OLDS MOOC: Design and review a teaching-learning session: Using the

Pedagogical Patterns Collector

July 2012

Diana Laurillard

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What can you do with the PPC?

Adopt and adapt a pattern

Express a design pattern

Review and discuss in relation to the MOOC

Outline

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Intended outcomes

Participants should feel they– Could start using the PPC to design and exchange

ideas– Can see the value of the approach

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Why the PPC? - Teachers must be a professional learning community

• Building on the work of others

• Articulating their pedagogy

• Adopting, adapting, testing, improving learning designs

• Sharing learning designs

• Comparing conventional with digital teaching

Teachers need a shared description of their teaching ideas, and not just by topic

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The Pedagogical Patterns Collector

This is where the teacher represents their pedagogic design

This is where you can browse other teachers’ designs

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Adopt/Adapt a teaching pattern

Read, Watch, ListenInvestigateDiscussPracticeShareProduce

Adjust the type of learning activity.Edit the instructions.

Check the feedback on the overall distribution of learning activity

Add link to a resource, e.g. an e-portfolio to record their practice

Adopt – Adapt – Import other resources or designs - Export

Export to Word

[Moodle]

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Activity 1: Browse and adopt a pattern

1. In pairs, browse the Inbuilt Collection of Patterns.2. Select the pattern ‘Understanding Authentic Practice’. Read

through the generic description of the pattern. 3. Click on each of the Examples of this pattern (on the right)

to see how it adapts to different topic areas.4. Click on the Generic button (bottom right) and insert your

own topic phrases: For Authentic practice, type in: ‘MOOC design’ For Data collection method: ‘recording a MOOC on Elluminate’ For Aspects to focus on: ‘giving all students the chance to speak’

5 minutes

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Activity 2: Adapt a pattern

Using the same pattern and topic phrases,1. Click on 'Adapt this pattern' (top)2. Experiment with improving it by adding an activity

where students ‘Produce’ something to submit to each other, or the class, or the teacher for comment.

3. Check what difference this makes to the pie chart. As you work, link to Cloudworks to post comments, questions, and reflections: http://cloudworks.ac.uk/cloud/view/6398

8 minutes

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Activity 3: Express a design pattern

1. In pairs, click on 'Add Blank TLA’ (centre top)2. Express the Handout description of a 'design pattern'

using the 'Add learning Types’ button (bottom of the TLA):

– Select the series of learning types you need– Insert text– Adjust the properties to fit

10 minutes

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Does it help? – User comments• [The pie-chart] is one of the most useful features of the PPC

designer, it gives a good overview of the balance between different learning experiences

• I rarely consider how the students' time is apportioned … it's good to be made to think about this.

• “Yes I think that is very useful to see what someone else has done… that’s an idea I hadn’t got in my course. And I think that’s an excellent idea… ”.

• “I think it definitely helps you to reflect on what you're doing [...] And then to see the pie chart and then to realise I want some more production and practice in there and go back and complete the design with those elements.”

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Comments – Discussion

• Comments and questions?• Could we use the PPC as a tool within

the MOOC?• Could we use it to plan and exchange

ideas for sessions?

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The LDSE project team

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)

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Further details…

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