Outline

1. Supporting the teacher as innovative learning designerMarch 2012Diana LaurillardLondon Knowledge LabInstitute of Education

2. Online teaching and learning – the global and policy perspective Making teaching more efficient – a pedagogical perspective Pedagogy – categorising the technologies for active, collaborative learning Design tools for teachers – to put teachers at the forefront of innovation Outline

3. The policy context on teacher development • Promote professionallearning communities between policy, practice and research (UNESCO Global Policy Forum on Learning 2011) • Professional educators connected by technology to empower, and inspire effective teaching & • Take advantage of technology to improve learning outcomes and efficient use of resources (US National Technology Plan 2010) • Achieve greater efficiency and effectiveness, with online access to shared ideas and lesson plans (UK E-Learning Strategy, 2005) “Ministers in DfE have been behind the curve… Training individuals to be literate and adept… to give more demanding and testing content [lectures, micro-tutorials, computer games from M de Sautoy, SRI]” Michael Gove, Schools Network Conference 01-12-11 "News Corporation's large library of media content being beamed to pupils' terminals [sic]... educational videos through YouTube... the finest teachers ... available to every child in the school... high-quality lessons on the web"Rupert Murdoch, quoted in The Guardian 27-02-12

4. Why do we look to technology? Learning through Discussion Practice Collaboration Production Synchronous webinars with chat and playback; asynchronous text forums Synchronous webinars with chat and playback; asynchronous text forums Adaptive digital interactive tools with meaningful feedback on actions Digital interactive tools with meaningful feedback on actions Role play simulations with user-generated scripts in interactive games Role play simulations with user-generated scripts in interactive games User-generated digital multimedia combinations of film, animation, sound, images, captions… User-generated digital multimedia combinations of film, animation, sound, images, captions…

5. How might technology make teaching more productive? • An increase in activities that improve the learning experience • A shift from class teaching to more personalised learning • A shift from teacher’s personal designs to reusing and sharing learning designs

6. From 20thC to 21stC teacher? 20thC 21stC Teachers’ activities …increase in activity to improve the learning experience …shift from class teaching to more personalised …shift from individual design to co-design of learning

7. Teachers as a professional learning community • Building on the work of others • Articulating their pedagogy • Adopting, adapting, testing, improving learning designs • Sharing learning designs • Comparing conventional with digital teaching  Teachers need a shared description of their teaching ideas, not just by topic

8. Capturing pedagogy Short description Colour-coded content Learning outcome Timings Categorised teaching-learning activities Black text articulates the teacher’s pedagogy

9. 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

10. The learner learning Learner’s conceptual organisation Learner concepts L C L C ? Modulate Generate Learner’s practice repertoire Learner practice L P L P ? ~ a framework for analysing formal learning

11. The learner learning Teacher communication cycle Teacher concepts Learner concepts L C L C Modulate Generate L P L P Learner practice Learning through acquisition, inquiry

12. The learner learning Teacher concepts Learner concepts L C L C Teacher practice cycle Modulate Modulate Generate Generate L P L P Learner practice Learning environment Learning through guided practice

13. The learner learning Teacher concepts Learner concepts L C L C Modulate Modulate Generate Generate Teacher modelling cycle L P L P Learner practice Learning environment Learning through practice with meaningful feedback

14. The learner learning Teacher communication cycle Peer communication cycle Teacher concepts Learner concepts Peer concepts L C L C Peer practice cycle Teacher practice cycle Modulate Modulate Modulate Generate Generate Generate Peer modelling cycle Teacher modelling cycle L P L P Learning environment Learner practice Peer practice Instructivism - Social constructivism – Experiential learning - Constructionism – Collaborative learning

15. The learner learning with technology Acquiring Teacher communication cycle Peer communication cycle Teacher concepts Learner concepts Peer concepts L C L C Inquiring Discussing Producing Modulate Modulate Generate Generate Peer modelling cycle Teacher modelling cycle Collaborating L P L P Learning environment Learner practice Peer practice Practising - Helping learners meet the standard for using and evaluating technology for these forms of learning?

16. The learner learning with technology Podcasts Teacher communication cycle Peer communication cycle Web resources Teacher concepts Learner concepts Peer concepts L C L C Webinar, Forum Captioned video Modulate Modulate Generate Generate Peer modelling cycle Teacher modelling cycle Skype, Role plays Skills Practice Tools L P L P Learning environment Learner practice Peer practice

17. Further details… Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (Routledge, 2002) Teaching as a Design Science: Building pedagogical patterns for learning and technology(Routledge, 2012)

18. Capturing pedagogy Short description Colour-coded topic-specific text Learning outcome Timings Categorised teaching-learning activities Black text and categories capture the pedagogy

19. Capturing pedagogy

20. Phonetics Practice1 1With thanks to Ela Sokolowska

21. Capturing pedagogy

22. Supported independent learning • Digital interactive tools to simulate interaction with a language environment • Giving meaningful feedback • Helping the learner do their own reflection • So the learner can generate new concepts and modulate their actions Teacher concepts Learner concepts L C L C Modulate Modulate Generate Generate Teacher modelling cycle L P L P Learner practice Learning environment - helping to develop learner autonomy?

23. Teachers as a professional learning community • Building on the work of others • Articulating their pedagogy • Adopting, adapting, testing, improving learning designs • Sharing learning designs • Comparing conventional with digital teaching  Need a shared description of their teaching ideas, not just by topic

24. The Learning DesignerA TLRP-TEL project To help teachers Articulate their effective teaching ideas for others to adopt Adopt ‘pedagogical patterns’ of good teaching and open resources Model pedagogical and logistical benefits/disadvantages By developing design tools A learning design tool for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs A pedagogical patterns collector for articulating good pedagogy https://sites.google.com/a/lkl.ac.uk/ldse/Home http://tinyurl.com/ppcollector3

25. The Pedagogical Patterns Collector This is where the teacher represents their pedagogic design

26. Adopt/Adapt a teaching pattern

27. Adopt/Adapt a teaching pattern Check the feedback on the overall distribution of learning activity Read, Watch, Listen Inquiry Discuss Practice Share Produce Add link to an OER, e.g. a digital tool for practice Adjust the type of learning activity. Edit the instructions. Adopt – Adapt – Import OER

28. Capturing LL pedagogy http://www.teachingenglish.org.uk/lesson-plans

29. Comments on the PPC • [The pie-chart] is one of the most useful features of the PPC designer, it gives a good overview of the balance between different learning experiences (WV05) • I rarely consider how the students' time is apportioned … it's good to be made to think about this. (WV17) • Seeing how the session/s are shaping up in such a visual medium with colour coding of activity types is useful and would probably make me think more carefully about providing a mix of activities (WV19)

30. Should learning design be supported computationally? It’s difficult, but it’s worth a try, because… Teachers need much more support than they get to make the most of learning technologies If they can learn together, collaborate, build on the work of others, they can build this knowledge Not in just in staff development courses, not from books, not through exhortation, but in the same way as other designers learn… That’s why we built 

31. The Learning Designer overview Properties: Input parameters and constraints Timeline: design Teaching-Learning Activities, timing, group sizes, sequencing Analysis: feedback on the overall learning experience and teacher workload The start screen: Import or Create

32. What issues does the Learning Designer address? • Developing new teachers and CPD • Doing more with existing resources • Complementing the value of OERs • Promoting reflection • Encouraging creativity and innovation • Adopting – adapting – testing - sharing

33. Developing new teachers and CPD? • Import existing learning designs • Offer advice and guidance

34. Developing new teachers and CPD? Import an existing learning design Adapt an existing learning design Consider advice and guidance on adaptation Consider alternative learning activities

35. Comments on staff development • You could base its use in PG Cert. You know, embed in PG Cert course design modules [...] this kind of flow, so that it becomes a learned behaviour from the start. • I like the idea of working through this with some new staff and getting them to think before they get pulled into just standing there and lecturing because that's what happened to them when they were at university, getting them to think through how they can shift the patterns of how they're designing their learning

36. Module learning time Analysis 30 10 Total Learning Time 300 hours As the user changes the integers in each cell, the Total Learning hours updates. Pie Charts always on Screen and update with user input to the Table

37. Encouraging creativity and innovation? • Feedback on designs • Alternative design ideas • Tools for constructing designs

38. Select from existing Teaching-Learning Activities with given properties Constructing designs Change their properties to suit the context

39. Comments on creativity and innovation • “The approach is very helpful in getting me to think differently about learning design. It is because it is different to how I would normally design. This different perspective helps me think differently about my design. I like that because while it is similar in the idea of providing things like activities [….] it also helps me think more deeply about what how this impacts the students’ learning.” • “It helps me to see an overview of my design and gives me a different way to think about my design. I’m already thinking about the importance of these concepts for my design and reflecting about the type of change and different activities. … Mm.. I think this is great. Very helpful.”

40. What issues does the Learning Designer address? • Developing new teachers and CPD • Doing more with existing resources • Complementing the value of OERs • Promoting reflection • Encouraging creativity and innovation • Adopting – adapting – testing - sharing - A learning cycle for teachers?

41. Supporting the teacher as innovative learning designer: Summary Online teaching and learning – the global and policy perspective Making teaching more efficient – a pedagogical perspective Pedagogy – categorising the technologies for active, collaborative learning Design tools for teachers – to put teachers at the forefront of innovation - And students want it too - We need a clear pedagogic framework - Technology has a lot to offer pedagogy - Do teachers want this?

42. The LDSE project team 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) LSE Steve Ryan (CoPI) Ed Whitley Roser Pujadas (PhD Student)