The 21 st Century University

1. Supporting academics in the effective use of digital technologies for learning and teachingDiana Laurillard, IOE

2. OUTLINEDeveloping the 21stC learnerTechnology to support the learnerSupporting the 21stC lecturerTeaching as a learning experienceTeaching as a design science

3. OUTLINEDeveloping the 21stC learnerTechnology to support the learnerSupporting the 21stC lecturerTeaching as a learning experienceTeaching as a design science

4. The 21st Century University More subject areas Skill mixes for all subjects Values perspectives for all subjects Flexibility Diversity Optionality  All create pressure on staff time • Broader knowledge base and wider choice of subjects • Critical thinking and problem-solving • Creativity and innovation • Independent learning • Communication / language skills • Global outlook • Leadership and teamwork skills • Entrepreneurship • Cultural appreciation • Social and national responsibility • Healthy lifestyle and lifelong learning capability

5. - Using technology? Developing the 21st learner “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] Online discussion forum - Practice in an asynchronous context User content generation tools – Multimedia presentation skills • Characteristics of the new undergraduate curriculum • Enhanced communication skills • Active learning • Global learning experience • Work-integrated learning Digital libraries – Inquiry-based learning with online support Modelling tools – Understanding a system through experiment Online courses – Flexible study in time and place Language broker sites – Learning and teaching with a ‘friend’ Virtual environments – Role-play simulations of real-world decisions Mobile learning tools – Digitally-supported site-specific learning

6. OUTLINEDeveloping the 21stC learnerTechnology to support the learnerSupporting the 21stC lecturerTeaching as a learning experienceTeaching as a design science

7. Technology tools are optimised for business Technologies for transforming teaching? - powerpoint, whiteboards… - digital libraries, search engines… - data management systems… • They are good for • Presentation • Access to information • Administration Technology tools are not optimised for teaching They are not good for Guiding inquiry Structuring discussion Orchestrating collaboration Adapting learners’ practice Designing learning activities - still in the research labs - little commercial interest in develoment and rollout

8. Digital technologies are too new, and they do everything Education is a complex system of powerful, stable drivers, which do not embrace technology Education leaders are not comfortable with technology as a component of strategy Education is national, political, public service - not so subject to market forces, or investment in innovation Lecturers have neither the power nor the means to innovate 5 reasons for lack of technology innovation [Laurillard, in Opening Up Education, 2008, MIT Press]

9. 1970s 1980s 1990s 2000s New media and delivery technologies for education – Recent history Interactive computers Local drives & discs WIMP interfaces Internet Multimedia Worldwide Web Laptops Email Search engines Broadband 3G mobiles Blogs - new medium for articulating ideas - local storage with the user - devices for ease of access to content - mass production / distribution of content - elaborated forms of content - wide access to extensive content - personal portable access to the medium - mass delivery of messages - easier access to extensive content - rich content / immediate communication - low-cost access to elaborate content - personal mass publishing

10. Old media and delivery technologies for education– Not so recent history 0 1400s 1600s 1400s 1800s 1900s 1500s 1800s 1900s 1940s 1950s 1700s Writing Paper Indexes, paragraphs Printing Photos, sound, film Libraries Published books Postal services Bibliographies Television, phones Paperbacks Pamphlets - new medium for articulating ideas - local storage with the user - devices for ease of access to content - mass production / distribution of content - elaborated forms of content - wide access to extensive content - personal portable access to the medium - mass delivery of messages - easier access to extensive content - rich content / immediate communication - low-cost access to elaborate content - personal mass publishing

11. 1970s 1980s 1990s 2000s Old media and delivery technologies against the new 0 1400s 1600s 1400s 1800s 1900s 1500s 1800s 1900s 1940s 1950s 1700s Writing Paper Indexes, paragraphs Printing Photos, sound, film Libraries Published books Postal services Bibliographies Television, phones Paperbacks Pamphlets Interactive computers Local drives & discs WIMP interfaces Internet Multimedia Worldwide Web Laptops Email Search engines Broadband 3G mobiles Blogs

12. 1970s 1980s 1990s 2000s Interactive computers Local drives & discs WIMP interfaces Old media and delivery technologies against the new 0 1400s 1400s 1500s 1600s 1700s 1800s 1800s 1900s 1900s 1940s 1950s Writing Paper Printing Published books Indexes, paragraphs Pamphlets Photos, sound, film Postal services Libraries Bibliographies Television, phones Paperbacks Interactive computers Local drives & discs WIMP interfaces Internet Multimedia Worldwide Web Laptops Email Search engines Broadband 3G mobiles Blogs 1970s 2000s 30 years

13. Technology is fundamental to the ‘business’ of education • - Research, administration, and teaching and learning • Digital technology needs long-term strategic planning • - It is complex, far-reaching, specific to education • Education needs long-term investment in technology change • - Technologies will continue to set new challenges • Investment must be managed • To improve both quality and scale, and give clear ROI •  Senior leadership must include e-learning expertise Education leaders not using technology strategically

14. What does it take to improve teaching? Drivers = things you can’t ignore Drivers • Strategic plans • Funding imperatives • Learner needs • Stakeholder demands • Career opportunities • Curriculum requirements • Assessment requirements • Quality standards Teachers Leaders We need to address all these drivers

15. What does it take to improve teaching? Enablers = things you can’t do without Drivers Training and development Information & guidance Shareable resources Communities of practice Learning design support Resource modelling R&D on pedagogies ICT systems and services Rights and IPR advice Teachers Leaders Enablers We need to provide all these enablers

16. Senior team Academic leaders Cross sector Cross sector Senior team Academic leaders Academics Faculty leaders Central units Central units Academic leaders Planning for e-learning – key elements “Strategies are becoming much more embedded, with the biggest change since 2005 being the rise to prominence of e-learning strategies” [UCISA Survey, 2008] • Strategy – systemic, managed • Curriculum reform • Assessment reform • Quality standards focus • Resource planning for T&L improvement • Career rewards • Orientation to learner needs • Funding – for adoption • Support for teachers • Engagement of teachers in design • A community of practice for improvement [DfES. Harnessing Technology, 2005]

17. Staff need for use of e-learning Impact on staff time Strategic aims paradigm shift from “teaching” to “facilitating learning” Increases Increases Increases Increases students will be provided with greater flexibility wider use of blended-learning to enhance quality smooth implementation of the double cohort in 2012 How could all this be achievable without exploiting and managing the capability of digital technologies to improve both quality and efficiency?

18. Teachers have few resources to innovate • To be adaptive to a changing environment, teachers need to be like researchers, discovering how best to support the 21st C learner • But teachers lack the resources to build on others’ work, re-design, experiment, share, reflect, and collaborate

19. OUTLINEDeveloping the 21stC learnerTechnology to support the learnerSupporting the 21stC lecturerTeaching as a learning experienceTeaching as a design science

20. Teachers as reflective practitioners? Researchers as reflective practitioners? • fully trained through an apprenticeship program; • highly knowledgeable in their specialist area; • licensed to practice as practitioner and mentor to others; • building on the work of others in their field; • resourced to experiment, investigate and reflect on results; • working in collaborative teams of respected peers; • seeking new insights and ways of rethinking their field; • disseminating findings for peer review and use by others ? With a 21st C Teaching and Learning Strategy?

21. Learning outcomes across disciplines Can teachers ‘build on the work of others’? • Biology: “achieve interconnective and synoptic understanding” • Economics: “bring appropriate concepts and research findings to bear in developing solutions “ • History: “understand how evidence is used in argument” (Entwistle, 2005) Study of academics’ shared outcomes 43 similar statements from Biology, Economics, History, Music, Media Studies and Engineering Academics from Maths, Philosophy, Cognitive science, Computer science, and Sociology, asked to classify as ‘relevant for their subject’  19 out of 43 were classed as ‘relevant’ for >66% of academics

22. Can teachers ‘build on the work of others’? If lecturers share the same learning outcomes they could share the same learning designs

23. What support will this patient need when she goes home? Can teachers ‘build on the work of others’? What support will this patient need when she goes home? If lecturers share the same learning outcomes they could share the same learning designs

24. Can teachers ‘build on the work of others’? If lecturers share the same learning outcomes they can share and customise the same learning designs

25. A different model of teaching- building on the work of others – reuse, adapt, share- with support staff, and tools, to design new pedagogies- an opportunity to innovate and discover- collaborating to improve quality and scale- teaching as a learning experience

26. OUTLINEDeveloping the 21stC learnerTechnology to support the learnerSupporting the 21stC lecturerTeaching as a learning experienceTeaching as a design science

27. Policies Motivations Ambitions Intended Learning Outcomes Credits Qualification TEACHERS The context of formal learning design Teaching Methods and Assessment Requirements Pre-requisites Aims Topics COURSE Logistics Actual Learning Outcomes Knowledge Skills Motivations Ambitions Approaches Learning needs Learning Activities STUDENTS

28. The learner learning thinking, being supported, acting Listening/ Reading Guidance Articulating ideas Acquisition Discussion TC LC OC LC Inquiry Asking Questions Others’ ideas Thoughts Producing Production Reflection Adaptation Working to a goal Feedback Action plans Preparing Outputs TP Practice Collaboration LP LP OP Others’ Outputs Investigating Revising The Conversational Framework

29. through Learning Activities using professionally-oriented education, global outlook, interest in local and international affairs, problem solving, critical and creative thinking, communication and interpersonal skills, sense of social and national responsibility, cultural appreciation, lifelong learning, biliteracy and trilingualism, entrepreneurship, teamwork and leadership Learning Outcomes  Learning Activities  Teaching Methods Lecture, book, video, podcast, website, mcq Acquisition Library catalogue, web search engine Inquiry Learners learn Lab, field trip, virtual world, simulation Practice Seminar, online forum, wiki, network Discussion Essay, design, blog, ppt, website, model Production Collaboration Group project online forum, blog, ppt, website, model

30. Designing the quality learning experienceUse the technology’s capability to give intrinsic feedback to promote student collaboration

31. Learning through practice with extrinsic feedback Wrong, try again Sample design Picture of equipment Operate to produce goal X Click on control Correct – shows gauge Incorrect – nothing Try again Learner’s Concepts Teacher’s Concepts Adapt Task practice environment Adapt actions Reflect Reflect Operate Picture of equipment Learner’s practice Select control New control

32. Learning through practice with intrinsic feedback Sample design Picture of equipment Operate to produce goal X Click on control Correct – shows gauge Incorrect – shows gauge Try again Learner’s Concepts Teacher’s Concepts Adapt Task practice environment Adapt actions Reflect Reflect Operate Gauge result Feedback Picture of equipment Learner’s practice Select control New control

33. Learning through interpretation practice… Theory Ideas Learner’s Concepts Teacher’s Concepts Other learner(s) Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Compare Draft outputs Other learner(s) Video case studies Learner’s practice Draft outputs Interpretations Sample design: Video cases, observe, compare, interpret, submit

34. Learning through collaboration… Comments Learner’s Concepts Teacher’s Concepts Other learner(s) Outputs Comments Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Compare Draft outputs Video case studies Learner’s practice Other learner(s) Draft outputs Interpretations Re-Interpretations Sample design: Videos, observe, compare, interpret, share, comment, re-try, submit

35. Policies Motivations Ambitions Intended Learning Outcomes Credits Qualification TEACHERS The context of formal learning design Teaching Methods and Assessment Requirements Pre-requisites Aims Topics COURSE Logistics Actual Learning Outcomes Knowledge Skills Motivations Ambitions Approaches Learning needs Learning Activities STUDENTS

36. Improving productivity means achieving: • either the same quality for less resource • or better quality for the same resource • or better quality for less resource! • Quality: optimal use of student time: • across the full range of learning activities that cover the CF? • a balance of personalised, social, standardised learning activities? • Resource: measured in terms of • Staff time for preparation of teaching • Staff time for presentation: presence, real or virtual • Productivity: optimise staff time to provide quality teaching. Productivity

37. Select teaching methods Set learner groups size Modelling learning designs Allocate learner time for each method Outputs proportions of learning experience Outputs teacher time needed

38. Modelling teaching time Conventional methods are assigned a maximum group size, and learner contact + study hours Assumptions about teacher preparation time, and contact time, could be edited Model 1: teacher time needed is 2410 hours = 3 fulltime staff for the half-year

39. Modelling teaching time Shift lecture time to web tutorial to online project group to online marking to computer to halve the teaching time Model 2: teacher time needed is 1243 hrs = 1.5 fulltime staff for the half-year

40. Modelling teaching time Shift more lecture time to web more tutorial to online project group to online marking to computer to halve the teaching time Model 3: teacher time needed is 684 hrs <1 fulltime staff for the half-year

41. Modelling teaching time Doubling student numbers doubles staff costs on both models. However: shifting from conventional to blended is possible on same staff hours. Conventional • Technology is used: • to improve the fixed:variable costs • for re-use • for program feedback • for peer feedback Blended

42. We need to model the effects of all our learning designs on • How learners use their time • The true costs of staff time • The cognitive learning experience • The personal and social aspects of learning • The effects on classroom usage • to understand how best to use the technology – old and new Teaching as a design science Experiment, test, re-design, share, adapt – like a designer Build on the work of others – like a researcher The University as a’ learning organisation’

43. SUMMARYDeveloping the 21stC learnerTechnology to support the learnerSupporting the 21stC lecturerTeaching as a learning experienceTeaching as a design science- SUMMARYDeveloping the 21stC learner- new skills for developing knowledgeTechnology to support the learner- quality, flexibility, productivitySupporting the 21stC lecturer- investing for quality, flexibility, productivityTeaching as a learning experience- planning, collaborating, modellingTeaching as a design science- innovating, testing, publishing

44. Supporting academics in the effective use of digital technologies for learning and teaching Thank you for listening! Diana Laurillard, Professor of Learning with Digital Technologies d.laurillard@ioe.ac.uk