Diana LaurillardLondon Knowledge LabInstitute of Education

Digital technology for enhanced and efficient learning and teaching

2

First things first – how do students learn?

How does technology help?

Tools for teachers to build pedagogic knowledge

Teachers as design scientists…

Outline

The learner learning

LC

Teacher concepts

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

Learning through acquisition, instruction

Learning through inquiry

Acquiring

Inquiring

LC

Teacher concepts

Learning environment

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

Learning through practice with meaningful intrinsic feedback

Task

Actions

GenerateModulate

Feedback

The learner learning

LC

Teacher concepts

Peer concepts

Peer practice

Learning environment

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

GenerateModulate

GenerateModulate

Actions

Ideas, questions

Ideas, questions

Outputs

OutputsTask/Feedback

Acquiring

Inquiring

Learning through discussion from peers’ ideas, questionsLearning through sharing from peers’ practice

The learner learning

LC

Teacher concepts

Peer concepts

Peer practice

Learning environment

LC

LP

LP

Teacher communication

cycle

Peer communication

cycle

Teacher modelling

cycle

Peer modelling

cycle

Learner concepts

Learner practice

GenerateModulate

Generate

Inquiring Discussing

Acquiring

Practising Sharing

Producing

The teacher needs to design in all these types of learning

Representing types of learning

Modulate

Deploying learning technologies

LC

Teacher concepts

Peer concepts

Peer practice

Learning environment

LC

LP

LP

Teacher communication

cycle

Peer communication

cycle

Teacher modelling

cycle

Peer modelling

cycle

Learner concepts

Learner practice

GenerateModulate

GenerateModulate

Library… Web Tutorial… Facebook

Book… Podcast

Lab… Simulation

Project… VLE

Essay… Model

Libraries, journals, repositories,

databases, Web…

Tutorials, seminars, small groups, online

forums, social media…

Books, lectures, papers, websites, videos, podcasts…

Essays, designs, performance, programs, videos, ppts, digital

assets, models…

Project groups, teamwork, Google

groups, wikis, VLEs…

Labs, exercises, problems, projects, serious games,

models, simulations…The teacher needs to use all these types of

learning technology

Forms of TEL/online learning activities

• Guided TEL resources (model)

• Access to expositions (lecture videos)

• Automated grading (MCQs, models)

• Readings (pdfs)

• Guided collaboration activities (wiki)

• Peer group discussion (forum)

• Peer grading against criteria (share)

• Tutored discussion (forum)

• Tutor feedback (assignments)

• Tutor-based assessment (exams)

Learning activities for online courses

Teachers as designers need the tools for innovation

Tools for teachers as learning designers

To find or create new ideasAdoptAdaptTest

To collect learning analyticsRedesignAnalysePublish

Creating knowledge about effective online pedagogies

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

Tools for teachers as learning designers

A library of patterns to

inspect

Tools for teachers as designers - PPC

The learning outcome is specified

Colour-coded text identifies content

parametersBlack text expresses

pedagogy design

Tools for teachers as designers - PPC

The Pedagogical Patterns Collector Transferring the pedagogy across topics - PPC

The Pedagogical Patterns Collector Transferring the pedagogy across topics - PPC

Transferring the pedagogy across topics - PPC

Read, Watch, ListenInvestigateDiscussPracticeShareProduce

Adjust the type of learning activity.Edit the instructions.

Check the feedback on the overall distribution of learning activity

Fully specifies the pedagogy for others to adopt, adapt, test, and share

Export to Word

[Moodle]

Represent the teacher as

present or not

Specify the duration of the activity in minutes

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

Teacher adopts and adapts a design

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?

Design for Med students in PPC

Export to Moodle for Med students

Re-design for Business students in PPC

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?

Explain how to optimise the inputs to a business model to achieve the optimal cash flow

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

Export to Moodle for Med students

The process of professional collaboration:

Find effective patterns for a learning objective – adopt, adapt, improve – export to Moodle – test with students – improve – test - publish

Export to Moodle for Business students

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 activity has been designed in

Enhancement: Modelling the pedagogic benefits

Efficiency: Modelling teacher time

Learning activities for online courses Preparation time (fixed costs)

Running time (variable costs)

• Guided TEL resources (model)

• Access to expositions (lecture videos)

• Automated grading (MCQs, models)

• Readings (pdfs)

• Guided collaboration activities (wiki)

• Peer group discussion (forum)

• Peer grading against criteria (share)

• Tutored discussion (forum)

• Tutor feedback (assignments)

• Tutor-based assessment (exams)

Cost modelling for teacher time

• Elicit planned learning time for different

technologies• Estimate/investigate teachers’ preparation and

running time for each• Model effects on learning experience – is it

enhanced (see pie-charts)?• Model effects on teacher time – lower unit cost

(i.e. teaching time per student)?• Model effects of increasing class size to

‘massive’...

30 60 90 120 1500

0.5

1

1.5

2

2.5

3

3.5 ConventionalOpen Mode

Teacher hours per student

Cohort size

Scaling up will never improve the per-student support costs… unless we develop the digital pedagogies to help

Online

The running costs of commenting, advising, marking for each student

Modelling the costs for increasing student cohort size

Economies of scale for fixed costs of preparation

Teaching as a design science: Tools for teaching professionals

The global demand for HE requires investment in pedagogic innovation for good large-scale teaching

TEL-based pedagogic innovation must be carefully orchestrated to enhance learning of all types, using all types of technology

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

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

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

d.laurillard@ioe.ac.uk

www.ldse.org.uk/

tinyurl.com/ppcollector

Further details…

The Learning Designer A TLRP-TEL project

The project partners

IOE/LKLBrock Craft (RF)Diana Laurillard (PI)Dejan Ljubojevic (RF)

OxfordLiz Masterman (CoPI)Marion Manton (CoPI)Joanna Wild (RF)

Birkbeck/LKLGeorge Magooulas (CoPI)Patricia CharltonDionisis Dimakopoulos

LondonMetTom Boyle (CoPI)

LSESteve Ryan (CoPI)Ed WhitleyRoser Pujadas (PhD Student)

RVCKim Whittlestone (CoPI)Stephen MayCarrie Roder (PhD Student)

Project website at www.ldse.org.uk PPC at web.lkldev.ioe.ac.uk/PPC/live/ODC.html

ALTSeb SchmollerRachel Harris