Supporting teacher development of competencies in the use of learning technologies
Diana LaurillardLondon Knowledge LabInstitute of Education
University of Catalunya UNESCO Roundtable01 Feb 2011
October 2010 cc: by-nc-sa
OutlineTeachers’ development needs for ICTs
Academic collaboration in teaching
Supporting the design of teaching with ICT Analysing costs and learning benefits
www.lkl.ac.uk
October 2010 cc: by-nc-sa
Teacher development in use of ICTsTeachers need to have - support from their institution
… awareness of students’ capabilities and needs in ICT
… professional development
… peer interaction
“Faculties should have innovation funds to support academics in developing new ways of using ICT”. (Student perspectives on technology, NUS, 2010)
“students are appropriating technologies to meet their own personal, individual needs – mixing … ICT tools and resources, with official course or institutional tools and resources” (Student experiences of TEL Report, JISC, 2006)
“in institutions where student engagement and educational gains are found to be high, one finds a higher than average investment in resources… such as faculty development” (UK HE survey of quality in teaching, Gibbs, 2010)
“faculty members recognize… that peer interactions and collegiality are significant in helping them learn new innovations and strategies” (US survey, 117 staff in 3 colleges. Nicolle, 2008)
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Beyond conventional staff development
Teachers are best placed to design good pedagogy
Provide tools for design, development and sharing
Give them time to invest in learning about technology
Promote teacher collaboration
Make teaching innovation like science
“scientific criticism is the engine of science … the criticism of teaching practices is the engine of progress in teaching” (Benedet, 2010)
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The promise of academic collaboration in teaching
Common aims of CPD for teachers in HE:
To improve the quality and effectiveness of student learning
To achieve this by making better use of learning technologies, through promoting collaboration across the academic teaching community
What is the unit of exchange between teachers?
Open educational resources – content and structure
Pedagogical patterns – separable structure and content
McAndrew and Weller (2005)
October 2010 cc: by-nc-sa
Supporting teacher collaborationA Learning Design Support Environment (LDSE) for teachers
Building on the work of othersImport existing ‘pedagogical patterns’ of good teachingSearch for OER ‘content resources’ to populate the patternsAdapt to own context – Test – Redesign – Re-test - Publish
Improving student learning using TELOffer TEL versions of conventional designsModel pedagogical and logistical benefits/disadvantages
A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs
Ends
Means
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Expanding knowledge
Sharing Innovating Evaluating
ImplementingValidating
Knowledge management to support innovation
(Nonaka 1994)
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Expanding knowledge of
T&L
Sharing learningdesigns
Innovating pedagogic patterns
Evaluating learning designs
Implementing course
Validating course
Knowledge management to support innovation in teaching and learning
(Nonaka 1994)LDSE project
OER content
resources
Existing pedagogical
patterns
Research findings, design advice, patterns
Adapt patterns
Analyse patterns
October 2010 cc: by-nc-sa
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own animation
of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own animation
of the water cycle, to demonstrate the role of the critical factors, using their lecture notes and book; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Pedagogical patterns: Form and ContentContent
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
‘capturing pedagogy’ (Laurillard, 2008)
Black text is pedagogyColoured text is content-specific
October 2010 cc: by-nc-sa
Patterns library
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Sharing pedagogical patterns
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
October 2010 cc: by-nc-sa
Sharing pedagogical patternsTutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website
Tutorial: On a system or processLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion
Tutorial: The water cycleLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own
animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteTutorial: The water cycle
Learning Outcome: A clear understanding of the role of the critical factors in the system
Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website
and collaborating to produce a better animation to post on their website
Tutorial: Using a search engineLearning Outcome: A clear understanding of the
role of the critical factors in the systemSummary: through preparing their own account
of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website
October 2010 cc: by-nc-sa
12
Education as a learning system
Teachers must be able to ‘learn by doing’ – to experiment, share and collaborate
Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)
Teachers need the means to experiment, share and collaborate on using ICTs – a microworld for learning design
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A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project
Build on the work of others – find relevant designs and patterns
Edit and trial the learning design
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Types of ‘Session’
Choice of teaching
and learning activities
Carrying out a learning design
Tutor-supported class
Tutor-supported group work
Tutor-supported individual work
Independent group work
Independent individual work
Summative assessment
Dragged and
dropped onto a
timeline
October 2010 cc: by-nc-sa[Laurillard 2006]
Analysing costs and learning benefits
Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours
Personalised
Social
Standard
The designed learning experience
Acquisition
Inquiry
Discussion
Practice
Production
Effect of design on the learning experience, andthe cost of teaching
October 2010 cc: by-nc-sa
Analysing costs and learning benefits
Adaptive tool
Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours
Personalised
Social
Standard
The designed learning experience
Acquisition
Inquiry
Discussion
Practice
Production
- a microworld where teachers can learn, design, test and share ideas
The designed learning experience
Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours
Personalised
Social
Standard
Acquisition
Inquiry
Discussion
Practice
Production
October 2010 cc: by-nc-sa
From Conventional lab to Virtual lab
Evolution of a pedagogical pattern
topic
outcome
resource
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Comparing pedagogy
Compare the effects of group sizealternative teaching methodsuse of TELon the learning experiencetypes of learning,teacher time, learner time in class, independent learning…
to focus attention on the quality of learning design and the appropriate use of TEL
October 2010 cc: by-nc-sa
Summary: Supporting teacher developmentTeachers need to ‘learn by doing’, become a network
Give them tools to design and share new teaching
Use pedagogical patterns to exchange good ideas
Use OERs to populate the well-designed pattern
Improve the use of ICTs in teaching and learning
https://sites.google.com/a/lkl.ac.uk/ldse/Home
http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html
October 2010 cc: by-nc-sa
Some issues for discussion What kinds of constraints does a pedagogy pattern place on teachers’
designs?
Could this process help teachers see how to adapt conventional
teaching to online teaching appropriately?
How do teachers feel about this way of sharing their teaching ideas?
Will teachers be able to innovate more easily in this way?
Do we need to create micro spaces to engage teachers in using ICT? –
a unit is costly
http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html