Teaching as a design science: developing reliable ... · A ‘pedagogical patterns collector’ for...
Transcript of Teaching as a design science: developing reliable ... · A ‘pedagogical patterns collector’ for...
Teaching as a design science: developing reliable knowledge of learning technology Diana Laurillard London Knowledge Lab Institute of Education
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Teachers as an innovative professional learning community • Reconceptualising teaching as ‘a design science’
• Teachers building on the designs of others
• Ar8cula8ng their pedagogy
• Adop8ng, adap8ng, tes8ng, improving learning designs
• Co-‐crea8ng and sharing learning designs
à A computa8onal representa8on of pedagogic design
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It’s difficult, but it’s worth a try, because…
Teachers need much more support than they get to make the most of learning technologies
If they can learn together, collaborate, build on the work of others, they can build this knowledge
Not in just in staff development courses, not from books, not through exhorta8on, but in the same way as other designers learn…
That’s why we built à
Should learning design be supported computationally?
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A ‘pedagogical patterns collector’ for capturing and articulating good pedagogy A’ learning design support tool’ for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs
By developing design tools
The Learning Designer A TLRP-TEL project
http://tinyurl.com/ppcollector3
https://sites.google.com/a/lkl.ac.uk/ldse/Home
To help teachers Articulate their effective teaching ideas for others to adopt Adopt ‘pedagogical patterns’ of good teaching and open resources Model pedagogical and logistical benefits/disadvantages
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Timings
Categorised teaching-‐learning ac8vi8es
Short descrip8on
Learning outcome
Colour-‐coded content
Capturing pedagogy as design plans
Black text ar8culates
the teacher’s pedagogy
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A computational representation
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The Pedagogical Patterns Collector
Black text captures pedagogy design Colour-‐coded text iden8fies content
parameters
A library of paLerns to inspect, both generic and
specific versions
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Read, Watch, Listen Investigate Discuss Practice Share Produce
Adjust the type of learning ac8vity. Edit the instruc8ons.
Check the feedback on the overall distribu8on of learning ac8vity
Add link to an OER, e.g. a digital tool for prac8ce
Adopt – Adapt – Import resources- Test and re-design - Export
Adopt/Adapt a teaching pattern
Export to Word
[Moodle]
Represent the teacher as
present or not
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Comments on the PPC
• [The pie-‐chart] is one of the most useful features … it gives a good overview of the balance between different learning experiences
• I rarely consider how the students' Ame is apporAoned … it's good to be made to think about this.
• Seeing how the sessions are shaping up in such a visual medium …. would probably make me think more carefully about providing a mix of acAviAes
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A Pedagogical Pattern Collector for capturing and articulating good pedagogy The Learning Designer for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs
By developing design tools
The Learning Designer A TLRP-TEL project
http://tinyurl.com/ppcollector3
https://sites.google.com/a/lkl.ac.uk/ldse/Home
To help teachers Articulate their effective teaching ideas for others to adopt Adopt ‘pedagogical patterns’ of good teaching and open resources Model pedagogical and logistical benefits/disadvantages
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The Learning Designer overview The start screen: Import or Create
Properties: • Credit hours • Student numbers • Learning outcomes • Description • Designer reflection • Student feedback
Timeline: • Select teaching-
learning activities, • Define what they do
in activity • Define timing of
each one, group sizes, sequencing
Analysis: • Charts of the overall
learning experience – types of learning, and of experience of personal, social or whole class
• teacher workload – for initial design and for reuse
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L C
Teacher concepts
L C
L P
L P
Learner concepts
Learner practice
Generate Modulate
Learning through acquisition, instruction Learning through inquiry
Acquiring
Inquiring
Talk, book, video, Web
A theory-based framework of the learner learning
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L C
Teacher concepts
Learning environment
L C
L P
L P
Learner concepts
Learner practice
Generate Modulate
Learning through practice with meaningful intrinsic feedback
Task/Feedback
Actions
Generate Modulate
Lab, Game, Simula8on
A theory-based framework of the learner learning
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Instructivism - Social constructivism – Experiential learning – Inquiry learning - Constructionism – Collaborative learning
(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)
L C
Teacher concepts
Peer concepts
Peer prac8ce
Learning environment
L C
L P
L P
Learner concepts
Learner practice
Generate Modulate
Generate Modulate
Generate Modulate
Practising
Ideas, questions
Ideas, questions
Outputs
Outputs
Acquiring
Inquiring
A theory-based framework of the learner learning
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L C
Teacher concepts
Peer concepts
Peer prac8ce
Learning environment
L C
L P
L P
Teacher communication
cycle
Peer communication
cycle
Teacher modelling
cycle
Peer modelling
cycle
Learner concepts
Learner practice
Generate Modulate
Generate Modulate
The Conversational Framework
Generate Modulate Teacher
practice cycle
Peer practice
cycle
Instructivism Social constructivism Experiential learning Inquiry learning Collaborative learning
Dewey, Vygotsky, Piaget, Gagné, Bruner, Papert, Marton, Bransford… Constructionism
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Instructivism - Social constructivism – Experiential learning – Inquiry learning - Constructionism – Collaborative learning
(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)
L C
Teacher concepts
Peer concepts
Peer prac8ce
Learning environment
L C
L P
L P
Learner concepts
Learner practice
Generate Modulate
Generate Modulate
Generate Modulate
Practising
Acquiring
Inquiring Discussing
Producing
Collaborating
A theory-based framework of the learner learning
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L C
Teacher concepts
Peer concepts
Peer prac8ce
Learning environment
L C
L P
L P
Learner concepts
Learner practice
Generate Modulate
Generate Modulate
Learning with technology
Inquiring Discussing
Acquiring
Prac8sing Collabora8ng
Producing
Web
resources
Webinar, Forum
Podcasts
Skills Prac8ce Tools
Collabora8on tools
Designs
Produc8ons
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Co-creating new pedagogies
• Import exis8ng learning designs • Use advice and guidance • Consider alterna8ve designs • Adapt the design to own context • Analyse the designs • Re-‐design – test – improve -‐ share
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Import an exis8ng learning design
Co-creating new pedagogies
Adapt an exis8ng learning design
Consider advice and guidance on adapta8on
Consider alterna8ve learning ac8vi8es
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Analysing the design
Interpreted in terms of the
Conversa8onal Framework
Contras8ng teacher workload for own design and reuse
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Re-designing
Use drop-‐down menu to change teaching-‐learning ac8vi8es and analyse effect on learning experience and teacher 8me
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Sharing…
Once tested and evaluated with students, export (with metadata) to shared folder, website, community library, open repository…
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Comments on the approach
• Teachers respond posi8vely to the Learning Designer tools and see this as a way of improving teaching, and poten8ally of saving 8me
• The Learning Designer concepts of sharing designs, reuse, adaptaAon, advice on TEL, analysis of the learning experience, suggesAons of design alternaAves, and categorisaAon of designs, were all welcomed by teachers
• Teachers commented on the added value of the detailed descrip8ons of pedagogy, which enable them to have a more in-‐depth conversa8on about their prac8ce and what makes a learning design more effec8ve
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0
5
10
15
20
25
30
35
40
20th C
21st C 0
5
10
15
20
25
30
35
40
20th C
21st C
…increase in activity to improve the learning experience …shift from class teaching to more personalised teaching
From 20thC to 21stC teacher?
Teachers’ activities
…shift from individual design to co-design of learning
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Modelling learning experience and teacher workload How can we estimate the effects of the decisions we make as we plan a course?
We select the set of teaching and learning activities we intend to use These have consequences for the pedagogical benefits, and the comparative costs in terms of teachers’ workload
The next slide shows how the intervening assumptions join up the decisions and consequences
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Define the type of learning each TLA offers
Select Teaching-‐Learning Ac8vi8es (TLAs):
wiki, simula8on, e-‐pordolio
Decide group size for each
TLA
Decide Teacher Time needed to prepare and
present each TLA
Distribute learning hours across the selected TLAs
Distribu8on of learner 8me across types of learning experienced
Teacher 8me for: Design and prepara8on
Class and online presenta8on Marking and learner support
Input total credit hours, size of cohort
Acquisi8on Inquiry Discussion Prac8ce Produc8on
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Comparison of pedagogical benefits, and costs in terms of teachers’ workload
Acquisi8on
Inquiry
Discussion
Prac8ce
Produc8on
Acquisi8on
Inquiry
Discussion
Prac8ce
Produc8on
Yr 1 Yr 2 Typical
15 15 30
3.5 1.8 1.2
Yr 1 Yr 2 Typical
15 15 30
5.2 2.3 0.4
Student numbers
Teacher hrs per student
Conventional Blended More ac8ve learning
Lower per capita costs in a typical year for large
numbers
But who funds the up-front design and development costs?
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Modelling the costs for increasing student cohort size
0
0.5
1
1.5
2
2.5
3
3.5
30 60 90 120 150
Conven8onal
Open Mode
Teacher days per student
Cohort size
What does this mean for the business model for MOOCs?
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What issues must the Learning Designer also address?
• Complexity
• Poten8ally a tool of management control
• Interpretability of analysis • The need for a topic-‐oriented focus
“It’s very overwhelming … there’s a lot going on and to think about. I’m not sure what all the terms mean. I mean I don’t understand the difference between produc8on and prac8ce. Let’s have a look […] Yes – OK – I get it. Yes I see the difference. Probably we need a bit more help here with explana8ons and examples. But once you get into the tool it isn’t so difficult”
“My only worry is that it [the Learning Designer] turns into an insAtuAonal requisite rather than an opAon. It becomes a measurement tool, rather than a useful organisaAonal tool that allows some criAcal self reflecAon on pracAce. I know that the goal is the laLer, but soMware, once out there, can become so seducAve to gather informaAon for departments, policy makers, etc, and the informaAon that is produced is probably ONLY useful for individual teachers, not educaAon ministers, etc”
“I think it's cute to have pie charts, it's neat [...] I would go back and squidge my stuff, reorganise my 8me because I would know that it would be a good thing to have a mix of all of these things (i.e. forms of learning). But that's because I think it's a good thing. If I didn't believe that this was a good thing, then you would show me a pie chart that was 90% of one thing I would s8ll think it's ok”
“My problem with the tool is that the pedagogy is neutral of the topic while the approach to teaching and learning requires a topic approach and this tool doesn’t help with this approach”
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Teachers as innovative co-creators of technology-based pedagogies Features of teaching as ‘a design science’:
• Teachers adop8ng, adap8ng, tes8ng, improving, sharing learning designs
• Teaching as collabora8ve learning, supported by online collabora8ve design tools and repositories
• A theory-‐based computa8onal representa8on of pedagogic design and teacher workload that migrates across subjects
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Further details…
Teaching as a Design Science: Building pedagogical patterns for learning and technology(Routledge, 2012)
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The LDSE project team
IOE/LKL Brock Craft (RF) Diana Laurillard (PI) Dejan Ljubojevic (RF)
Oxford Liz Masterman (CoPI) Marion Manton (CoPI) Joanna Wild (RF)
Birkbeck/LKL George Magooulas (CoPI) Patricia Charlton Dionisis Dimakopoulos
LondonMet Tom Boyle (CoPI)
LSE Steve Ryan (CoPI) Ed Whitley Roser Pujadas (PhD Student)
RVC Kim Whittlestone (CoPI) Stephen May Carrie Roder (PhD Student)