1. Educators as the drivers of innovation in digital pedagogy Diana Laurillard London Knowledge Lab Institute of Education

2. Online teaching and learning – the global perspective Learning design – a pedagogical framework for designing traditional and online learning Pedagogy – categorising the technologies for active, collaborative learning The MOOC phenomenon – for large scale independent online education Design tools for teachers – to put teachers at the forefront of innovation Outline

3. The Context: 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 … (Draft for UNESCO post 2015 goals)  Implying significant growth in graduate teachers to supply this level of education But staff:student ratios in the current HE model are ~1:25, which cannot meet this level of demand  Technology as an essential part of meeting our ambitions for education

4. The demand for good quality education for all requires new pedagogies capable of supporting every learner achieving their highest learning potential Teaching has to adapt to rapid changes in digital technology innovation and in student needs, capabilities and expectations  teachers have to discover how to integrate pedagogy with technology for high quality independent learning Could teachers be a community of design scientists who collaborate to work out the best way to use learning technology? Why teachers must be innovators

5. 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 A pedagogical framework

6. The learner learning LCLC Teacher concepts LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Learning through acquisition (instruction) Learning through inquiry Acquiring Inquiring Talk, book, video, Web

7. LCLC Teacher concepts Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Learning through practice with meaningful intrinsic feedback Task/Feedback Actions The learner learning Generate Modulate

8. LCLC Teacher concepts Peer concepts Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Generate Modulate Actions Ideas, questions Task/Feedback Acquiring Inquiring The learner learning Learning through discussion from peers’ ideas, questions

9. LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Generate Modulate Generate Modulate Actions Ideas, questions Outputs Task/Feedback Acquiring Inquiring The learner learning Learning through collaboration: discussion from peers’ ideas, questions and negotiating practice

10. Instructivism - Social constructivism – Social learning – Inquiry learning - Constructionism – Collaborative learning (Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…) LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Generate Modulate Generate Modulate Actions Ideas, questions Outputs Task/Feedback Acquiring Inquiring The learner learning

11. LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Generate Modulate The Conversational Framework Generate Modulate Instructivism Social constructivism Social learning Inquiry learning Collaborative learning Dewey, Vygotsky, Piaget, Gagné, Bruner, Papert, Marton, Bransford… Constructionism

12. LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate Inquiring Discussing Acquiring Practising Collaborating Producing The good teacher will use all these types of learning that continually prompt the learner to generate and modulate their concepts and practice The Conversational Framework

13. LCLC Teacher concepts Peer concepts Peer practice Practice environment LCLC LPLP LPLP Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Teachers making the most of new technologies for the active types of learning – mainly developed for other contexts Modulate Technology supporting types of learning Search engines, repositories, digital libraries, WebQuests YouTube videos, screencasts OERs, Podcasts YouTube videos, screencasts OERs, Podcasts Programs, animations, blogs, e-portfolios, photos, videos, screencasts Discussion forums, Twitter, Facebook, Blogs VLEs, Tools, Wikis, Storyboarding, Websites, Coding communities Digital tools of the field Commercial simulations and games Coding toolkits Digital tools of the field Commercial simulations and games Coding toolkits

14. The demand for good quality education for all requires new pedagogies capable of supporting every learner achieving their highest learning potential Teaching has to adapt to rapid changes in digital technology innovation and in student needs, capabilities and expectations  teachers have to discover how to integrate pedagogy with technology for high quality independent learning Could teachers be a community of design scientists who collaborate to work out the best way to use learning technology? Why teachers must be innovators

15. LCLC Teachers’ concepts Peer concepts Peer practice Practice environment LCLC LPLP LPLP Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate The learner learning

16. Teachers can also learn through acquisition, inquiry, discussion, collaboration, sharing, and practice LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Generate Modulate Generate Modulate Theories, resources, patterns Teachers’ ideas on teaching Teachers’ practice Learners learning Peers’ ideas of teaching Peers’ practice as designs The teacher learning Concepts, ideas, resources, patterns Search/Share, patterns Learners’ needs/ Learners’ outcomes Learning designs Revised learning designs Explain, comment, critique, question, defend, propose, negotiate Shared learning designs/patterns

17. LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Generate Modulate Generate Modulate Theories, resources, patterns Teachers’ ideas on teaching Teachers’ practice Learners learning Peers’ ideas of teaching Peers’ practice as designs The teacher learning Concepts, ideas, resources, patterns Search/Share, patterns Learners’ needs/ Learners’ outcomes Learning designs Revised learning designs Explain, comment, critique, question, defend, propose, negotiate Shared learning designs/patterns Teachers only learn through practice We don’t have secure mechanisms for sharing and collaboration

18. Teachers have to learn how to teach with technology Professional teaching to optimise student learning now means: Planning for how students will learn in the mix of the physical, digital and social learning spaces they inhabit Designing the activities, tools and resources that afford all types of active learning and develop independent learning Personalising teaching to improve on traditional methods Providing flexibility in blended learning options Using learning technologies to improve scale AND outcomes

19. Select Adopt Adapt Test RedesignTestPublish The design cycle for teaching Building teaching community knowledge Make links to existing content resources Redesign existing content resources Build on others’ tested designs ??

20. Select Adopt Adapt Test RedesignTestPublish Similar to the design cycle for science Building scientific knowledge What is the teaching design equivalent of the journal paper?

21. A sequence of technology-based learning activities in Moodle A learning design: Viewed as a sequence

22. Select Adopt Adapt Test RedesignTestPublish How to support the whole design cycle for teaching? Building teaching community knowledge Make links to existing content resources Redesign existing content resources Build on others’ tested designs Share designs and resources??

23. The sequence represented in the ‘Learning Designer’ tool Sequence of learning activities described in detail Feedback on the overall distribution of learning activity types (from theory) Learning outcomes Total duration User-defined properties learning type group size duration teacher contact/not resources attached User-defined properties learning type group size duration teacher contact/not resources attached

24. The sequence viewed as a timeline Segments can be dragged, copied, duplicated Activities can be edited, dragged, copied, duplicated OERs can be attached Designer notes can be added Export to Moodle/VLE

25. Interprets metadata to assign activities in Moodle/LMS Attaches resource links Inserts study guidance Collects data Link to an interactive simulation “Now work with a partner…” – link to a social media forum Export a collaborative learning design to Moodle for Education students

26. Reversioning an Education collaborative learning design for Medical students Same pedagogical pattern Same study guidance Same generic media tools Different discipline terms Different resources attached Link to an interactive simulation “Now work with a partner…” – link to a social media forum

27. Like scientists, teachers could exchange and develop their good (pedagogic) ideas through collaboration The Learning Designer is a tool for making that possible – like the scientific journal -where the transition to practice is smooth if the design can be exported (e.g. via IMS CC) to a VLE Could this kind of tool support an online collaborative learning environment for professional development? Teachers as innovative learning designers

28. These online courses are distinct because they are: Open access – anyone can participate, for free; and Massive – the learning platform is scalable and courses are designed to support an indefinite number of participants. They began with top universities in US, now in many countries Mainly HE, but because of the large scale ‘success’ they are also being seen as a solution for FE and schools as well How well do they work for undergraduate degrees? Massive Open Online Courses MOOCs for teacher development?

29. The MOOC as undergraduate education Not for undergraduates Enrolled students Duke University Report 2012 72% have degrees

30. The MOOC as undergraduate education Not for undergraduates Enrolled students 40% 30% 17% 10% 3% MOOCs @ Edinburgh 2013 – Report #1 70% have degrees

31. The MOOC as undergraduate education Not for undergraduates Enrolled students 4% 29% 35% 8% 3% MOOC Report 2013: University of London 68% have degrees 8% 11%

32. We cannot yet be sure the MOOC is a good model for undergraduate degrees However the default pedagogy is equivalent to that for CPD: Acquisition – video lectures and readings Discussion with peers – via large community forums Peer evaluation – via comments or grading of output For a better CPD experience we should offer also Shared practice – videos of professional practice in action Orchestrated discussion groups – to ensure value Collaborative learning with peers – using construction tools Massive Open Online Courses MOOCs for teacher development?

33. ‘Coursera’ Education Courses Short: 30-50 hours ‘Signature track’ authenticates student, provides certificate of completion https://www.coursera.org/

34. A learning technology course on Coursera: ‘Emerging Trends and Technologies in the K-12 Classroom’

36. A learning technology course on Coursera The Learning Designer

37. A forthcoming (June 2014) CPD course on learning technology on Coursera Based on case studies and experience from >30 schools all over the world For teachers, head-teachers and policymakers https://www.coursera.org/

38. A forthcoming (June 2014) CPD course on learning technology on Coursera https://www.coursera.org/

39. Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk http://buildingcommunityknowledge.wordpress.com Further details…

40. Summary: teachers as drivers of innovation in digital pedagogy Learning technology innovations are needed to support students with good teaching while they do independent learning The most powerful strategy is to focus on teachers’ professionalism to build collaborative communities for innovative teaching Teachers need the digital tools to: design, test, gather the evidence of what works, and model benefits and costs Could a MOOC for teacher development + LD tools engage our teaching communities in collaborative innovation? Teachers are the engine of innovation – innovating with technology to meet the universal demand for better education in all sectors http://buildingcommunityknowledge.wordpress.com

41. A Learning Technology Research Hub