Thinking about Blended Learning
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Transcript of Thinking about Blended Learning
Thinking about Blended Learning
Diana Laurillard
The global demand for education
By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies (NAFSA 2010)
1,600,000 new teaching posts needed for universal primary education by 2015.
3,300,000 new teachers by 2030 (UNESCO 2013)
Student loan debt in US is higher than CC debt so students will demand new models of teaching and learning
Can we use technology to reduce the current staff:student ratios of higher education and maintain quality?
From blended to open learning? Internet and ICT in Flemish Higher Education:- the purpose of which is the development of a systemic vision on the optimal exploitation of ICT and internet for the new learning of the 21st century and to provide an alternative perspective aiming at formulating long term policy objectives.
The overall programme aim
10 Discussion items on Blended Learning
1. How will blended learning change HE on campus (BA, MA)?
2. Blended learning and the teacher
3. The evaluation, exams and assessment challenge
4. Open and distance learning - Lifelong learning
5. Blended learning and the institution
6. Inter institutional networking (national, European and global)
7. MOOCs
8. Implications for interaction with secondary / primary education
9. Role of government and official bodies
10. Potential for development cooperation
Blended, Online and Open Learning
Blended Blends online and f2f for campus studentsOnline Online only, anywhereDual mode Blended + equivalent onlineOpen Online with open entry (OU, MOOCs)
• Online learning offers opportunity of high fixed costs and low support costs to improve per-student cost
• Teaching costs must be carefully managed and planned• Learning benefits must be designed and evaluated• Technology use should start from problems, not solutions
HE problems and Technology solutionsProblems we know we have• Transition to HE is poor for many
students• Demand for quality HE cannot be
met on the current model• Employers dissatisfied with
graduate skills• Academics interested in research
rather than teaching• Students have a digital life
untapped by their HE course• Alumni need flexible continuing
professional development• Assessment does not motivate the
learning needed• Students lack motivation and
independence in learning
Potential technology solutions Extend access to HE ICT resources
and activities to schools Use large-scale cascade online
courses model to reach out Use online collaboration to enable
employers to influence curriculum Link teaching to online research
methods Use online student collaboration
for sharing digital learning ideas Extend access to HE ICT resources
and activities to alumni Use tech to update assessment as
automated and more challenging Include digital tools for students to
do inquiry, practice, discussion, collaboration, production
Problems we know we have• Transition to HE is poor for many
students• Demand for quality HE cannot be
met on the current model• Employers dissatisfied with
graduate skills• Academics interested in research
rather than teaching• Students have a digital life
untapped by their HE course• Alumni need flexible continuing
professional development• Assessment does not motivate the
learning needed• Students lack motivation and
independence in learning
Models of online learning?Problem/Issue Audience Pedagogy Content Income
Transition to HE Schools InquiryCollaborative
Re-purposed
Free
Large classes Under-graduates
All, pyramid + personal support
New Fee + Govt
High demand Part-time students
All, pyramid + personal support
New Fee + Employer
High level skills Post-graduates
All, high support New Fee + Govt
Workplace updates
Professionals MOOC, peer support
Market driven
Fee
Alumni updates Alumni MOOC, low support
Research driven
Fee/Subscription
Lifelong learning
Open to all MOOC, peer support
Re-purposed
Free
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - Edinburgh
Statement of Accomplishment
Week 5 asst's
Engaged Week 1
Accessed Week 1
Enrolled
0 10000 20000 30000 40000 50000 60000
5500
6000
15000
20500
51500
Completed = 27% of ‘starters’
MOOCs @ Edinburgh 2013 – Report #1
27%
SoA
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Registered
0 10000 20000 30000 40000 50000 60000
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - UoL
959211377
1727523367
53250
MOOC Report 2013: University of London
77306747
2211
9%
Completed = 9% of ‘starters’
The MOOC as undergraduate education
Not for undergraduates
Less than high school
School
College
Degree
PG degree
0% 5% 10%15%20%25%30%35%40%45%
40%
30%
17%
10%
3%
MOOCs @ Edinburgh 2013 – Report #1
70% have degrees
Enrolled students
Schooling
GCSE
A level
Professional
Bachelors
Masters
Doctorate
0% 5% 10% 15% 20% 25% 30% 35% 40%
The MOOC as undergraduate education
Not for undergraduates
Enrolled students
4%
29%
35%
8%
3%
MOOC Report 2013: University of London
68% have degrees
8%
11%
The MOOC as undergraduate education
MOOCs: Higher Education’s Digital Moment? 2013: UUK
85% have degrees
The economics of teaching and learning in HE
Preparation of curriculum and resources
Adaptive systems: field trips, lab sessions, simulations, modelsExpositions: lectures, study guides, slides, podcasts, videosFormative assessment: feedback from peers, digital systemsReadings: books, papers, websites, pdfsCollaborations: projects, workshops, role play simulations, wikisPeer group discussion: seminars, discussion forumsFormative assessment: tutor feedback offline, feedback onlineTutored discussion: tutorials, small groups, discussion forumsSummative assessment: exams, essays, designs, performance
Support for students learning
Fixed cost
Variable cost
Conceal answers to questionAsk for user-constructed input Show multiple answers/commentsAsk student to improve answer
Concealed MCQs
The (virtual) Keller Plan
The vicarious master class
Pyramid discussion groups
Pedagogies for supporting large classes
Introduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest
Tutorial for 5 representative studentsQuestions and guidance represent all students’ needs
240 individual students produce response to open questionPairs compare and produce joint response60 groups of 4 compare and produce joint response and post as one of 10 responses...6 groups of 40 students vote on best responseTeacher receives 6 responses to comment on
What it takes to teach with technology
The teaching workload is increasing in terms of Planning for how students will learn in the mix of the physical, digital and social learning spaces designed for themCurating and adapting existing content resourcesDesigning activities and resources for all types of active learning Personalised and adaptive teaching that improve traditional methodsProviding flexibility in blended learning optionsGuiding and nurturing large cohorts of studentsUsing learning technologies to improve scale AND outcomes
BUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefitsnor for the need to collaborate to innovate with technology
Browse Adopt
Adapt Develop
Self review
Redesign
Test
Publish
The design cycle for teaching
Building teaching community knowledge
Make links to existing content
resources
??
Build on others’ tested designs
Browse Adopt
Adapt Develop
Review
Redesign
Test
Publish
The design cycle for science
Building scientific knowledge
What is the teaching design
equivalent of the journal paper?
A tool for learning design: browsing
The Learning Designer: Adopt(interpreting Tudor portraits)
Details of: learning context, topic, aims, outcomes, student numbers, duration
Details of the pedagogy: types of learning activity,
group size, teacher presence, attached urls, duration,
student guidance
Analysis of the learning experience calculated
dynamically
The Learning Designer: Adapt(experimental design for Psychology)
Note the designed time is much greater
than the allotted time
Every section of the learning design can be
edited, and new resources attached
Analysis of the learning experience adapts to
your edits
Share to submit for review
The Learning Designer: Review(Business planning for engineers)
Notes for additional comments
Reviews and comments could be student
evaluations
Additional pane for Reviewer to add comments according to criteria ‘Test of outcome?
Alignment? Feedback? Technology?
Reviewer Feedback
Browse Adopt
Adapt Create
Review
Redesign
Test
Publish
Teaching as a design cycle
Building learning technology knowledge
Question: What is the teaching design equivalent of the journal paper?
Answer:A learning design that can be reviewed, adapted, improved, published, reused…
Balancing the benefits and costs
It’s important to understand the link between the pedagogical benefits and teaching time costs of online learning – especially for the large-scale
What are the new digital pedagogies that will address the 1:25 student guidance conundrum? How to shift variable cost support to fixed cost support?
Can we develop a viable business model that will make HE more effective and affordable for undergraduates?
Analysing teacher workload(the Course Resource Appraisal Model CRAM)
Run No. of studentsRun 1 15Run 2 20Run 3 20
Details of: credit hours, cohort size, income,
teacher costs, types of learning and teaching, online and f2f, time for prep and for support
Learning experienceTeacher preparation time
Teaching support time
Analysing teacher workload(the Course Resource Appraisal Model CRAM)
Run 1 Run 2 Run 3Students 15 30 60Profit -£27k £11k £38k
Run 1 Run 2 Run 3Students 15 20 20Profit -£27k £4k £11k
Analysing workload for a Basic MOOC(the Course Resource Appraisal Model CRAM)
Assuming £20 (?) income for Signature Track
Run 1 Run 2 Run 3Students 2000 2000 2000Profit £21k £35k £35k
Run 1 Run 2 Run 3Students 500 500 500Profit -£9k £5k £5k
What if only 500 complete?
What does it mean for our online courses?
• The high visibility teaching in MOOCs will improve the presentation quality of UG and PG courses
• The need to design well-orchestrated groups and peer support activities will promote pedagogic innovation and better VLE functionality
• We can improve the variable costs of teaching support if we explore methods like – pyramid collaboration groups: from many students to few
outputs for tutors to inspect– cascaded tutor: from one teacher to many tutors– vicarious master class: from one small group to all
• They will only flourish if we demand, and get, improved pedagogic design functionality on VLE platforms
THEN perhaps UG/PG education can achieve high quality and reach that is more affordable
What does this mean for the future of blended learning?
• We need large student numbers to offset the high production costs of the ‘flipped classroom’ (and high visibility teaching)
• We must understand the variable costs of teaching support, as scaling up UG/PG teaching could be unmanageable
• Our current CPD model fits the MOOC pedagogy:– Good presentation of latest thinking and ideas– Peer discussion, debate, exchange, and challenge– Certification of attendance
What might we do? A systemic approach
• Build a learning system: legitimise, incentivise, fund the lecturers to take innovative pedagogy as a part of their professionalism
• Engage the whole community in the current educational challenges - What are they? – and how technology can help.
• Fund the leading innovators (activist groups) to develop and share, and the leading followers to adopt then lead
• Fund further development of a pedagogically sound online platform – beyond current functionality – lecturers specify
• Launch a project on the modelling of high quality, large scale, flexible, affordable HE
Innovation Leaders (ILs) funded for developing promising practice
Leading adopters (LAs) funded to get help to transfer
LAs become ILs; Increase in ILs and LAs
All universities act as both ILs and LAs
Phase 1: 2014-15
Phase 2: 2015-16
Phase 3: 2016-17
Phase 4: 2017-19
Timeline and milestones to enable all departments/universities to integrate ICT in a sustainable way