Personal Inquiry: Science Investigations with Mobile Technology

Discovering and sharing effective online pedagogies Diana LaurillardLondon Knowledge LabInstitute of Education

Annual ConferenceUniversity of London9-11 April 201420 mins + Q&A1

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?NAFSA. (2010). The Changing Landscape of Global Higher Education. Washington DC: Association of International Educators, www.nafsa.org.Universities UK, (2012). Future for Higher Education. London: Universities UK www.universitiesuk.ac.uk.

2The social purpose of HEPersonal -

Knowledge -

Economic -

Social -to inspire and enable individuals to develop their capabilities to the highest potential levels throughout lifeto increase knowledge and understanding for their own sake and foster their application to the benefit of the economy and societyto 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 societyDearing Report, UK (1997): Aims and purposes of HEto inspire and enable individuals to develop their capabilities to the highest potential levels throughout life3Is the MOOC model a solution?Content will be freeMOOCs will make HE accessible to the boy in a Cairo slumMany 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 doA lot of what you teach is not viable to charge for because the machine will do it betterNo.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 revenueCoursera model has 3 income streams: certification (not accredited), employers pay, other institutions pay[Goldman Sachs MOOC debate Nov 2012]4The realities of the MOOC modelEducation 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 MOOCsMassive courses are inevitable if open to all and freeOpen to all means no prior qualifications a different curriculum and pedagogyOnline courses have been perfected over many years by the OU and othersCourses imply student readiness, defined outcomes, and assessment against themeducation is not content acquisition because education is a curated guided experience [Martin Bean, VC, OU]5The MOOC as large-scale pedagogyAverage student numbers per course - Edinburgh55006000150002050051500Completed = 27% of startersMOOCs @ Edinburgh 2013 Report #127%The MOOC as large-scale pedagogyAverage student numbers per course - UoL959211377172752336753250MOOC Report 2013: University of London7730674722119%Completed = 9% of startersThe MOOC as undergraduate educationNot for undergraduates40%30%17%10%3%MOOCs @ Edinburgh 2013 Report #170% have degreesEnrolled studentsHaywood, J. (2013). MOOCs @ Edinburgh 2013 Report #1. Edinburgh: University of Edinburgh.8The MOOC as undergraduate educationNot for undergraduatesEnrolled students4%29%35%8%3%MOOC Report 2013: University of London68% have degrees8%11%Grainger, B. (2013). Massive Open Online Course (2013) Report. London: University of London International Programmes.9The MOOC as undergraduate educationMOOCs: Higher Educations Digital Moment? 2013: UUK85% have degrees

Grainger, B. (2013). Massive Open Online Course (2013) Report. London: University of London International Programmes.10The realities of the MOOC modelEducation 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 MOOCsMassive courses are inevitable if open to all and freeOpen to all means no prior qualifications a different curriculum and pedagogyOnline courses have been perfected over many years by the OU and othersCourses imply student readiness, defined outcomes, and assessment against themMOOCs 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 designeducation is not content acquisition because education is a curated guided experience [Martin Bean, VC, OU]11Discovering effective online pedagogiesHow do we use digital technologies to develop undergraduate education thatis high qualityscales up and is affordable?12

The economics of teaching and learning in HE

Preparation of curriculum and resourcesAdaptive systems: field trips, lab sessions, simulations, modelsExpositions: lectures, study guides, slides, podcasts, videosFormative assessment: feedback from peers, digital systemsReadings: books, papers, websites, pdfsCollaborations: projects, workshops, role play simulations, wikisPeer group discussion: seminars, discussion forumsFormative assessment: tutor feedback offline, feedback onlineTutored discussion: tutorials, small groups, discussion forumsSummative assessment: exams, essays, designs, performanceSupport for students learning Fixed costVariable cost13What it takes to teach onlineSupport/student (variable cost)505005000Guided MOOC20 hrs200 hrs2000 hrsBasic MOOC0.000.000.00Total teaching timePreparation time (fixed cost) = 420 hrsBasic MOOC: peer support, no tutor supportGuided MOOC: tutors monitor and guide discussions, react to problems, redesign quizzes, post updatesPrep time = 420Based on Duke University Report 2012The variable cost of high quality teaching does not achieve economies of scale if you maintain the same pedagogyGuided MOOCBasic MOOC Dukes First MOOC: A very preliminary report at http://bit.ly/ZRMbjp

14Balancing the benefits and costsIts 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 answerConcealed MCQsThe (virtual) Keller PlanThe vicarious master classPyramid discussion groups Pedagogies for supporting large classesTutorial for 5 representative studentsQuestions and guidance represent all students needs240 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 onIntroduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest

Concealed MCQs: Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: RoutledgeFalmer.The Keller Plan: Keller, F. S. (1974). Ten years of personalized instruction. Teaching of Psychology, 1(1), 4-9. Pyramid Groups: Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Routledge.

16 Pedagogies for supporting large classesConcealed MCQsThe cascaded tutor (Keller Plan)The vicarious master classPyramid discussion groupsLaurillard, 2002Keller, 1974Mayes et al, 2001Gibbs et al, 1992Concealed MCQs: Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: RoutledgeFalmer.The Keller Plan: Keller, F. S. (1974). Ten years of personalized instruction. Teaching of Psychology, 1(1), 4-9. Mayes, J. T., Dineen, F., McKendree, J., & Lee, J. (2001). Learning from watching others learn. In C. Steeples & C. Jones (Eds.), Networked Learning: Perspectives and Issues. London: Springer.Pyramid Groups: Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Routledge.

17What it takes to teach with technologyThe 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 outcomesBUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefitsnor for the need to collaborate to innovate with technology18 The design cycle for scienceBuilding scientific knowledgeWhat is the teaching design equivalent of the journal paper? The design cycle for teaching?Building teaching community knowledgeMake links to existing content resourcesBuild on others tested designs Discovering and sharing online pedagogies

learningdesigner.org

The Learning Designer: Adopting an idea(interpreting Tudor portraits)Details of: learning context, topic, aims, outcomes, student numbers, durationDetails of the pedagogy: types of learning activity, group size, teacher presence, attached urls, duration, student guidanceAnalysis 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 attachedShare to submit for review

The Learning Designer: Reviewing(Business planning for engineers)Notes for additional commentsReviews and comments could be student evaluationsReviewer comments according to criteria: Test of outcome? Alignment? Feedback? Technology?Reviewer Feedback Teaching as a design cycleBuilding learning technology knowledgeQuestion: What is the teaching design equivalent of the journal paper? Answer:A learning design that can be reviewed, adapted, improved, published, reusedDiscovering and sharing effective online pedagogiesWe 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 inspectcascaded tutor: from one teachers to many tutorsvicarious master class: from one small group to allFor 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)

d.laurillard@ioe.ac.uk

http://learningdesigner.org http://buildingcommunityknowledge.wordpress.com Further details

http://bit.ly/1cqiIK1

27Jamil Salmi lecture at HEPICompulsory to go to universityRecruit on facebookRecruit at kindergartenTechnology for contentEbay for scholarshipStudent will be part of several unisOnly using myspace, fb, etcOpen internet exams, valid degree for 5 years.Redo courses every 3 years but 5 min lecturesOnline tutoring in Bangalorei-labs and e-libsAll must study overseasReimburse who does not get a job10% income from govtSalary indexed to rankingMFA important because creativity will be so important