Learning design for online courses
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Jan 2013 cc: by-nc-sa Learning design for online courses The Pedagogical Patterns Collector, the Learning Designer, and MOOCs Diana Laurillard
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Learning design for online courses. The Pedagogical Patterns Collector, the Learning Designer, and MOOCs Diana Laurillard. The problem to be addressed. Technology is under-used in teaching and learning There is little time or reward for TEL innovation in teaching - PowerPoint PPT Presentation
Transcript of Learning design for online courses
Jan 2013 cc: by-nc-sa
Learning design for online courses
The Pedagogical Patterns Collector, the Learning Designer, and MOOCs
Diana Laurillard
Jan 2013 cc: by-nc-sa
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
