New design tools for teachers as innovators in e-learning

Diana LaurillardLondon Knowledge Lab

Institute of Education

Outline

• The policy context• New expectations of learning • A pedagogical framework• New expectations of teaching• Learning design tools for teachers• Modelling costs/benefits of moving to online learning

International polices relating to e-learning

Headings common to most policy documents

Vision, or aims for e-learning

Agencies involved in development and delivery of the policy;

Government-driven initiatives deployed to promote change;

The approach to technology in the curriculum;

Digital tools, resources and services made available to education;

Teacher development for using ICT for teaching and learning

Developing the digital infrastructure

Vision, or aims for e-learning

Agencies involved in development and delivery of the policy;

Government-driven initiatives deployed to promote change;

The approach to technology in the curriculum;

Digital tools, resources and services made available to education;

Teacher development for using ICT for teaching and learning

Developing the digital infrastructure

E-assessment methods and assessment policy

Investment models for innovation in customisable courseware

Roles and responsibilities for implementation

Integration across education sectors, workplace and home

Timeline for implementation and growth

Plans for evaluation of impact.

E-assessment methods and assessment policy

Investment models for innovation in customisable courseware

Roles and responsibilities for implementation

Integration across education sectors, workplace and home

Timeline for implementation and growth

Plans for evaluation of impact.

International polices relating to e-learning

Headings lacking in most policy documents

• Promote professional learning communities between policy, practice and research (UNESCO Global Policy Forum on Learning 2011)

• Professional educators connected by technology to empower, and inspire effective teaching (US National Technology Plan 2010)

• Achieve greater efficiency and effectiveness, with online access to shared ideas and lesson plans (UK E-Learning Strategy, 2005)

• Teachers to have the capacity to plan and deliver ICT-enriched learning experiences for students to become self-directed and collaborative learners… encouraged to widen their repertoire of ICT-mediated pedagogies, such as the use of reflection tools and knowledge-building tools... (Singapore ICT Masterplan, 2008)

The policy context on teacher development

Singapore evaluation“The teachers tended to equate SDL with independent (unsupervised) learning using ICT. Common strategies include assigning learning or practice activities through the learning management system and resources provided by e-learning service providers, and searching for information on the Internet.

Other aspects of SDL, like helping students to set goals and developing strategies to monitor their own progress, were not frequently observed or reported…

It was not common to observe teachers providing explicit instructions to students on how they should work collaboratively or engage in meaning-making.” (NIE, 2009).

Singapore evaluation

“Teachers’ understanding of SDL and CoL could be further enhanced so that they can facilitate development of 21st century skills in their students.

For example, they can help students to set learning goals and develop strategies to monitor their own progress, or to develop group process skills and facilitating collaborative meaning-making to deepen their understanding of content knowledge..” (NIE, 2009)

This implies changing how learners and teachers spend their time

• An increase in digital activities that improve the learning experience

• A shift from class contact to more online, personalised, collaborative learning

• A shift in the way teachers spend their time in preparation, presentation, and support

New expectations of learning

Teac

her-led

class

Guided gr

oup learn

ing

Personali

sed le

arning

Collaborati

ve le

arning

Self-d

irecte

d learn

ing

Summati

ve as

sessm

ent

0

5

10

15

20

25

30

35

40

45

50

20th C21st C

Teac

her-led

class

Guided gr

oup learn

ing

Personali

sed le

arning

Collaborati

ve le

arning

Self-d

irecte

d learn

ing

Summati

ve as

sessm

ent

0

5

10

15

20

25

30

35

40

45

50

20th C21st C

…reduction in teacher-led whole class teaching…increase in personalised, collaborative, and self-directed learning

From 20thC to 21stC learner?

Learners’ activities

A pedagogical framework

Begin with the educational requirements –

What does it take to learn?(any subject, any age)

- then challenge the technology to meet them- don’t let the technology drive the innovation

The learner learning

LC

Teacher concepts

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

Learning through acquisition, instructionLearning through inquiry

Acquiring

Inquiring

Talk, book, video, Web

Inner mental acquisition and

elaboration processes

(Illeris 2003)

LC

Teacher concepts

Learning environment

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

GenerateModulate

Learning through practice with meaningful intrinsic feedback

Task/Feedback

Actions

Interaction processes

between learner and surroundings

(Illeris 2003)

The learner learning

Instructivism - Social constructivism – Experiential learning - Constructionism – Collaborative learning (Dewey, Vygotsky, Piaget,

Gagné Bruner, Papert, Marton, Bransford…)

LC

Teacher concepts

Peer concepts

Peer practice

Learning environment

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

GenerateModulate

GenerateModulate

Actions

Ideas, questions

Ideas, questions

Productions

ProductionsTask/Feedback

Acquiring

Inquiring

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

GenerateModulate

Representing the types of learning

Inquiring Discussing

Acquiring

Practising Sharing

Producing

The teacher needs to use all these types of learning to promote and facilitate the cycles involved in collaborative learning

LC

Teacher concepts

Peer concepts

Peer practice

Learning environment

LC

LP

LP

Peer communication

cycle

Teacher modelling

cycle

Peer modelling

cycle

Learner concepts

Learner practice

GenerateModulate

Generate GenerateModulate

Representing collaborative learning

Collaborative learning (Roschelle, Schwartz, Dillenbourg)

Lab, Game, Simulation

“a coordinated synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem”

Shared conception

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

What can technology offer?

Web resources

Webinar Forum

Podcast

Simulation Game

Collaborative design tools

Video, PPT, Design

The teacher must challenge the Learning Technology Environment to support all these aspects of the collaborative learning process

How?• How are teachers and adult educators to

bootstrap themselves into being proficient users of technology for teaching and learning?

• Where is the time to come from to do this?

• What is the expected model for future teaching and learning?

• What should we invest in?

New expectations of teaching

Class p

resen

tation

Small

group gu

idance

individual

marking,

guidan

ce

Collaborati

ve dev

elopmen

t

Prepara

tion (pers

onal desi

gn)

Prepara

tion (re-desi

gn)

Prepara

tion (share

)

Administrati

on

Professio

nal dev

elopmen

t0

5

10

15

20

25

30

35

40

20th C21st C

Class p

resen

tation

Small

group gu

idance

individual

marking,

guidan

ce

Collaborati

ve dev

elopmen

t

Prepara

tion (pers

onal desi

gn)

Prepara

tion (re-desi

gn)

Prepara

tion (share

)

Administrati

on

Professio

nal dev

elopmen

t0

5

10

15

20

25

30

35

40

20th C21st C

…increase in activity to improve the learning experience…shift from class teaching to more personalised

From 20thC to 21stC teacher?

Teachers’ activities

…shift from individual design to co-design of learning

Teachers as a professional learning community

• Building on the work of others

• Articulating their best pedagogic ideas

• Adopting, adapting, testing, improving learning designs

• Sharing successful learning designs

• Comparing conventional with digital teaching

Further details…Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (Routledge, 2002)(Chinese editionECNU Press)

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

Which skills will contribute to and foster teachers’ professional learning?

• Changes in mindsets and practice• Being able to adopt and trial in the workplace• Contributing to professional dialogue• Developmental growth• Being able to compare own contexts and experiences

with othersProfessional learning as dialogic inquiry – the glue between all the metaphors for professional learning

[Black, Bound and Yap, Tools for Learning Design, IAL Research Digest, 2012: p17]

Teachers need a shared description of their teaching

ideas, and not just indexed by topic, but also by pedagogy

Learning design tools for teachers

Can we support learning design computationally?

• Teachers need much more support to make the most of learning technologies

• They learn together, collaborate, build on the work of others, and build their knowledge

• Not in just in staff development courses, but in the same way as other designers learn…

That’s why we built

The Learning Designer overviewThe start screen:Import or CreateProperties:Input parameters and constraints,Learning outcomes

Timeline: design Teaching-Learning Activities, timing, group sizes, sequencing

Analysis: feedback on the overall learning experience and teacher workload

The Learning Designer• Elicits design in terms of specific pedagogical

concepts, as a ‘pedagogical pattern’

• Teachers express their effective teaching ideas to share with others to adopt and adapt

• Others can adopt ‘pedagogical patterns’ of good teaching and open resources

• Models pedagogical and logistical benefits/disadvantages

• Advises on technology and recommends alternatives

Timings

Categorised teaching-learning activities

Short description

Learning outcome

Colour-coded

content

Capturing pedagogy as lesson plans

Black text articulates teacher’s pedagogy

The Pedagogical Patterns Collector

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 an OER, e.g. a digital tool for practice

Adopt – Adapt – Import other resources or designs - Export

Adopt/Adapt a teaching pattern

Export to Word

[Moodle]

Ways of doing teaching as design science

• Complexity

• Big data

• Algorithmic discovery

• Bottoms up

New kinds of pedagogy being explored

Learning analytics collecting the data

How many pedagogical patterns are there?

Teachers innovating as design scientists

Comments on the PPC

• [The pie-chart] is one of the most useful features … it gives a good overview of the balance between different learning experiences (WV05)

• I rarely consider how the students' time is apportioned … it's good to be made to think about this. (WV17)

• Seeing how the sessions are shaping up in such a visual medium …. would probably make me think more carefully about providing a mix of activities (WV19

Developing new teachers and CPD

• Import existing learning designs• Offer advice and guidance• Analyse the designs

Import an existing learning design

Developing new teachers and CPD

Adapt an existing learning design

Consider advice and guidance on adaptation

Consider alternative learning activities

Comments on staff development

• You could base its use in PG Cert… this kind of flow, so that it becomes a learned behaviour from the start.

• I like the idea of working through this with some new staff and getting them to think before they get pulled into just standing there and lecturing because that's what happened to them when they were at university, getting them to think through how they can shift the patterns of how they're designing their learning

Encouraging creativity and innovation

• Analysis of designs• Alternative design ideas

Comments on alternative design ideas

• “Yes I think that is very useful to see what someone else has done… you get very useful ideas that you hadn’t thought of before that you use in your design”.

• “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...”

• “This would cause me to think again about my design … if the system tells me that what I am planning has no inquiry element but yet that's what I'm trying to achieve, there must be something wrong”

Analysing the design

Interpreted in terms of theory in the Conversational

Framework

Contrasting teacher

workload for own design and

reuse

Using technology to reduce teacher workload

A greater benefit at lower cost • Convert learner-related costs of teaching to peer

teaching: structure a hierarchy of online peer discussion groups, to produce one group output for feedback by the teacher, reducing teacher time and increasing active student learning

A much greater benefit for slightly higher cost• Invest in high quality adaptive learning materials and

systems that provide personalised learning and result in higher student retention and lower per capita costs

Modelling the costs and benefits of moving to online learning

Class p

resen

tation

Small

group gu

idance

individual

marking,

guidan

ce

Collaborati

ve dev

elopmen

t

Prepara

tion (pers

onal desi

gn)

Prepara

tion (re-desi

gn)

Prepara

tion (share

)

Administrati

on

Professio

nal dev

elopmen

t0

5

10

15

20

25

30

35

40

20th C21st C

Class p

resen

tation

Small

group gu

idance

individual

marking,

guidan

ce

Collaborati

ve dev

elopmen

t

Prepara

tion (pers

onal desi

gn)

Prepara

tion (re-desi

gn)

Prepara

tion (share

)

Administrati

on

Professio

nal dev

elopmen

t0

5

10

15

20

25

30

35

40

20th C21st C

…increase in activity to improve the learning experience…shift from class teaching to more personalised

From 20thC to 21stC teacher?

Teachers’ activities

…shift from individual design to co-design of learning

Planning learning experience and teacher workload

How might we estimate the effects of the decisions we make as we plan a course?

We select the set of teaching and learning activities we intend to use

These have consequences for the pedagogical benefits, and the comparative costs in terms of teachers’ workload

The next slide shows how the intervening assumptions join up the decisions and consequences

Define the type of learning each TLA offers

Select Teaching-Learning Activities (TLAs):

wiki, simulation, e-portfolio

Decide group size for each

TLA

Decide Teacher Time needed to prepare and

present each TLA

Distribute learning hours across the

selected TLAs

Distribution of learner time across types of learning experienced

Teacher time for: Design and preparation

Class and online presentationMarking and learner support

Input total credit hours, size of cohort

AcquisitionInquiryDiscussionPracticeProduction

Comparison of pedagogical benefits, and costs in terms of teachers’ workload

AcquisitionInquiryDiscussionPracticeProduction

Acquisition

Inquiry

Discussion

Practice

Production

Yr 1 Yr 2 Typical

15 15 30

3.5 1.8 1.2

Yr 1 Yr 2 Typical

15 15 30

5.2 2.3 0.4

Student numbers

Teacher hrs per student

Conventional BlendedMore active

learning

Lower per capita costs

in stable state for

large numbers

But who funds the up-front design and development costs?

How?1. How are teachers and adult educators to bootstrap themselves into

being proficient users of technology for teaching and learning?

2. Where is the time to come from to do this?

3. What is the expected model for future teaching and learning?

4. What should we invest in?

Collaborative learning, sharing best ideas, learning design tools

Collaboration, sharing, reuse; peer feedback; adaptive games

More learner collaboration; guided independent learning; online links between workplace and college; less summative assessment

Teachers! Time for personal development, sharing, adopting and adapting, innovating, testing and discovering

Teachers as a professional learning community

Reconceptualise teaching as ‘a design science’:

• Teachers adopting, adapting, testing, improving, sharing learning designs

• Teaching as collaborative learning, supported by online collaborative design tools and repositories

• A theory-based computational representation of pedagogic design that migrates across subjects

Summary• Online teaching and learning – the global and policy

perspective expects it

• Making teaching more efficient – a pedagogical perspective

• Pedagogy – categorising the technologies for active, collaborative learning

• Design tools for teachers – to put teachers at the forefront of innovation

• Cost-benefit modelling – to ensure we reap the benefits of the technology at affordable cost

- And learners want it, and need it

- We need a clear pedagogic framework

- Technology has a lot to offer pedagogy

- Do teachers want this?

- Invest in the teachers!

Learning Designer downloadsPedagogical Patterns Collectorhttp://tinyurl.com/ppcollector3

Learning Designer for Windows:http://www.dcs.bbk.ac.uk/~dionisis/LDSE/downloads/download.php?win3-leeds

Learning Designer for Mac/Linux:http://www.dcs.bbk.ac.uk/~dionisis/LDSE/downloads/download.php?mac3-leeds

https://sites.google.com/a/lkl.ac.uk/ldse/Home

The Learning Design Support Environment project website

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)