Ways of fostering student engagement with learning Diana Laurillard London Knowledge Lab

1. Ways of fostering student engagement with learning Diana Laurillard London Knowledge Lab Institute of Education 08 July 2013

2. The Challenges to Higher Education The issues • Global demand for HE • The aims of HE • Strategic aims • The roles of TEL • Modelling costs and benefits • Academics as teaching innovators

3. The global demand for HE The new UNESCO goals for education: • Every child completes a full 9 years of free basic education … • Post-basic education expanded to meet needs for knowledge and skills … (Draft for UNESCO post 2015 goals) By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies(NAFSA 2010)  Implying significant graduate and teacher training growth for this level of schooling and HE 1:25 staff:students??

4. The aims and purpose of HE UK Commission on the purposes of higher education: • To inspire and enable individuals to develop their capabilities to the highest… • To increase knowledge and understanding for their own sake… • To serve the needs of an adaptable, sustainable knowledge-based economy… • To play a major role in shaping a democratic, civilised, inclusive society… = ‘personal motivation’ = ‘academic motivation’ = ‘vocational motivation’ = ‘social motivation’ How can large-scale HE achieve that nurturing and engagement of the individual, while reducing the current 1:25 staff:student ratio for student support?

5. What it takes to learn in HE What does it take to learn: the ways of thinking of very clever people their ways of practising in the context of formal education?

6. The learner learning Acquiring Teachers’ concepts L C L C Learner concepts Inquiring Modulate Generate L P L P Learner practice Learning through acquisition, instruction Learning through inquiry

7. The learner learning Teachers’ concepts Learner concepts L C L C Modulate Modulate Generate Generate Task Feedback L P L P Learner practice Learning environment Actions Learning through practice with meaningful intrinsic feedback

8. The learner learning Acquiring Ideas, questions Teachers’ concepts Learner concepts Peer concepts L C L C Ideas, questions Inquiring Modulate Modulate Modulate Generate Generate Generate Task/Feedback Outputs L P L P Learning environment Learner practice Peer practice Outputs Actions Learning through discussion from peers’ ideas, questions Learning through collaborating with peersin their practice

9. Representing types of learning Acquiring Teacher communication cycle Peer communication cycle Teachers’ concepts Learner concepts Peer concepts L C L C Inquiring Discussing Producing Modulate Modulate Generate Generate Peer modelling cycle Teacher modelling cycle L P L P Learning environment Learner practice Peer practice Collaborating Practising Engaging the learner means designing for the activetypes of learning in this ‘Conversational Framework’ for learning

10. What it takes to teach in HE Engage students in attending to the narrative of the discipline Engage students in active learning through inquiry, discussion, practice, collaboration and production Plan for how students will learn in the mix of the physical, digital and social learning spaces designed for them So the teaching workload is increasing in terms of preparation of teaching that engages the online learner support that improves on traditional methods providing options and flexibility BUT: Universities and academics do not typically plan for this type of teaching workload in relation to learning benefits…

11. Understanding high quality T&L MOOCvsstandard online course Preparation time (fixed costs) • Adaptive feedback (sim/modelling tools) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Adaptive feedback (sim/modelling tools) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Adaptive feedback (sim/modelling tools) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) Support time (variable costs)

12. The Duke MOOC Bioelectricity: A Quantitative Approach Taught in class for over 20 years Experimental move to a free and open MOOC 12,000 students enrolled from >100 countries • 8 weeks long • 97 ~6 min videos • 22 GB of data • 1052 files • 18 gradedexercises, including a peer-gradedwritingassignment and final exam (DukeUniversity 2013)

13. The Duke MOOC Not for undergraduates Enrolled students Potential undergraduates

14. The Edinburgh MOOCs Not for undergraduates 40% 30% 17% 10% Enrolled students 3% Potential undergraduates MOOCs @ Edinburgh 2013 – Report #1

15. The Duke MOOC Not for the faint-hearted Comparable with normal online u/g courses Completed = 2% of enrolment, 25% of ‘engaged’

16. The Edinburgh MOOCs Average student numbers per course 51500 20500 15000 6000 5500 Completed = 10% of enrolment, 37% of ‘engaged’

17. Comparing the learning experience:Basic MOOCs vs the Duke MOOC Basic: 8 weeks, providing 50 hours learning time, no support Duke: 8 weeks, providing 50 hours learning time: • Videos and pdfs • Quizzes • Wiki • Peer discussions • Peer grading • Tutored discussions • Summative assessment High on prep time Zero contact for 42 hours Low on prep time High contact for 8 hours learning 420 hours to develop materials and course design 200 hours to support 8 hours for ~500 students = 1:20 staff student ratio Report at http://bit.ly/ZRMbjp

18. Comparing teaching hours: Basic MOOC and the Duke MOOC Total teaching time Teaching support time rises to 2000 hours for 5000 students. 2000 hours = 1 year of a tutor for a 5 credit course. = 24 FT tutors for 120 credit course. Prep time = 420 Preparation time = 420 hrs The variable cost of high quality support does not achieve economies of scale

19. Modelling the benefits and costs • It’s important to understand both the pedagogical benefits and teaching time costs of online HE • What are the new digital pedagogies that will address the 1:25 student support conundrum? • How do we turn variable-cost pedagogies into fixed-cost?

20. Large-scale pedagogy (Edinburgh MOOCs) ✓ Popular with students ✓ Not a variable cost ✗ Students still just reading, not engaging Academic reads posts selectively and summarises each week Student engagement in discussion is low

21. Pedagogies for supporting large classes Concealed MCQs The virtual Keller Plan The vicarious master class Pyramid discussion groups Conceal answers to question Ask for user-constructed input Reveal multiple answers Ask user to select nearest fit Introduce content Self-paced practice Tutor-marked test Student becomes tutor for credit Until half class is tutoring the rest 240 individual students produce response to open question Pairs compare and produce joint response Groups of 4 compare and produce joint response and post as one of 10 responses... 6 groups of 40 students vote on best response Teacher receives 6 responses to comment on Tutorial for 5 representative students Questions and guidance represent all students’ needs

22. Tools for academics as learning designers Teachers as designers need the tools for innovation http://tinyurl.com/ppcollector To find or create new ideas Adopt Adapt Test To collect learning analytics Redesign Analyse Publish Creating knowledge about effective blended and online pedagogies

23. Tools for academics as learning designers http://tinyurl.com/ppcollector

24. Academics sharing their best designs A library of patterns to inspect

25. Capturing their mixed mode pedagogies Colour-coded text identifies content parameters Black text expresses pedagogy design

26. Capturing their mixed mode pedagogies

27. Defining the metadata of their pedagogies • Assigned metadata on • learning type • group size • duration in minutes • teacher contact/not • resources attached • evidence of learning

28. Export to Moodle for Ed students • Interprets metadata to assign activity types inMoodle (or other LMS) • Attaches resource links • Inserts study guidance • Collects data on student performance on TEL-based activities

29. Reversioned for Med students The cycle of professional collaboration: Search – Find – Adapt – Link resources and tools – Test – Revise – Annotate – Export to VLE – Publish to repository – Search • Same pedagogical pattern • Same study guidance except for subject content terms • Different resources attached • Same type of evidence data (?)

30. Modelling the pedagogic benefits A computational representation can analyse how much of each learning activity has been designed in Categorised learning activities Conventional Blended Analysis shows more active learning

31. Modelling the benefits of blended courses • Academics define the • mix of physical and digital activities, • type of learning experience • group size, and • distribution of total learning hours

32. Modelling the benefits of blended courses Supports the academic in designing to engage students

33. Modelling the costs of online courses Modelling an IOE course over 3 years Prep hrs Support hrs Prep hrs Support hrs Yr1 Yr2 Yr3 Yr1 Yr2 Yr3 Figure 2(b) Teaching time for a course with 40, 80, 160 students, gives profits of -£12000 £13000 £35000 Figure 2(a) Teaching time for a course with 40 students each year, gives profits of -£12000 £5000 £8000

34. Modelling the costs for increasing student cohort size Scaling up to large numbers will never improve the per-student support costs… …unless we come up with some clever pedagogical patterns that support at better than the 1:25 ratio The question is – what are they, and how do we develop and share them? What kind of university is going to think this through?

35. An institutional approach to blended learning • Create a ‘T&L’ learning organisation: • Changes to T&L are modelled carefully • Model the University’s T&L principles • Innovation is designed to collect and use evidence • Invest in academics as teaching innovators • Teaching innovation is rewarded alongside research • Reconceptualise teaching as a knowledge building design science • Engage students in developing pedagogic knowledge • Start from the vision / teaching aim, not the technology • The Senior Team must always ask ‘how can technology help?’ • Create a ‘T&L’ learning organisation: • Changes to T&L are modelled carefully • Model the University’s T&L principles – Blended learning spaces • Innovation is designed to collect and use evidence – Learning Analytics • Invest in academics as teaching innovators – ‘E-Learning Incubator’, LTIs • Teaching innovation is rewarded alongside research – Promotion criteria • Reconceptualise teaching as a knowledge building design science – CSHE • Engage students in developing pedagogic knowledge –Student reps • Start from the vision / teaching aim, not the technology – CSHE • The Senior Team must always ask ‘how can technology help?’

36. Further details… www.ldse.org.uk/ TheALT MOOC ‘OCTEL’ Open Course in Technology Enhanced Learning at http://octel.alt.ac.uk/ April 2013 tinyurl.com/ppcollector Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk

37. Teaching as a design science: Tools for academic teaching The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio Academics need the tools to design, test, gather the evidence of what works, model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio Academics need the tools to design, test, gather the evidence of what works, model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas