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

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

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

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

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

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

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

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.

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.

Tools for teachers as learning designers

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

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

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

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

Transferring the pedagogy across topics - PPC

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. 86-105): 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

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?

Export to Moodle for Med students

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?

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

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

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)

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’...

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

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

Further details… www.ldse.org.uk/ tinyurl.com/ppcollector Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

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 www.ldse.org.uk PPC at web.lkldev.ioe.ac.uk/PPC/live/ODC.html