support and encouragement” (Lindsay Jordan)

Modelling 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 support conundrum?

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

Conceal answers to questionAsk for user-constructed input Reveal multiple answersAsk user to select nearest fit

240 individual students produce response to open questionPairs compare and produce joint responseGroups 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 (virtual) Keller Plan

The vicarious master class

Pyramid discussion groups

Laurillard, 2002

Keller, 1974

Mayes et al, 2001

Gibbs et al, 1992

The traditional pedagogies for large classes could be redesigned as digital formats

Teachers as designers need the tools for innovation

Tools for teachers to share ideas

To find or create new ideasAdoptAdaptTest

To collect learning analyticsRedesignAnalysePublish

Creating knowledge about effective blended and online pedagogies

http://tinyurl.com/ppcollector

Tools for teachers to share ideas

http://tinyurl.com/ppcollector

A library of patterns to

inspect

Academics sharing their best designs

Assigned metadata on • learning type• group size• duration in minutes• teacher contact/not• resources attached• evidence of learning

Defining the metadata of their pedagogies

Adopt and adapt design for Ed students

Check the feedback on the overall distribution of learning activity

Export to Word

[Moodle]

Specify the duration of the activity in minutes

Share the pattern

Adjust the type of learning activity.Edit the instructions.

Adopt and adapt design for Ed students

“… I can pick up bits of what you

do” (Kevin Ashley)

Export to Moodle for Ed students

• Interprets metadata to assign activity types in Moodle (or other LMS)

• Attaches resource links• Inserts study guidance from text

in the pattern• Collects data on student

performance on TEL-based activities

Reuse for Med students in PPC

Explain how to optimise the inputs to a learning design tool to achieve a well-balanced learning design

With your partner select different inputs to the learning design tool – can you improve on your previous results?

Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure

With your partner select different inputs to the patient simulator – can you improve on your previous results?

Reversioned for Med students

• Same pedagogical pattern• Same study guidance except

for subject content terms• Different resources attached• Same type of evidence data (?)

“We do not share as much as we should” (Nicola

Millard)

AcquisitionInquiryDiscussionPracticeProduction

Acquisition

Inquiry

Discussion

Practice

Production

Conventional

Blended

Categorised learning activities

Analysis shows more active learning

A computational representation can analyse how much of each learning activity has been designed in

Modelling the pedagogic benefits

Figure 2(b) Teaching time for a course with 40, 80, 160 students, gives profits of -£12000 £13000 £35000

Figure 2(a) Teaching time for a course with 40 students each year, gives profits of -£12000 £5000 £8000

Modelling the teaching time costs

Modelling an IOE course over 3 years:the Course Resource Appraisal Model

Prep hrs

Support hrs

Yr1 Yr2 Yr3

Prep hrs

Support hrs

Yr1 Yr2 Yr3

+ need to model differences in administrative support costs for step changes

The uncomfortable truths of education economics

(No university or college finance director addresses these!)

Scaling up to large numbers will never improve the per-student support costs…

…unless we come up with some clever learning designs that support at better than the 1:25 ratio

We need to invest in teacher innovation to make the best use of our teaching resource for students’ outcomes

Teachers sharing innovations will improve knowledge, quality and value for students’ money

“Senior leaders should be modelling what they expect from their staff”

(Cathy Walsh)

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

d.laurillard@ioe.ac.uk

http://buildingcommunityknowledge.wordpress.com/

Further details…

http://tinyurl.co,/ppcollector

“Science moves faster with open

access” (Alicia Wise)

The global demand for education requires investment in large-scale pedagogic innovation for MOOCs to deliver

Digital pedagogic innovation must support students at a better than 1:25 staff-student ratio

Teachers need the tools to design, test and share the evidence of what works, and model benefits and costs

Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

The global demand for education requires investment in large-scale pedagogic innovation for MOOCs to deliver

Digital pedagogic innovation must support students at a better than 1:25 staff-student ratio

Teachers need the tools to design, test and share the evidence of what works, and model benefits and costs

Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

And they need your help to do it!

The pedagogies for large-scale student guidance

“the WWW is coming!”

(Martin King)