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What The Research Says : Can Apps for Teachers Drive Learning Innovation? 21 March 2014

What The Research Says : Can Apps for Teachers Drive Learning Innovation? 21 March 2014. Teachers building community knowledge of learning innovation Diana Laurillard. The roles and capabilities of technology. Why should pedagogy improve with technology?

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What The Research Says : Can Apps for Teachers Drive Learning Innovation? 21 March 2014

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  1. What The Research Says: Can Apps for Teachers Drive Learning Innovation? 21 March 2014 Teachers building community knowledge of learning innovation Diana Laurillard

  2. The roles and capabilities of technology • Why should pedagogy improve with technology? • Quality of presentation is improved by multimedia features • Access to digital resources and artefacts aids inquiry learning • Asynchronous discussion increases the ratio of student:staff talk • Using digital models (microworlds) recruits natural learning skills • Online construction tools support collaborative knowledge-building • Design tools motivate the articulation of what has been learned • Why should pedagogy improve with technology? • Quality of presentation is improved by multimedia features • Access to digital resources and artefactsaids inquiry learning • Asynchronous discussion increases the ratio of student:staff talk • Using digital models (microworlds) recruits natural learning skills • Online construction tools support collaborative knowledge-building • Design tools motivate the articulation of what has been learned Types of learning • Acquisition • Inquiry • Discussion • Practice • Collaboration • Production

  3. What it takes to teach with technology The teaching workload is increasing in terms of Planning for how students will learn in the mix of the physical, digital and social learning spaces designed for them Curating and adapting existing content resources Designing activities and resources for all types of active learning Personalised and adaptive teaching that improve traditional methods Providing flexibility in blended learning options Guiding and nurturing large cohorts of students Using learning technologies to improve scale AND outcomes BUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefits the need to collaborate to innovate with technology  We need to rethink our approach to what it takes to teach

  4. The design cycle for teaching Build on others’ tested designs Make links to existing content resources Building teaching community knowledge

  5. Similar to the design cycle for science What is the teaching design equivalent of the journal paper? Building scientific knowledge

  6. The Learning Designer: Browse

  7. The Learning Designer: Adopt (interpreting Tudor portraits) Details of: learning context, topic, aims, outcomes, student numbers, duration Details of the pedagogy: types of learning activity, group size, teacher presence, attached urls, duration, student guidance Analysis of the learning experience calculated dynamically

  8. The Learning Designer: Adapt (experimental design for Psychology) Note the designed time is much greater than the allotted time Every section of the learning design can be edited, and new resources attached Share to submit for review Analysis of the learning experience adapts to your edits

  9. The Learning Designer: Review (Business planning for engineers) Reviewer Feedback Notes for additional comments Reviews and comments could be student evaluations Additional pane for Reviewer to add comments according to criteria ‘Test of outcome? Alignment? Feedback? Technology?

  10. Teaching as a design cycle Question: What is the teaching design equivalent of the journal paper? Answer: A learning design that can be reviewed, adapted, improved, published, reused… Building learning technology knowledge

  11. Does the ‘design cycle’ work? I developed new ideas and had valuable insights about my teaching practice which were prompted by… It's quite disappointing if you work on your LD, then try hard to do good review for someone else, and no-one is reviewing yours. I was a little disappointed that in my particular case nobody had done any review. N = 47 Data from the 1st Learning Design Challenge, Feb 2014

  12. Will teachers use the Learning Designer?

  13. Analysing teacher workload (the Course Resource Appraisal Model CRAM) Details of: credit hours, cohort size, income, teacher costs, types of learning and teaching, online and f2f, time for prep and for support Run No. of students Run 1 15 Run 2 20 Run 3 20 Learning experience Teacher preparation time Teaching support time • Run 1 Run 2 Run 3 • Students 15 20 20 • Profit -£27k £4k £11k

  14. Analysing teacher workload (the Course Resource Appraisal Model CRAM) Run No. of students Run 1 15 Run 2 30 Run 3 60 Run No. of students Run 1 15 Run 2 20 Run 3 20 • Run 1 Run 2 Run 3 • Students 15 30 60 • Profit -£27k £11k £38k • Run 1 Run 2 Run 3 • Students 15 20 20 • Profit -£27k £4k £11k

  15. Further details… http://web.lkldev.ioe.ac.uk/LD/http://buildingcommunityknowledge.wordpress.com Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk http://bit.ly/1cqiIK1

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