Productivity in HE teaching and learning Workshop Diana Laurillard, IOE.
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Transcript of Productivity in HE teaching and learning Workshop Diana Laurillard, IOE.
Outline: Can technology enrich quality, improve productivity?
The academic teaching experience
Requirements for high quality pedagogy
Productivity as the efficient use of time
Modelling quality against teacher and learner time
Outline: Can technology enrich quality, improve productivity?
The academic teaching experience
Requirements for high quality pedagogy
Productivity as the efficient use of time
Modelling quality against teacher and learner time
PolyU Strategic PlanProductivity
We treasure the investment the community has made in us and strive to deliver quality results in the most cost-effective manner through a simple management structure, efficient processes, effective “checks-and-balances” and vigorous quality assurance mechanisms
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Management objectives
We shall review the workload distribution and working circumstances of our staff, as well as the University’s expectations of them, so as to help them achieve both productivity and a balanced lifestyle.
Strategic action• To continue assisting staff’s paradigm shift from “teaching” to “facilitating learning” so as to more easily attain desirable learning outcomes, and to promote the advantages of Outcome-Based Education (OBE) to students.• To promote the wider use of blended-learning (i.e. a combination of e-learning and face-to-face teaching/learning) to enhance quality.
Individual questions
It is becoming harder to understand how all the parts/components of planned learning and teaching fit together
E-learning makes the process of creating courses more complex
Understanding the relationship between pedagogy and learners’ activity is a priority for me
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1 2 3 4 5Agree Agree Neutral Disagree Disagree somewhat somewhat
The advent of elearning is making the process of creating courses more complex It is becoming harder to understand how all the parts/components of planned learning and teaching fit together’
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Teaching (23)
Non-Teaching (26)
> 50% AGREE
[Source: [email protected] 2009]
The advent of elearning is making the process of creating courses more complex E-learning makes the process of creating courses more complex
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Teaching (23)
Non-Teaching (26)
> 50% AGREE
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Agree Agreesomewhat
Neither agreenor disagree
Disagreesomewhat
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Teaching
Non-Teaching
The advent of elearning is making the process of creating courses more complex Understanding the relationship between pedagogy and learners’ activity is a priority for me
Simon Cross, Paul Clark and Andrew BrasherInstitute of Educational TechnologyThe Open University, UKContact: [email protected]
> 50% AGREE
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Outline: Can technology enrich quality, improve productivity?
The academic teaching experience
Requirements for high quality pedagogy
Productivity as the efficient use of time
Modelling quality against teacher and learner time
The learner learning
LCTC
LPTP
Thoughts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Investigating
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Feedback
LC
LP
Adaptation
being supported, actingthinking,
Learning Outcomes Learning Activities Teaching Methods
Learners learn
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AcquisitionAcquisition
InquiryInquiry
PracticePractice
DiscussionDiscussion
ProductionProduction
through Learning Activities
Lecture, book, video, podcast, website, mcqLecture, book, video,
podcast, website, mcq
Library catalogue, web search engineLibrary catalogue, web search engine
Lab, field trip, virtual world, simulation
Lab, field trip, virtual world, simulation
Seminar, online forum, wiki, network
Seminar, online forum, wiki, network
Essay, design, blog, ppt, website, modelEssay, design, blog, ppt, website, model
usingprofessionally-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
The Conversational FrameworkAn integrated framework for our collective theories of learning
Maps types of learning to conventional and digital technologies
to provide a high quality learning experience, we need to integrate all conventional and digital technologies
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Quality benefits of e-learning:
Intrinsic feedback
Peer feedback
Learner’s conception
= 10% teacher’s
Shares practice attempt
Learner’s conception as practice
= 20%
Teacher’s conception
Other learner’(s)
conceptions
Teacher-designed
task practice environment
Other learner’(s)
conceptions as practice
Offers answers, ideas
Questions, offers ideas
Feedback on action
Action to achieve goal
Shares practice attempt
Adapts approach to task to current conception
Adapt a Task practice environment for learners’ needs
Reflects on feedback
Reflects on alternative practice
Reflects on learners’ practice
Hints, comments
Present concepts
Task goal
Revises action
Presents conception
Questions
Learner’s conception
= 20% teacher’s
Learner’s conception
= 40% teacher’s
Learner’s conception as practice
= 40%
Learner’s conception
= 50% teacher’s
Learner’s conception as practice
= 50%
Adapts approach to task to current
conception
Learner’s conception as practice
= 60%
Learner’s conception
= 60% teacher’s
“the best predictor of quality of output is the number of iterations”
Theory level
Practice level
The Conversational Framework – The learner learning
Teacher’s Concepts
Learner’s Concepts
Picture of equipment
Learner’s practice
Select control
Adapt actions
Adapt Task practice environment
Reflect
New control
Learning through practice with extrinsic feedback
Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – nothingTry again
Operate
Reflect
Wrong, try again
Teacher’s Concepts
Learner’s Concepts
Picture of equipment
Learner’s practice
Select control
Adapt actions
Adapt Task practice environment Reflect
New control
Feedback
Learning through practice with intrinsic feedback
Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – shows gaugeTry again
Operate
Reflect
Gauge result
Teacher’s Concepts
Learner’s Concepts
Video case studies
Learner’s practice
Interpretations
Adapt actions
Adapt Task practice environment
Compare
Reflect
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Outputs
Learning through interpretation practice…
Sample design: Video cases, observe, compare, interpret, submit
Theory
Teacher’s Concepts
Learner’s Concepts
Video case studies
Learner’s practice
Interpretations
Adapt actions
Adapt Task practice environment
Compare
Reflect
Other learner(s)
Comments
Comments
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Reflect
Outputs
Learning through collaboration…
Sample design: Videos, observe, compare, interpret, share, comment, re-try, submit
Re-Interpretations
Teacher’s Concepts
Learner’s Concepts
Interpersonal situation
Learner’s practice
Select question
Adapt actions
Reflect
Improve the design?
Sample design: Rule for addressInterpersonal situationTwo possible forms of questionSelect oneCorrect – goodIncorrect – give ruleNew task
Ask your question
Reflect
Rule
Adapt Task practice environment
Teacher’s Concepts
Learner’s Concepts
Law case studies
Learner’s practice
Judgment
Adapt actions
Adapt Task practice environment
Compare
Reflect
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Outputs
Improve the design?
Sample design: Law cases, read, interpret, submit judgment
Outline: Can technology enrich quality, improve productivity?
The academic teaching experience
Requirements for high quality pedagogy
Productivity as the efficient use of time
Modelling quality against teacher and learner time
Strategic aims
[PolyU Strategic Plan 2008]
Impact on staff time
Increases
Increases
Increases
Increases
But how?quality results in the most cost-effective manner
achieve both productivity and balanced lifestyle
paradigm shift from “teaching” to “facilitating learning”
wider use of blended-learning to enhance quality
students will be provided with greater flexibility
smooth implementation of the double cohort in 2012
Productivity
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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.
What differences can technology make to productivity?
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Improve variable:fixed ratio for staff time
Reduce variable staff resource (per student, personalised);
Increase fixed staff resource (standardised for all)
Increase personalised learning (adaptive interactive programs)
Reduce time for fixed staff resource (easy update of digital materials)
Using teaching functionality for assessment
Reuse materials – design them to be customisable
Examples of re-use?
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How might you use the following sample pedgogic designs?
Sample design Videos, observe, compare, interpret, share, comment, re-try, submit
Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – shows gaugeTry again
Outline: Can technology enrich quality, improve productivity?
The academic teaching experience
Requirements for high quality pedagogy
Productivity as the efficient use of time
Modelling quality against teacher and learner time
Objectives of Time Modelling tool1 Promote awareness of the costs of teaching
2 Clarify the sensitivity of costs to student numbers
3 Focus awareness on learner time as a constant across all models
4 Promote reuse of teaching materials
5 Compare conventional, blended and distance learning models
6 Promote a shift from conventional to blended models
7 Enable teachers to plan for personalised and social teaching methods
8 Estimate the break-even costs of teaching preparation and presentation
9 Focus awareness on how time is spent in different teaching models
10 Enable planning, to determine how to achieve better teaching productivity
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The model is a tool for thinking and planning
Modelling the use of learner and teacher time
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1. Allocate learner time across conventional teaching methods to offer:
active learning across a range of learning activities
personalised learning
social learning
2. Calculate teacher time needed
3. Allocate learner time across blended teaching methods
4. Compare quality of learning experience
5. Compare teacher time needed
6. Check and edit assumptions
7. Finalise the model as a plan of work
NB: a model is a tool for thinking and planning
Modelling learning designs
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Select teaching methods
Select teaching methods
Set learner groups sizeSet learner groups size
Allocate learner time
for each method
Allocate learner time
for each method
Outputs teacher time
needed
Outputs teacher time
needed
Outputs proportions of learning experience
Outputs proportions of learning experience
Summary
Can technology enrich quality, improve productivity? - to some extent
The academic teaching experience – needs careful modelling of best use of time
Requirements for high quality pedagogy – a full learning experience
Productivity as the efficient use of time – for teachers and learners
Modelling quality against teacher and learner time – to get the best out of our use of new technology
Summary
Can technology enrich quality, improve productivity? - to some extent
The academic teaching experience – needs careful modelling of best use of time
Requirements for high quality pedagogy – a full learning experience
Productivity as the efficient use of time – for teachers and learners
Modelling quality against teacher and learner time – to get the best out of our use of new technology
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Thank you for listening!Diana Laurillard, Professor of Learning with Digital Technologies