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

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

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

3 The learner learning LCLC Teacher concepts LCLC LPLP LPLP Learner concepts Learner practice Generate Modulate Learning through acquisition, instruction Learning through inquiry Acquiring Inquiring

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

5 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 Learning through discussion from peers ideas, questions Learning through sharing from peers practice The learner learning

6 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 Inquiring Discussing Acquiring Practising Sharing Producing The teacher needs to design in all these types of learning Representing types of learning Modulate

7 Deploying learning technologies 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 Library… Web Tutorial… Facebook Book… Podcast Lab… Simulatio n Project… VLE Essay… Model Libraries, journals, repositories, databases, Web… Tutorials, seminars, small groups, online forums, social media… Books, lectures, papers, websites, videos, podcasts… Essays, designs, performance, programs, videos, ppts, digital assets, models… Project groups, teamwork, Google groups, wikis, VLEs… Labs, exercises, problems, projects, serious games, models, simulations… The teacher needs to use all these types of learning technology

8 Forms of TEL/online learning activities 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) Learning activities for online courses

9 Teachers as designers need the tools for innovation Tools for teachers as learning designers 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 A library of patterns to inspect Tools for teachers as designers - PPC The learning outcome is specified

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

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

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

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16 Read, Watch, Listen Investigate 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 Fully specifies the pedagogy for others to adopt, adapt, test, and share Export to Word [Moodle] Represent the teacher as present or not Specify the duration of the activity in minutes Add link to an OER, e.g. a digital tool for practice Teacher adopts and adapts a design

17 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? Design for Med students in PPC

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 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 Export to Moodle for Business students

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

22 Efficiency: Modelling teacher time Learning activities for online coursesPreparation time (fixed costs) Running time (variable 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)

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

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 Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) tinyurl.com/ppcollector Further details…

27 The Learning Designer A TLRP-TEL project The project partners 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) Project website at PPC at web.lkldev.ioe.ac.uk/PPC/live/ODC.htmlweb.lkldev.ioe.ac.uk/PPC/live/ODC.html ALT Seb Schmoller Rachel Harris


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