1. Supporting the teacher as innovative learning designer March 2012 Diana Laurillard London Knowledge Lab Institute of Education

2. March 2012 cc: by-nc-sa Online teaching and learning – the global and policy perspective 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 Outline

3. March 2012 cc: by-nc-sa 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 & Take advantage of technology to improve learning outcomes and efficient use of resources (US National Technology Plan 2010) Achieve greater efficiency and effectiveness, with online access to shared ideas and lesson plans (UK E-Learning Strategy, 2005) The policy context on teacher development “Ministers in DfE have been behind the curve… Training individuals to be literate and adept… to give more demanding and testing content [lectures, micro-tutorials, computer games from M de Sautoy, SRI]” Michael Gove, Schools Network Conference 01-12-11 "News Corporation's large library of media content being beamed to pupils' terminals [sic]... educational videos through YouTube... the finest teachers... available to every child in the school... high-quality lessons on the web" Rupert Murdoch, quoted in The Guardian 27-02-12

4. March 2012 cc: by-nc-sa Role play simulations with user- generated scripts in interactive games Synchronous webinars with chat and playback; asynchronous text forums Digital interactive tools with meaningful feedback on actions User-generated digital multimedia combinations of film, animation, sound, images, captions… Role play simulations with user- generated scripts in interactive games Synchronous webinars with chat and playback; asynchronous text forums Adaptive digital interactive tools with meaningful feedback on actions User-generated digital multimedia combinations of film, animation, sound, images, captions… Why do we look to technology? Learning through Discussion Practice Collaboration Production

5. March 2012 cc: by-nc-sa How might technology make teaching more productive? An increase in activities that improve the learning experience A shift from class teaching to more personalised learning A shift from teacher’s personal designs to reusing and sharing learning designs

6. March 2012 cc: by-nc-sa …increase in activity to improve the learning experience …shift from class teaching to more personalised From 20 th C to 21 st C teacher? 20 th C 21 st C Teachers’ activities …shift from individual design to co-design of learning

7. March 2012 cc: by-nc-sa Teachers as 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, not just by topic

8. March 2012 cc: by-nc-sa Timings Categorised teaching- learning activities Short description Learning outcome Colour- coded content Capturing pedagogy Black text articulates the teacher’s pedagogy

9. March 2012 cc: by-nc-sa 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

10. March 2012 cc: by-nc-sa LCLC LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate The learner learning Learner’s conceptual organisation Learner’s practice repertoire ? ? ~ a framework for analysing formal learning

11. March 2012 cc: by-nc-sa LCLC Teacher concepts LCLC LPLP LPLP Teacher communication cycle Learner concepts Learner practice Generate Modulate The learner learning Learning through acquisition, inquiry

12. March 2012 cc: by-nc-sa LCLC Teacher concepts Learning environment LCLC LPLP LPLP Learner concepts Generate Modulate Generate Modulate The learner learning Teacher practice cycle Learner practice Learning through guided practice

13. March 2012 cc: by-nc-sa LCLC Teacher concepts Learning environment LCLC LPLP LPLP Teacher modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate The learner learning Learning through practice with meaningful feedback

14. March 2012 cc: by-nc-sa Instructivism - Social constructivism – Experiential learning - Constructionism – Collaborative learning 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 The learner learning Generate Modulate Teacher practice cycle Peer practice cycle

15. March 2012 cc: by-nc-sa 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 The learner learning with technology Inquiring Discussing Acquiring Practising Collaborating Producing - Helping learners meet the standard for using and evaluating technology for these forms of learning?

16. March 2012 cc: by-nc-sa 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 The learner learning with technology Web resources Webinar, Forum Podcasts Skills Practice Tools Skype, Role plays Captioned video

17. March 2012 cc: by-nc-sa Further details… Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (Routledge, 2002) Teaching as a Design Science: Building pedagogical patterns for learning and technology(Routledge, 2012)

18. March 2012 cc: by-nc-sa Timings Categorised teaching- learning activities Short description Learning outcome Colour- coded topic- specific text Capturing pedagogy Black text and categories capture the pedagogy

19. March 2012 cc: by-nc-sa Capturing pedagogy

20. March 2012 cc: by-nc-sa Phonetics Practice 1 1 With thanks to Ela Sokolowska

21. March 2012 cc: by-nc-sa Capturing pedagogy

22. March 2012 cc: by-nc-sa LCLC Teacher concepts Learning environment LCLC LPLP LPLP Teacher modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate Supported independent learning Digital interactive tools to simulate interaction with a language environment Giving meaningful feedback Helping the learner do their own reflection So the learner can generate new concepts and modulate their actions - helping to develop learner autonomy?

23. March 2012 cc: by-nc-sa Teachers as 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  Need a shared description of their teaching ideas, not just by topic

24. March 2012 cc: by-nc-sa A learning design tool for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs A pedagogical patterns collector for articulating good pedagogy By developing design tools The Learning Designer A TLRP-TEL project https://sites.google.com/a/lkl.ac.uk/ldse/Home http://tinyurl.com/ppcollector3 To help teachers Articulate their effective teaching ideas for others to adopt Adopt ‘pedagogical patterns’ of good teaching and open resources Model pedagogical and logistical benefits/disadvantages

25. March 2012 cc: by-nc-sa The Pedagogical Patterns Collector This is where the teacher represents their pedagogic design

26. March 2012 cc: by-nc-sa Adopt/Adapt a teaching pattern

27. March 2012 cc: by-nc-sa Read, Watch, Listen Inquiry Discuss Practice Share Produce Adjust the type of learning activity. Edit the instructions. 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 OER Adopt/Adapt a teaching pattern

28. March 2012 cc: by-nc-sa Capturing LL pedagogy http://www.teachingenglish.org.uk/lesson-plans

29. March 2012 cc: by-nc-sa Comments on the PPC [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 (WV05) I rarely consider how the students' time is apportioned … it's good to be made to think about this. (WV17) Seeing how the session/s are shaping up in such a visual medium with colour coding of activity types is useful and would probably make me think more carefully about providing a mix of activities (WV19)

30. March 2012 cc: by-nc-sa It’s difficult, but it’s worth a try, because… Teachers need much more support than they get to make the most of learning technologies If they can learn together, collaborate, build on the work of others, they can build this knowledge Not in just in staff development courses, not from books, not through exhortation, but in the same way as other designers learn… That’s why we built  Should learning design be supported computationally?

31. March 2012 cc: by-nc-sa The Learning Designer overview The start screen: Import or Create Properties: Input parameters and constraints Timeline: design Teaching-Learning Activities, timing, group sizes, sequencing Analysis: feedback on the overall learning experience and teacher workload

32. March 2012 cc: by-nc-sa What issues does the Learning Designer address? Developing new teachers and CPD Doing more with existing resources Complementing the value of OERs Promoting reflection Encouraging creativity and innovation Adopting – adapting – testing - sharing

33. March 2012 cc: by-nc-sa Developing new teachers and CPD? Import existing learning designs Offer advice and guidance

34. March 2012 cc: by-nc-sa 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

35. March 2012 cc: by-nc-sa Comments on staff development You could base its use in PG Cert. You know, embed in PG Cert course design modules [...] 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

36. March 2012 cc: by-nc-sa Module learning time Analysis Learning Time by Session Type Tutor- Supported Class Tutor Supported Group work Tutor Supported Individual Work Independent Group Work Independent Individual Work Summative Assessment Conventional 30 101186040 Digital/Online 10 1 10010 Total Learning Time 300 hours 30 10 As the user changes the integers in each cell, the Total Learning hours updates. Pie Charts always on Screen and update with user input to the Table As the user changes the integers in each cell, the Total Learning hours updates. Pie Charts always on Screen and update with user input to the Table

37. March 2012 cc: by-nc-sa Encouraging creativity and innovation? Feedback on designs Alternative design ideas Tools for constructing designs

38. March 2012 cc: by-nc-sa Constructing designs Select from existing Teaching- Learning Activities with given properties Change their properties to suit the context

39. March 2012 cc: by-nc-sa Comments on creativity and innovation “The approach is very helpful in getting me to think differently about learning design. It is because it is different to how I would normally design. This different perspective helps me think differently about my design. I like that because while it is similar in the idea of providing things like activities [….] it also helps me think more deeply about what how this impacts the students’ learning.” “It helps me to see an overview of my design and gives me a different way to think about my design. I’m already thinking about the importance of these concepts for my design and reflecting about the type of change and different activities. … Mm.. I think this is great. Very helpful.”

40. March 2012 cc: by-nc-sa What issues does the Learning Designer address? Developing new teachers and CPD Doing more with existing resources Complementing the value of OERs Promoting reflection Encouraging creativity and innovation Adopting – adapting – testing - sharing - A learning cycle for teachers?

41. March 2012 cc: by-nc-sa Online teaching and learning – the global and policy perspective 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 Supporting the teacher as innovative learning designer: Summary - And students want it too - We need a clear pedagogic framework - Technology has a lot to offer pedagogy - Do teachers want this?

42. March 2012 cc: by-nc-sa The LDSE project team IOE/LKL Brock Craft (RF) Diana Laurillard (PI) Dejan Ljubojevic (RF) Oxford Liz Masterman (CoPI) Marion Manton (CoPI) Joanna Wild (RF) Birkbeck/LKL George Magooulas (CoPI) Patricia Charlton Dionisis Dimakopoulos LondonMet Tom Boyle (CoPI) LSE Steve Ryan (CoPI) Ed Whitley Roser Pujadas (PhD Student) RVC Kim Whittlestone (CoPI) Stephen May Carrie Roder (PhD Student)