pedagogic design for active learning workshop diana laurillard, ioe
TRANSCRIPT
Pedagogic design for active learning
Workshop
Diana Laurillard, IOE
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
Design principles for learning
1. Encourage contacts between students and faculty
2. Develop reciprocity and cooperation among students
3. Use active learning techniques
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning.
(Chickering and Gamson, 1991)
1. Encourage contacts between students and faculty
2. Develop reciprocity and cooperation among students
3. Use active learning techniques
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning.
(Chickering and Gamson, 1991)
Design principles for formative assessment
Good practice will:
1. Clarify what good performance is
2. Facilitates self-assessment
3. Deliver high quality feedback information
4. Encourage teacher and peer dialogue
5. Encourage positive motivation and self-esteem
6. Provides opportunities to close the gap
7. Use feedback to improve teaching.
(Nicol & MacFarlane-Dick, 2006)
Summative methods
Reflective essay
E-Portfolio
Tests
Project work
Lab exercises
Essay
Quiz
Group-work presentation
Examination
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
The learner learning
LCTC
LPTP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Investigating
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Feedback
LC
LP
Adaptation
being supported, actingthinking,
Design principles for learning represented in the Conversational Framework
LC
TC
LPTP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Investigating
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Feedback
LC
LP
Adaptation
Learning theories represented in the Conversational Framework
LCTC
LP
TP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Acting
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Information
LC
LP
AdaptationReflectionAdaptation
Learning theories represented in the Conversational Framework
LC
TC
LPTP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Acting
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Information
LC
LP
AdaptationReflectionAdaptation
Learning theories represented in the Conversational Framework
LCTC
LP
TP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Acting
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Feedback
LC
LP
AdaptationReflectionAdaptation
Learning theories represented in the Conversational Framework
LCTC
LP
TP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Acting
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Feedback
LC
LP
AdaptationReflectionAdaptation
13
Which theory best describes the Lecture, the Essay, the Practical?
Interpreting the theories
Lecture Essay Practical
1 Social Constructivism
2 Instructivism
3 Situated Learning
4 Constructionism
0
23
0
3
2
2
13
6
6
1
18
1
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
Lecture, Presentation, Book, Educational television, Audio… Powerpoint, Digital video, Animation, Podcast…
Teacher’s Concepts
Learner’s Concepts
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
QuestionsOutputs
Learning through acquisition…
Libraries, Catalogues, Journals, Resource banks… Online resource, Digital library, Website, Search engine…
Teacher’s Concepts
Learner’s Concepts
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
Questions
Learning through inquiry…
Tutorial, Seminar, Class discussion, Small group discussion… Online conferencing, Forum, Chat room, Discussion board…
Teacher’s Concepts
Learner’s Concepts
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through discussion…
Problem sheet, practice exercises, project work… Interactive simulation, Spreadsheet, Data analysis tool, Game…
Teacher’s Concepts
Learner’s Concepts
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through practice…
Answers
Outputs
Feedback
Answers
Outputs
Reflect
Laboratory, Small group work, Fieldwork, Workshop…
Teacher’s Concepts
Learner’s Concepts
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts Answers
Reflect
QuestionsOutputs
Learning through collaboration…
CSCL environments, Wikis, Second Life, Multiplayer games…
Reflect
Essay, program, solution, design, product, performance…
Teacher’s Concepts
Learner’s Concepts
Practice environment
Learner’s practice
Actions
Adapt actions
Adapt Task practice environment
Task goal
Reflect
Revisions
Feedback
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Concepts
Reflect
Outputs
Learning through production…
Ppt, Program, Model, Blog, Website, Design, Digital video…
The Conversational Framework
An integrated framework of our collective theories of learning provides a powerful challenge to digital technologies, showing that:
21
To support the learning process fully we need to integrate all the technological capabilities available
Learner’s conception
= 10% teacher’s
Shares practice attempt
Learner’s conception as practice
= 20%
Teacher’s conception
Other learner’(s)
conceptions
Teacher-designed
task practice environment
Other learner’(s)
conceptions as practice
Offers answers, ideas
Questions, offers ideas
Feedback on action
Action to achieve goal
Shares practice attempt
Adapts approach to task to current conception
Adapt a Task practice environment for learners’ needs
Reflects on feedback
Reflects on alternative practice
Reflects on learners’ practice
Hints, comments
Present concepts
Task goal
Revises action
Presents conception
Questions
Learner’s conception
= 20% teacher’s
Learner’s conception
= 40% teacher’s
Learner’s conception as practice
= 40%
Learner’s conception
= 50% teacher’s
Learner’s conception as practice
= 50%
Adapts approach to task to current
conception
Learner’s conception as practice
= 60%
Learner’s conception
= 60% teacher’s
“the best predictor of quality of output is the number of iterations”
Theory level
Practice level
The Conversational Framework – The learner learning
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
Design principles for formative assessment
Good practice will:
1. Clarify what good performance is
2. Facilitates self-assessment
3. Deliver high quality feedback information
4. Encourage teacher and peer dialogue
5. Encourage positive motivation and self-esteem
6. Provides opportunities to close the gap
7. Use feedback to improve teaching.
(Nicol & MacFarlane-Dick, 2006)
Summative methods
Reflective essay
E-Portfolio
Tests
Project work
Lab exercises
Essay
Quiz
Group-work presentation
Examination
25
Learner’s conception as practice
Teacher’s concepts
Other learner’(s) concepts
Teacher-designed task
Other learner’(s) practice
Learner’s concepts
Use feedback to improve teaching
Facilitate self-assessment
Provide opportunities to close the gap
Encourage teacher dialogue around
learning
Encourage peer dialogue
around learning
Deliver high quality feedback information
Clarify what good
performance is
Mapping the principles of formative assessment
Which of your assessment methods fit with this analysis?
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
27
1. Provide the opportunity to ask questions of the teacher, or their peers?
2. Provide comment on their ideas from the teacher, or their peers?
3. Set a goal that needs them to put understanding into action?
4. Provide feedback on actions that helps them improve performance?
5. Let them share trial actions with peers, for comparison and comment?
6. Offer repeated practice at achieving the task goal?
7. Enable them to discuss and debate their ideas with other learners?
8. Ask them to produce or present their ideas to their teacher or peers?
Does your learning design motivate students be ‘active’ learners?
Do you:
The Conversational Framework – Challenging a learning design
28
1. Asking questions?
2. Articulating ideas?
3. Preparing ‘outputs’ to share with peers?
4. Acting on a task to achieve some goal?
5. Revising your actions to improve them?
6. Producing an output?
Does my learning design for this lecture motivate students be ‘active’ learners?
Have I provided you with opportunities for:
The Conversational Framework – Challenging MY learning design
OUTLINEPrinciples of learning and assessmentThinking about active learningConventional and digital technologiesFormative assessmentChallenging a learning designModelling changes in learning design
Modelling learning designs
30
Select teaching methods
Select teaching methods
Set learner groups sizeSet learner groups size
Allocate learner time
for each method
Allocate learner time
for each method
Outputs teacher time
needed
Outputs teacher time
needed
Outputs proportions of learning experience
Outputs proportions of learning experience
31
1. Reduce Lecture time to 10; increase Class group time to 8
2. Reduce Reading time to 1; increase Online Group time to 3
3. Reduce Lecture time to 5; increase Podcast to 8 and Wiki to 9?
Which is the best way to change the Blended learning model to achieve more social learning without increasing staff time?
Using the model
32
1. Provide the opportunity to ask questions of the teacher, or their peers?
2. Provide comment on their ideas from the teacher, or their peers?
3. Set a goal that needs them to put understanding into action?
4. Provide feedback on actions that helps them improve performance?
5. Let them share trial actions with peers, for comparison and comment?
6. Offer repeated practice at achieving the task goal?
7. Enable them to discuss and debate their ideas with other learners?
8. Ask them to produce or present their ideas to their teacher or peers?
Does my learning design motivate students be ‘active’ learners? Did I:
The Conversational Framework – Challenging a learning design
Set up clickers to promote peer questions, then teacher questions
Make sure peers and teacher have opportunity to answer
Identify processes on CF; Predict effects of shift to blended learning
Give feedback; Show results of actions
Set up working groups for these tasks
Repeat the tasks
Give time to working groups to discuss
Ask for output from working groups
SUMMARYPrinciples of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design -Modelling changes in learning design
SUMMARYPrinciples of learning and assessment - decide on which work for youThinking about active learning - how to help learners be activeConventional and digital technologies - use each method for what it does wellFormative assessment - build in as much as possibleChallenging a learning design - develop your checklist – and check!Modelling changes in learning design - experimenting with teaching is good!
34
Thank you for listening!Diana Laurillard, Professor of Learning with Digital Technologies