How clinical teachers can collaborate on using learning technology effectively Diana Laurillard

Outline A pedagogical framework for learning and teaching Representing research findings about how students learn How does this relate to clinical teaching? Teachers learning through collaboration Representing learning designs and their consequences

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 -don’t let the technology drive the innovation

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

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

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 discussion from peers’ ideas, questions Learning through sharing from peers’ practice

Instructivism - Social constructivism – Experiential 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

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 Conversational Framework Generate Modulate Teacher practice cycle Peer practice cycle Instructivism Social constructivism Experiential learning Inquiry learning Collaborative learning Dewey, Vygotsky, Piaget, Gagné, Bruner, Papert, Marton, Bransford… Constructionism

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 Representing the types of learning Inquiring Discussing Acquiring Practising Sharing Producing The teacher needs to use all these types of learning

LCLC Teacher concepts Peer concepts Peer practice Learning environment LCLC LPLP LPLP Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate Representing collaborative learning Collaborative learning (Roschelle, Schwartz, Dillenbourg) Lab, Game, Wiki “a coordinated synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem” Shared conception

The teacher must challenge the Learning Technology Environment to support all these aspects of the collaborative learning process 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 Webinars Forum Podcasts Simulations Games Role plays Multiplayer games Captioned video

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 A theoretical framework Generate Modulate Dewey, Vygotsky, Piaget, Gagné, Bruner, Papert, Marton, Bransford… The teacher’s job is to design learning activities that continually prompt the learner to generate and modulate their concepts and practice

LCLC Teacher concepts Learning environment LCLC LPLP LPLP Learner concepts Generate Modulate The learner learning Teacher practice cycle Learner practice Learning through guided practice with teacher’s extrinsic feedback Task/Guidance Actions Exercise, Activity

Does the learning design promote the adaptive-reflective iteration between theoretical knowledge and practical skill? Does it encourage the active cycle of ‘goal-adaptation- action-feedback-reflection-concept-adaptation-revision’? Does it enable learners to rehearse the articulation of their knowledge, to challenge and be challenged by others? Does it create the means for learners to share both ideas and practice, with guidance from the teacher as needed? The Conversational Framework  Criteria for evaluating a learning design “…integrating knowledge and technical skill with these professional attributes [clinical judgment, decision-making, professional behaviour] is a crucial challenge for surgical training” (Kneebone: 268] “repeated practice with feedback... [Ib: 550] Zpd – making progress with capable peers… scaffolding and fading the support, then performing under conscious guidance for the self [Ib: 550] “Kolb: knowledge is created by the transformation of experience … through reflection, into concepts. These in their turn serve as guides for active experimentation and the choice of new experiences, creating a continuous feedback loop.” [Ib: 269]

Does the learning design promote the adaptive-reflective iteration between theoretical knowledge and practical skill? Does it encourage the active cycle of ‘goal-adapt action- action-feedback-reflection-concept-adapt concept’? Does it enable learners to rehearse the articulation of their knowledge, to challenge and be challenged by others? Does it create the means for learners to share both ideas and practice, with guidance from the teacher as needed? 15 The Conversational Framework  Evaluating a learning design

Teacher Concepts Learner’s Concepts Animation of equipment Learner’s practice Position clamp Adapt actions Adapt Task practice environment Reflect? Re-position clamp Learning through practice with extrinsic feedback Operate clamp Reflect Wrong, try again ✓ Well done ✗ Wrong, try again Extrinsic feedback requires reflection by the teacher only Where do you put the clamp?

Teacher Concepts Learner’s Concepts Learner’s practice Position clamp Adapt Task practice environment Reflect Re-position clamp Learning through practice with intrinsic feedback Operate Reflect ✓ Correct position ✗ The blood flow has stopped. Blood flow result Intrinsic feedback requires reflection by the learner Where do you put the clamp? Animation of equipment Adapt actions

Teacher Concepts Learner’s Concepts Animation of equipment Learner’s practice Position clamp Adapt actions Adapt Task practice environment Reflect? Re-position clamp Learning through practice with extrinsic feedback Operate clamp Reflect Wrong, try again ✓ Well done ✗ Wrong, try again Extrinsic feedback requires reflection by the teacher only Where do you put the clamp?

The practice of using simulations

An example simulation: the hapTEL Project Learning topic: Removal of artificial carious lesion Learning activities: – Lecture, demonstration, practice, formative feedback A 3-hour session

Conventional teaching session design Tutor gives lecture Tutor demonstrates a clinical task Students practice on physical simulation model Tutor gives formative feedback Students continue practice Students self-assess

Practice on the physical model

Conventional: student learning

hapTEL teaching session design Tutor gives lecture Students watch demo video and read online teaching support documents Students practice on digital simulation Students receive feedback from simulation model and from each other Students self-assess

hapTEL ™ Curriculum version 3D Display Monitor Haptic handpiece Foot Controls Haptic Device Shutter glasses Audio speakers Camera Pod

Graphic models

Digital student learning

Digital Removal of virtual decayed material on a virtual tooth located in a virtual jaw Removal of artificial decayed material on a plastic tooth located in a plastic jaw Conventional

Teacher Concepts Learner’s Concepts Plastic equipment Learner’s practice Drilling Adapt actions Adapt Task practice environment Reflect? Re-drilling Learning through practice with extrinsic feedback Operate drill Reflect Tutor comment Extrinsic feedback requires reflection by the teacher only Occasional personalisation

Teacher Concepts Learner’s Concepts Learner’s practice Drilling Adapt Task practice environment Reflect Re-drilling Learning through practice with intrinsic feedback Operate drill Reflect Analysis of decay Intrinsic feedback requires reflection by the learner Continual personalisation Virtual equipment Adapt actions

Comparing learning designs The design ideas represented in the Learning Designer tool The learning experience represented as the distribution of learning activity types The teacher resource represented in the Course Resource Appraisal Model  Representing and ensuring the value of digital learning technologies

Browse Adopt Adapt Create Self review Redesign Test with students Publish How can teachers share their best ideas? Build on others’ tested designs Contribute to community knowledge Build teaching community knowledge

A power tool for teachers: The Learning Designer A lesson using a Cornerstone simulation Tool elicits structured details of the teaching idea, built around the simulation Analysis of the learning experience updating as you design

The Learning Designer: Adapt Another teacher adapts it for their students Export for students and other teachers Add your own resource

The International Learning Design Challenge will begin at UTC/GMT Professor Diana LaurillardDr. Patricia Charlton Dr. Eileen Kennedy Joanna Wild Dionisis Dimakopoulos #LDChallenge Sharing with other teachers to build the global community

Learning Designers: Where in the world are we? Beginning to reach teachers in SSA

Comparing real and virtual teaching and learning: the Learning Designer

Comparing real and virtual teaching and learning: the CRAM tool

Teacher Concepts Learner’s Concepts Plastic equipment Learner’s practice Drilling Adapt actions Adapt Task practice environment Reflect? Re-drilling Learning through practice with extrinsic feedback Operate drill Reflect Tutor comment Extrinsic feedback requires reflection by the teacher only Occasional personalisation

Teacher Concepts Learner’s Concepts Learner’s practice Drilling Adapt Task practice environment Reflect Re-drilling Learning through practice with intrinsic feedback Operate drill Reflect Analysis of decay Intrinsic feedback requires reflection by the learner Continual personalisation Virtual equipment Adapt actions

Comparing learning designs The design ideas represented in the Learning Designer tool The learning experience represented as the distribution of learning activity types The teacher resource represented in the CRAM tool  Representing and ensuring the value of digital learning technologies