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Learning design for online courses

The Pedagogical Patterns Collector, the Learning Designer, and MOOCs

Diana Laurillard

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The problem to be addressed

• Technology is under-used in teaching and learning

• There is little time or reward for TEL innovation in teaching

• Teachers need to be able to build on the designs of others

• Articulate their pedagogy

• Adopt, adapt, test, improve their learning designs

• Co-create and share learning designs

• Understand the costs and benefits of moving to online

A computational representation of pedagogic design

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A computational representation

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The Pedagogical Patterns Collector

A library of patterns to

inspect

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The Pedagogical Patterns Collector

Colour-coded text identifies content

parametersBlack text expresses

pedagogy design

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The Pedagogical Patterns Collector

Category of learning type

and duration in minutes

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The Pedagogical Patterns Collector

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The Pedagogical Patterns Collector

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Adopt/Adapt a teaching pattern

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Read, Watch, ListenInvestigateDiscussPracticeShareProduce

Adjust the type of learning activity.Edit the instructions.

Check the feedback on the overall distribution of learning activity

Adopt – Adapt – Import resources - Test and re-design – Share what works

Adopt/Adapt a teaching pattern

Export to Word

[Moodle]

Represent the teacher as

present or not

Specify the duration of the activity in minutes

Add link to an OER, e.g. a digital tool for practice

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Abstract a pattern

Highlight a content term or phrase: ‘classroom teaching’

Enter a generic term: ‘their professional practice’

The generic version ‘their professional practice’ populates the generic pattern

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Abstract a pattern

Highlight a content term or phrase: ‘classroom teaching’

Enter a generic term: ‘their professional practice’

The generic version ‘their professional practice’ populates the generic pattern

Publish both specific and generic versions for others to adopt and adapt

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Comparison of pedagogical benefits

AcquisitionInquiryDiscussionPracticeProduction

AcquisitionInquiryDiscussionPracticeProduction

Conventional

Blended

Categorised learning activities

Analysis shows more active learning

A computational representation can analyse how much of each activity has been designed in

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Comparison of pedagogical benefits, and costs in terms of teacher support for one example

Conventional Online

AcquisitionInquiryDiscussionPracticeProduction

AcquisitionInquiryDiscussionPracticeProduction

Model 1 Model 2 Model 3

Student numbers

30 60 120

Teacher hrs per student

3.0 2.2 1.9

Total teacher hrs

90 132 228

Model 1 Model 2 Model 3

30 60 120

1.6 1.4 1.4

48 84 168

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Comparison of pedagogical benefits, and costs in terms of teacher support for one example

Conventional Online

AcquisitionInquiryDiscussionPracticeProduction

AcquisitionInquiryDiscussionPracticeProduction

Model 1 Model 2 Model 3

Student numbers

30 60 120

Teacher hrs per student

3.0 2.2 1.9

Total teacher hrs

90 132 228

Model 1 Model 2 Model 3

30 60 120

1.6 1.4 1.4

48 84 168

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Modelling the costs for increasing student cohort size

30 60 90 120 1500

0.5

1

1.5

2

2.5

3

3.5 ConventionalOpen Mode

Teacher hours per student

Cohort size

A higher proportion of fixed costs and scaling up improve the per-student preparation costs

Online

The benefit of shifting from variable to fixed costs, and spreading fixed costs over larger numbers

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Modelling the costs for increasing student cohort size

30 60 90 120 1500

0.5

1

1.5

2

2.5

3

3.5 ConventionalOpen Mode

Teacher hours per student

Cohort size

Scaling up will never improve the per-student support

costs… unless…

Online

The cost of commenting, advising, marking for each student

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… we come up with some clever pedagogical patterns

The question is – what are they, and how do we develop and share them?

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MOOC feasibility (if ‘free’)There are only ‘fixed’ costs

Reused ‘transmission’ teaching via multimediaReuse of orchestrated peer learningUse of free interactive digital learning objectsReuse of automated assessment testsCertificate of ‘attendance’

There are no ‘variable’ (per student) costsNo individual student supportNo tutor-based assessment, formative or summativeNo accreditation of learning

Actual remaining costs are seen as ‘marketing’Hosting, converting materials, monitoring

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How to progress learning design for online courses?These issues are under discussion in the OLDSMOOC on Learning Design for a 21st C Curriculum at http://olds.ac.uk - Week 4 on Pedagogical Patterns begins today 31 Jan

The issues will undoubtedly play a part also in ALT’s MOOC, ocTEL - Open Course in Technology Enhanced Learning – see ALT website Events, 15 April to 21 June.

What are the new pedagogical patterns we will need for MOOCs, and how do we develop and share them?

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The project team

IOE/LKLBrock Craft (RF)Diana Laurillard (PI)Dejan Ljubojevic (RF)

OxfordLiz Masterman (CoPI)Marion Manton (CoPI)Joanna Wild (RF)

Birkbeck/LKLGeorge Magooulas (CoPI)Patricia CharltonDionisis Dimakopoulos

LondonMetTom Boyle (CoPI)

LSESteve Ryan (CoPI)Ed WhitleyRoser Pujadas (PhD Student)

RVCKim Whittlestone (CoPI)Stephen MayCarrie Roder (PhD Student)

The Learning Designer A TLRP-TEL project

www.ldse.org.uk Project website at