Pedagogy and the Learning Design:

1. Arousing curiosity Simulating Stimulating Safe practice Immersive Learning Inspiring Teaching Collaborative learning Inspiring Learning Pedagogy and the Learning Design: Integrating simulations effectively into the design and delivery of online courses. Brian Smith #UELPL

2. Introduction Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Head of Technology Enhanced Learning, Edge Hill University • Higher Education Academy National Teaching Fellow • Technology Enhanced Learning - ‘The Study off’ • My focus is on ‘Immersive Learning’ and ‘Education without Walls’ www.edgehill.ac.uk smithb@edgehill.ac.uk 01695 65 7061 Skype:smithbh116 #UELPL Image courtesy of http://www.stuartrayner.com/

3. This session Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Scene setting - Outline • Act 1 - Revisiting what we mean by Pedagogy • Act 2 - Adding the ‘e’ into Pedagogy Three parts to this session: #UELPL Sound courtesy of http://soundjax.com/drum_sounds-1.html

4. Pedagogy and the Learning Design: Integrating simulations effectively into the design and delivery of online courses.Outline • Pedagogy - Literature • Fast growing amount of technology available to teachers • The pedagogical application of technology • Design principles - what are the principles we are using with technology to simulate or to stimulate learning #UELIS #UELPL Image courtesy of http://blogs.earthlink.net/living-with-social-media/

5. Origin - 'Pedagogy' Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Pedagogical origin – Greek historical connections meaning ‘leading the child’ • Today, 2013 - It has a morphic meaning; how content is delivered, engagement, use of video and teaching artifacts. • Freire (1998) - Critical Pedagogy - Education Movement to guide passion and principles to help students develop their skills and freedom to take constructive action. • Gagne (1985) - identified five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. • Vygotsky (1978)- Zone of Proximal Distance; the acquisition of new knowledge based on previous learning. • Laurillard (2002) - Conversational Framework; #UELPL

6. Models and Principles Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Nicol, D. & Macfarlane-Dick (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. • Clarify what good performance is • Facilitate self-assessment • Deliver high quality feedback information • Encourage teacher and peer dialogue • Encourage positive motivation and self-esteem • Provide opportunities to close the gap • Use feedback to improve teaching #UELPL

7. Models and Principles Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Nicol, D. & Macfarlane-Dick (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. #UELIS #UELPL

8. Origin of my pedagogy Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Pedagogical origin – childhood; watching others when playing games; monopoly, backgammon, chess, then the Rubik cube. #UELPL Images courtesy of http://www.giftedpenguin.co.uk

9. Clinical Education - 'purpose' Arousing curiosity Inspiring Teaching Stimulating Inspiring Learning • Saving lives - immersion into the culture, organisation, profession, community of practice, timely feedback. #UELPL Images courtesy of http://www.edgehill.ac.uk

10. Inspiring Teaching Inspiring Learning Arousing curiosity Stimulating Images courtesy of http://www.vision.ee.ethz.ch #UELPL

11. Inspiring Teaching Inspiring Learning CONCENTRATION ENGAGED EMOTIONAL RESPONSES Arousing curiosity DESIRE TO SUCCEED Stimulating #UELPL Images courtesy of http://www.nbcwashington.com

12. Self-posed Questions What behaviours do I hope to elicit it in the learning process? What emotions are likely to be provoked? What rewards does a learner need? How do you keep the student engaged and communicative? How do you keep the ‘story’ going? How do I know they are learning? #UELPL

13. Learning design Tutor planned stimulus Arousing curiosity Modelling behaviour Story telling c c c c c c c Contextual Voice Reflection Critical thinking Emotional responses Communication #UELPL Smith B, Reed P & Jones C (2008)  ‘Mode Neutral’ pedagogy. European Journal of Open, Distance and E-learning. June 2008

14. Interconnecting Interconnection Classroom Online/Distance #UELPL Images courtesy of http://www.google.co.uk

15. Findings Findings and benefits 35% move towards online in the first three weeks. High communication among participants Modelling good practice Application of knowledge into practice Centre point for support Fairness and Equality Accessed 22 hrs out of 24hrs (3am-5am!) #UELPL Smith B, Reed P & Jones C (2008)  ‘Mode Neutral’ pedagogy. European Journal of Open, Distance and E-learning. June 2008

16. Published - Model Neutral pedagogy Three key principles that underpin Mode Neutral Pedagogy 1. Changing the locus of control from an externally perceived entity to internal for the learner (Rotter 1966). 2. Create a convergence among the constellation of mode of delivery to one of mode of learning. 3. Ensure the learning is context-centric fostering situated learning and student generated learning. Role of the Tutor Context-centric Curriculum Design Communication for Learning #UELPL Smith B, Reed P & Jones C (2008)  ‘Mode Neutral’ pedagogy. European Journal of Open, Distance and E-learning. June 2008

17. Arousing curiosity Simulating Stimulating Safe practice Immersive Learning Inspiring Teaching Collaborative learning Inspiring Learning Curiosity #UELPL

18. #UELPL

19. Inspiring Teaching Inspiring Learning Immersion Arousing curiosity Stimulating #UELPL

20. Virtual: ‘Place’ AGREED TIMES CONFIDENTIALITY RESPECT SHARING FOR SUCCESS #UELPL

21. Virtual: ‘Creative’ • Double-tap to edit Inspiring Teaching Inspiring Learning Immersion Arousing curiosity Stimulating #UELPL

22. Virtual: ‘Practice’ • Double-tap to edit Inspiring Teaching Inspiring Learning Immersion Arousing curiosity Stimulating #UELPL

23. Virtual: ‘Connecting’ • Double-tap to edit Inspiring Teaching Inspiring Learning Immersion Arousing curiosity Stimulating BUILDING EFFECTIVE RELATIONSHIPS #UELPL

24. Virtual: ‘Reflecting’ • Double-tap to edit Inspiring Teaching Inspiring Learning Immersion Arousing curiosity Stimulating AFFORDING TIME TO REFLECT #UELPL

25. Inspiring Teaching Inspiring Learning CONCENTRATION Immersion ENGAGED EMOTIONAL RESPONSES Arousing curiosity DESIRE TO SUCCEED Stimulating #UELPL All rights preserved - Images courtesy of http://www.mrtoledano.com/gamers/02

26. Making the real world more like the virtual world • How do I inspire my students to: • look and feel like this? • Immerse themselves in an epic adventure? • provide a marvellous experience? • stimulate the need to explore collaboratively? #UELPL All rights preserved - Images courtesy of http://www.mrtoledano.com/gamers/02

27. Candy Crush • 14.4 million daily players • King.com believe the game is ‘so family friendly and social’. • Meant for everyone on any platform #UELPL Images courtesy of http://news.cnet.com/8301-1023_3-57576461-93/crushing-competition-candy-crush-creator-crowns-itself-king/

28. Many unanswered questions • Have many of us understand the ‘game’ elements? • Have there been any successes in implementing the virtual world design into the real world? • Does it success depend upon physical rooms or can Education take place Without Walls? • Is the technology developed enough to keep people immersed in what they are doing? • Is the Virtual World a red herring to what should happen in the real world? #UELPL

29. Technology in Education - 'confusion' • Blurred Terminology - Virtual Words, Virtual Reality, Virtual Environment, Blended learning, Distance Education, Hybrid education, trans-model learning and more. #UELPL

30. Activity 1 #UELPL

31. Your pedagogy and learning design • In groups, use the flip chart to draw a visual representation of how you structure one of your teaching sessions. • List the pedagogical principles you integrate into your diagram; getting the students to become independent learners, etc #UELPL

32. Plenary 1 #UELPL

33. Key learning points from Activity 1 • Knowing your learning design and pedagogical principles helps to plan a constructively aligned session • Inspire to collaborate, to engage and interact with others • Enter into the learning at the correct level, giving you a chance to achieve, • Having something specific to do, no sitting back doing nothing or staring into space. • Knowing others are waiting to help you achieve your epic mission. • Inspiring story, positive feedback and encouragement. They may include #UELPL

34. Activity 2 #UELPL

35. Simulating elements of your learning design • In the same groups, use your visual representation from activity 1 and ask each other where can technology simulate/enrich the pedagogical principles within the learning experience. • What technology might you consider using: Facebook, Twitter, Video, Google Glass or something else?! #UELPL

36. Plenary 2 #UELPL

37. Key learning points from Activity 2 • Game-based activity that is fun and increases in difficulty as levels are met. • Embeddingsocial media to foster the need for feedback with one another. • Delivery of high-fidelity media for learning and stimulating engagement. • Knowing others are waiting to help you achieve your epic mission. • Inspiring story, positive feedback and encouragement. They may include #UELPL

38. Further reading Cogill J (2008). Primary teachers’ interactive whiteboard practice across one year: changes in pedagogy and influencing factors. EdD thesis King’s College University of London. Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16, 83-97. Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. Beetham, H. (2002). Design of learning programmes (UK). Dewhurst, D. G., & Williams, A. D. (1998). An investigation of the potential for a computer-based tutorial program covering the cardiovascular system to replace traditional lectures. Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Clarke, P., Trans.). Maryland: Rowman & Littlefield. Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263-276. Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston. Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc. Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth TX.: Harcourt Brace Jovanovich. Hannon, P. and Umble, C (2002) Gagne and Laurillard's Models of Instruction Applied to Distance Education: A theoretically driven evaluation of an online curriculum in public health. The International Review of Research in Open and Distance Learning. 3, 2. Kulik, C. L. C., & Kulik, J. A. (1986). Effectiveness of computer-based education in colleges. AEDS Journal, 19, 81 – 108. Laurillard, D. (1993). Rethinking University Teaching: A framework for the effective use of educational technology. London: Routledge. Laurillard, D., Stratfold, M., Luckin, R., Plowman, L. & Taylor, J. (2000) Affordances for Learning in a Non-Linear Narrative Medium. Journal of Interactive Media in Education, 2, [www-jime.open.ac.uk/00/2] Laurillard, D. (2002). Rethinking university teaching. A conversational framework for the effective use of learning technologies. London: Routledge Russell, T. R. (1999). The no significant difference phenomenon. Montgomery, AL.: International Distance Education Certification Center. #UELPL

39. Further reading (2) Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page. Schulz, K. C., & Dahale, V. (1999). Multimedia modules for enhancing technical laboratory sessions. Campus-Wide Information Systems 16, 81 – 88. Twigg, C. (2001). Innovations in online learning: Moving beyond no significant difference. Troy, NY: Center for Academic Transformation, Rensselaer Polytechnic Institute. Vygotsky, L.S. (1978) Mind in Society The Development of Higher Psychological Processes. Harvard University Press. Cambridge: Massachusetts. Links http://www.jisc.ac.uk/digiemerge http://www.jisc.ac.uk/whatwedo/programmes/elearning/digilifelong.aspx http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies.aspx http://www.jisc.ac.uk/uploaded_documents/sb%20conversational%20framework.pdf Laurillard (2010) Conversational Framework https://www.youtube.com/watch?v=97NjUUAdyq0 #UELPL