Building online support for HE teachers as digital innovators Diana Laurillard London Knowledge Lab Institute of Education OER in the disciplines 26 October 2010, London

October 2010 cc: by-nc-sa Outline Academic collaboration in teaching The design cycle Building on the work of others Exchanging form and content

October 2010 cc: by-nc-sa How is the sector doing? Strategies are becoming much more embedded, with the biggest change since 2005 being the rise to prominence of e-learning strategies. [UCISA Survey, 2008] Few examples of universities responding strategically, either at the level of rethinking knowledge practices in the curriculum, or at the level of integrating support for students digital literacies. [Learning Literacies in a Digital Age project, 2009] The key picture that emerges is that students are appropriating technologies to meet their own personal, individual needs – mixing use of general ICT tools and resources, with official course or institutional tools and resources [Student experiences of TEL Report, JISC, 2006]

October 2010 cc: by-nc-sa The promise of academic collaboration in teaching Common aims: To improve the quality and effectiveness of student learning To achieve this by making better use of learning technologies, and through promoting collaboration across the academic community What is the unit of exchange between teachers? Open educational resources - content Learning objects – structure and content combined Pedagogical patterns – separable structure and content McAndrew and Weller (2005)

October 2010 cc: by-nc-sa Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Ends Means Impact BOTWOO: Building on the work of others ISLUTEL: Improving student learning using technology enhanced learning A microworld for teachers to practice and exchange learning designs Academics become designers of pedagogy Teaching design emulates the research model: adopt, critique, adapt, test, redesign, publish Improves the quality and effectiveness of student learning

October 2010 cc: by-nc-sa Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Ends Means BOTWOO: Building on the work of others Select learning outcomes Import existing learning designs – pedagogical patterns Search for OER content resources to populate the patterns Adapt to own context – Test – Redesign – Re-test - Publish ISLUTEL: Improving student learning using TEL Offer TEL versions of conventional designs Model pedagogical and logistical benefits/disadvantages A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs

October 2010 cc: by-nc-sa Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutors summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutors summary of the discussion Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutors summary of the discussion Online tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their online group; defending it against questions and comments; and revising their account in the light of the tutors summary of the discussion Pedagogical patterns: Form and Content Content capturing pedagogy (Laurillard, 2008)

October 2010 cc: by-nc-sa Assumptions being tested Form is separable from content specifics in a pedagogical pattern There is a one-many relationship between learning outcome and teaching-learning activity sequence If the pedagogic form is well-specified, any type of topic, learning goal and resource can be inserted The pattern constrains the relationship between topic, learning goal and resource Pedagogical patterns: Form and Content Content

October 2010 cc: by-nc-sa Specific learning design v1 for topic A with Library resource Specific pedagogical pattern v3 for topic A with Library resource The evolving learning design improvement cycle Specific pedagogical pattern v2 for topic A with Library resource Generic pedagogical pattern v3 for […..] using [….] Specific pedagogical pattern v3 for topic B with handout Specific pedagogical pattern v3 for topic A with online tool OER Repository OER Topic A 1 OER Topic B 1 OER Topic C 1 OER Topic B n OER Topic A m OER Topic A 1

October 2010 cc: by-nc-sa Evolution of a pedagogical pattern topic outcome resource

October 2010 cc: by-nc-sa 11 Education as a learning system We need a better understanding of learning through technology Academics must be able to experiment, share and collaborate The new forms of teaching and learning need a reflective, adaptive and collaborative design process Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)

October 2010 cc: by-nc-sa A Learning Design Support Environment LDSE – a TLRP-TEL project Build on the work of others – find relevant designs and patterns Select from a menu of learning aims and outcomes Compare alternative models of T & L Edit and trial the learning design

October 2010 cc: by-nc-sa T-L activities Types of Session making up a Module Blended learning design, online and classroom- based activities Modelling costs and benefits Supervised class Supervised group work Supervised individual work Summative assessment Unsupervised group work Unsupervised individual work

October 2010 cc: by-nc-sa [Laurillard 2006] Modelling costs and benefits Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours The designed learning experience Model returns effect of design on type of learning elicited,learning experience,teacher time, and learner time in class

October 2010 cc: by-nc-sa 15 Can pedagogy be quantified? Personalised learning, group work, and whole class teaching offer different kinds of learning experience The tutorial, the group project, the lecture can be contrasted quantitatively in these terms Teaching methods support different kinds of learning: through acquisition, inquiry, discussion, practice, etc Student group size affects the learning experience Online discussion attracts a higher proportion of student input than face-to-face discussion groups There is no assumption of greater or lesser value – only difference … Assumptions include:

October 2010 cc: by-nc-sa Comparing pedagogic value Tutorial with 5 and 10 studentsAsynchronous online tutorial with 5 and 10 students Gibbs, 2010

October 2010 cc: by-nc-sa Comparing pedagogy Compare the effects of group size alternative teaching methods use of TEL on the learning experience types of learning, teacher time, learner time in class, independent learning… to focus attention on the quality of learning design and the appropriate use of TEL

October 2010 cc: by-nc-sa Some interesting issues What kinds of constraints does a pedagogy pattern place on the resource being inserted? In what ways does a resource change the nature of the pedagogy within a pattern (e.g. conventional to digital)? What kinds of internal relations are there between topic, learning goal and resource?

October 2010 cc: by-nc-sa Summary Build on the work of others; share ideas, designs and lessons Capture the good pedagogy in a pedagogy pattern Populate the well-designed pattern with good OERs Adopt – adapt – test in theory – test in practice - share Making teaching like research: collaborative learning Giving academics the means for exploring new pedagogies