1. Digital technology for enhanced and efficient learning and teaching
Diana Laurillard
London Knowledge Lab
Institute of Education

2. Outline
First things first – how do students learn? How does technology help? Tools for teachers to build pedagogic knowledge Teachers as design scientists…

3. The learner learning Learning through acquisition, instruction
Acquiring
Teacher concepts
Learner concepts L C L C
Inquiring
Modulate
Generate
Learner practice L P L P
Learning through acquisition, instruction
Learning through inquiry

4. The learner learning
Teacher concepts
Learner concepts L C L C
Modulate
Modulate
Generate
Generate
Feedback
Task
Learning environment
Learner practice L P L P
Actions
Learning through practice with meaningful intrinsic feedback

5. The learner learning
Acquiring
Ideas, questions
Teacher concepts
Learner concepts L C L C
Peer concepts
Inquiring
Ideas, questions
Modulate
Modulate
Modulate
Generate
Generate
Generate
Task/Feedback
Outputs
Learning environment
Learner practice L P L P
Peer practice
See Ch 4 of Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
Actions
Outputs
Learning through discussion from peers’ ideas, questions
Learning through sharing from peers’ practice

6. Representing types of learning
Acquiring
Teacher communication cycle
Peer communication cycle
Teacher concepts
Inquiring
Learner concepts L C L C
Discussing
Peer concepts
Producing
Modulate
Modulate
Generate
Generate
Teacher modelling
cycle
Peer
modelling
cycle
Learning environment
Practising
Learner practice L P L P
Sharing
Peer practice
The same cycles can be prompted by interaction with a peer learner – discussing/arguing/explaining in the communication cycle; exchanging their practice in the modelling cycle, and commenting on each other’s work in the practice cycle.
Put together, the full picture represents all the different ways of learning, expressed in all the different pedagogical approaches listed.
The teacher needs to design in all these types of learning

7. Deploying learning technologies
Books, lectures, papers, websites, videos, podcasts…
Deploying learning technologies
Tutorials, seminars, small groups, online forums, social media…
Libraries, journals, repositories, databases, Web…
Book… Podcast
Teacher communication cycle
Peer communication cycle
Teacher concepts
Library… Web
Learner concepts L C L C
Tutorial… Facebook
Peer concepts
Essay… Model
Modulate
Modulate
Generate
Generate
Teacher modelling
cycle
Peer
modelling
cycle
Learning environment
Lab… Simulation
Learner practice L P L P
Project… VLE
Peer practice
The same cycles can be prompted by interaction with a peer learner – discussing/arguing/explaining in the communication cycle; exchanging their practice in the modelling cycle, and commenting on each other’s work in the practice cycle.
Put together, the full picture represents all the different ways of learning, expressed in all the different pedagogical approaches listed.
Labs, exercises, problems, projects, serious games, models, simulations…
Essays, designs, performance, programs, videos, ppts, digital assets, models…
Project groups, teamwork, Google groups, wikis, VLEs…
The teacher needs to use all these types of learning technology

8. Forms of TEL/online learning activities
Learning activities for online courses
Guided TEL resources (model)
Access to expositions (lecture videos)
Automated grading (MCQs, models)
Readings (pdfs)
Guided collaboration activities (wiki)
Peer group discussion (forum)
Peer grading against criteria (share)
Tutored discussion (forum)
Tutor feedback (assignments)
Tutor-based assessment (exams)
Standard online courses (blue and purple) use a range of technologies, some high on preparation time, but requiring little or no tutor-student support time, and others the reverse.
MOOCs (in purple) use a subset of these that require moderately high preparation to low preparation time, and no support time. This model is fine for CPD but not for FE, undergraduate or masters education.

9. Creating knowledge about effective online pedagogies
Tools for teachers as learning designers
Teachers as designers need the tools for innovation
To find or create new ideas
Adopt
Adapt
Test
To collect learning analytics
Redesign
Analyse
Publish
Creating knowledge about effective online pedagogies
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

10. Tools for teachers as learning designers

11. Tools for teachers as designers - PPC
A library of patterns to inspect
The learning outcome is specified

12. Tools for teachers as designers - PPC
Colour-coded text identifies content parameters
Black text expresses pedagogy design

13. The Pedagogical Patterns Collector
Transferring the pedagogy across topics - PPC
The Pedagogical Patterns Collector

14. The Pedagogical Patterns Collector
Transferring the pedagogy across topics - PPC
The Pedagogical Patterns Collector

15. Transferring the pedagogy across topics - PPC

16. Teacher adopts and adapts a design
Export to Word [Moodle]
Check the feedback on the overall distribution of learning activity
Add link to an OER, e.g. a digital tool for practice
Read, Watch, Listen
Investigate
Discuss
Practice
Share
Produce
Laurillard, D., & Ljubojevic, D. (2011). Evaluating learning designs through the formal representation of pedagogical patterns. In C. Kohls & J. W. Wedekind (Eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (pp ): IGI Global.
Specify the duration of the activity in minutes
Represent the teacher as present or not
Adjust the type of learning activity.
Edit the instructions.
Fully specifies the pedagogy for others to adopt, adapt, test, and share

17. Design for Med students in PPC
Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure
With your partner select different inputs to the patient simulator – can you improve on your previous results?

18. Export to Moodle for Med students

19. Re-design for Business students in PPC
Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure
With your partner select different inputs to the patient simulator – can you improve on your previous results?
Explain how to optimise the inputs to a business model to achieve the optimal cash flow
With your partner select different inputs to the business model – can you improve on your previous results?

20. The process of professional collaboration:
Export to Moodle for Business students
Export to Moodle for Med students
The process of professional collaboration:
Find effective patterns for a learning objective – adopt, adapt, improve – export to Moodle – test with students – improve – test - publish

21. Enhancement: Modelling the pedagogic benefits
A computational representation can analyse how much of each activity has been designed in
Conventional
Categorised learning activities
Blended
Analysis shows more active learning

22. Efficiency: Modelling teacher time
Learning activities for online courses
Preparation time (fixed costs)
Guided TEL resources (model)
Access to expositions (lecture videos)
Automated grading (MCQs, models)
Readings (pdfs)
Guided collaboration activities (wiki)
Peer group discussion (forum)
Peer grading against criteria (share)
Tutored discussion (forum)
Tutor feedback (assignments)
Tutor-based assessment (exams)
Standard online courses (blue and purple) use a range of technologies, some high on preparation time, but requiring little or no tutor-student support time, and others the reverse.
MOOCs (in purple) use a subset of these that require moderately high preparation to low preparation time, and no support time. This model is fine for CPD but not for FE, undergraduate or masters education.
Running time (variable costs)

23. Cost modelling for teacher time
Elicit planned learning time for different technologies
Estimate/investigate teachers’ preparation and running time for each
Model effects on learning experience – is it enhanced (see pie-charts)?
Model effects on teacher time – lower unit cost (i.e. teaching time per student)?
Model effects of increasing class size to ‘massive’...

24. Modelling the costs for increasing student cohort size
Online
Economies of scale for fixed costs of preparation
Teacher hours per student
The running costs of commenting, advising, marking for each student
Cohort size
Scaling up will never improve the per-student support costs… unless we develop the digital pedagogies to help

25. Teaching as a design science: Tools for teaching professionals
The global demand for HE requires investment in pedagogic innovation for good large-scale teaching
TEL-based pedagogic innovation must be carefully orchestrated to enhance learning of all types, using all types of technology
Teachers need the tools to design, test, gather the evidence of what works, model benefits and costs
Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

26. Further details…
tinyurl.com/ppcollector
Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

27. The Learning Designer A TLRP-TEL project
The project partners
Oxford
Liz Masterman (CoPI)
Marion Manton (CoPI)
Joanna Wild (RF)
Birkbeck/LKL
George Magooulas (CoPI)
Patricia Charlton
Dionisis Dimakopoulos
IOE/LKL
Brock Craft (RF)
Diana Laurillard (PI)
Dejan Ljubojevic (RF)
LondonMet
Tom Boyle (CoPI)
RVC
Kim Whittlestone (CoPI)
Stephen May
Carrie Roder (PhD Student)
ALT
Seb Schmoller
Rachel Harris
LSE
Steve Ryan (CoPI)
Ed Whitley
Roser Pujadas (PhD Student)
Project website at
PPC at web.lkldev.ioe.ac.uk/PPC/live/ODC.html