OER in the disciplines 26 October 2010, London

1. OER in the disciplines 26 October 2010, London Building online support for HE teachers as digital innovators Diana LaurillardLondon Knowledge LabInstitute of Education

2. Academic collaboration in teaching The design cycle Building on the work of others Exchanging form and content Outline www.lkl.ac.uk

3. How is the sector doing? “Strategies are becoming much more embedded, with the biggest change since 2005 being the rise to prominence of e-learning strategies”. [UCISA Survey, 2008] “Few examples of universities responding strategically, either at the level of rethinking knowledge practices in the curriculum, or at the level of integrating support for students’ digital literacies”. [Learning Literacies in a Digital Age project, 2009] “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]

4. The promise of academic collaboration in teaching Common aims: To improve the quality and effectiveness of student learning To achieve this by making better use of learning technologies, and through promoting collaboration across the academic community What is the unit of exchange between teachers? Open educational resources - content Learning objects – structure and content combined Pedagogical patterns – separable structure and content McAndrew and Weller (2005)

5. Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Ends Means Impact • BOTWOO: Building on the work of others • ISLUTEL: Improving student learning using technology enhanced learning • A microworld for teachers to practice and exchange learning designs •  Academics become designers of pedagogy • Teaching design emulates the research model: adopt, critique, adapt, test, redesign, publish • Improves the quality and effectiveness of student learning

6. Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Ends Means • BOTWOO: Building on the work of others • Select ‘learning outcomes’ • Import existing learning designs – ‘pedagogical patterns’ • Search for OER ‘content resources’ to populate the patterns • Adapt to own context – Test – Redesign – Re-test - Publish • ISLUTEL: Improving student learning using TEL • Offer TEL versions of conventional designs • Model pedagogical and logistical benefits/disadvantages • A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs

7. Pedagogical patterns: Form and Content Content Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Online tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their online group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion ‘capturing pedagogy’ (Laurillard, 2008)

8. Pedagogical patterns: Form and Content Content Assumptions being tested Form is separable from content specifics in a pedagogical pattern There is a one-many relationship between learning outcome and teaching-learning activity sequence If the pedagogic form is well-specified, any type of topic, learning goal and resource can be inserted The pattern constrains the relationship between topic, learning goal and resource

9. The evolving learning design improvement cycle Specific pedagogical pattern v2 for topic A with Library resource OER Topic A1 Specific pedagogical pattern v3 for topic A with online tool Specific pedagogical pattern v3 for topic A with Library resource Specific learning design v1 for topic A with Library resource OER Topic Am OER Topic A1 Generic pedagogical pattern v3 for […..] using [….] OER Repository OER Topic A1 OER Topic B1 OER Topic C1 Specific pedagogical pattern v3 for topic B with handout OER Topic Bn

10. Evolution of a pedagogical pattern topic outcome resource

11. Education asa learning system We need a better understanding of learning through technology Academics must be able to experiment, share and collaborate The new forms of teaching and learning need a reflective, adaptive and collaborativedesign process Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)

12. A Learning Design Support Environment LDSE – a TLRP-TEL project Build on the work of others – find relevant designs and patterns Compare alternative models of T & L Select from a menu of learning aims and outcomes Edit and trial the learning design

13. Modelling costs and benefits T-L activities Types of ‘Session’ making up a Module’’ Supervised class Supervised group work Supervised individual work Summative assessment Unsupervised group work Unsupervised individual work Blended learning design, online and classroom-based activities

14. Modelling costs and benefits The designed learning experience Model returns effect of design on ‘type of learning’ elicited, ‘learning experience’, ‘teacher time’, and ‘learner time in class’ Teacher time = 125 hours   Learner time in class = 50 hours   Other contact = 5 hours [Laurillard 2006]

15. Can pedagogy be quantified? Assumptions include: • Personalised learning, group work, and whole class teaching offer different kinds of learning experience • The tutorial, the group project, the lecture can be contrasted quantitatively in these terms • Teaching methods support different kinds of learning: through acquisition, inquiry, discussion, practice, etc • Student group size affects the learning experience • Online discussion attracts a higher proportion of student input than face-to-face discussion groups • There is no assumption of greater or lesser value – only difference …

16. Comparing pedagogic value Tutorial with 5 and 10 students Asynchronous online tutorial with 5 and 10 students Gibbs, 2010

17. Comparing pedagogy • Compare the effects of • group size • alternative teaching methods • use of TEL • on • the learning experience • types of learning, • teacher time, • learner time in class, independent learning… • to focus attention on the quality of learning design and the appropriate use of TEL

18. What kinds of constraints does a pedagogy pattern place on the resource being inserted? • In what ways does a resource change the nature of the pedagogy within a pattern (e.g. conventional to digital)? • What kinds of internal relations are there between topic, learning goal and resource? Some interesting issues http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html

19. Build on the work of others; share ideas, designs and lessons Capture the good pedagogy in a pedagogy pattern Populate the well-designed pattern with good OERs Adopt – adapt – test in theory – test in practice - share  Making teaching like research: collaborative learning  Giving academics the means for exploring new pedagogies Summary https://sites.google.com/a/lkl.ac.uk/ldse/Home