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Pedagogy at scale
This document discusses pedagogy at scale, both past and present. It notes that in the past, England shunned the concept of pedagogy and approached education in an amateurish and pragmatic way. However, this does not work for distance learning at massive scale. The document discusses how new educational technologies need innovative and effective pedagogy informed by learning processes and outcomes. It provides examples of how different pedagogies like conversation, simulation, and inquiry have been implemented at massive scales online. It also discusses using pedagogies like social learning, coached team learning, case-based learning, experiential learning and competency-based learning for professional development at scale.
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Pedagogy at scale
- 1. Mike Sharples Institute ofEducational Technology The Open University www.mikesharples.org Pedagogy at Scale Past, present and future @sharplm Invited talk at meeting of FutureLearn Academic Network, London, 6th June 2019
- 2. Simon, B. (1981)Why no pedagogy in England? in B. Simon & W. Taylor (Eds) Education in the Eighties. London: Batsford. “It may be useful to advance an interpretation of why the concept of ‘pedagogy’ has been shunned in England, and why instead our approach to educational theory and practice has tended to be amateurish and highly pragmatic in character.” Past
- 3. Amateurism and pragmatismdon’t work for distance learning at scale New educational technology needs innovative and effective pedagogy
- 4. Pedagogy “Theory and practiceof teaching learning and assessment”
- 5. Pedagogies Pedagogy Learners… Technology-basedexample Assessing give or receive constructive feedback engaging in online peer review Browsing seek and collate information using search engines to find educational materials Case-based investigate individual cases investigating medical cases online Collaborative construct shared understanding creating a shared Google doc Construction create artefacts engaging with big construction set, e.g. Minecraft Conversation converse with others engaging in online discussion Cross-context learn across different settings learning between classroom and home with tablet Delivered comprehend information watching an online video Embodied use their bodies to learn motor skills monitoring exercise with Fitbit activity tracker Game-based engage with game environments multiplayer educational game, e.g. Endless Ocean Inquiry-driven investigate authentic situations using digital probes to collect and analyse data Networked interact with networks of peers educational social networking Performative present for an audience creating a video blogs of learning activities Problem-solving try to solve problems working in online teams to solve problems Reflective reflect on information and activities reviewing e-portfolio of learning activities Simulation interact with a simulated tool learning science in a virtual world Adapted from Appendix 1 of Sharples, M., Crook, C., Jones, I., Kay, D., Chowcat, I., Balmer, K. & Stokes, E. (2009). New modes of technology-enhanced learning: Opportunities and challenges. Becta. http://dera.ioe.ac.uk/1532/1/becta_2009_ht_cur_ped_new_modes_opps_challenges_report.pdf
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- 7. Pedagogy-informed design PEDAGOGIES INCLUDING LEARNINGPROCESSES AND OUTCOMES Assessing Browsing Case-based Collaborative Construction Conversation Cross-context Delivered Embodied Game-based Inquiry-driven Networked Performative Problem-solving Reflective Simulation
- 8. Open University, 1970s KhanAcademy 2013 Coursera 2013 2013 – Pedagogy of MOOCs Delivered and Assessing
- 9. Open University, 1970s KhanAcademy 2013 Coursera 2013 2013 – Designing a new MOOC platform
- 10. Building FutureLearn New softwareplatform For massive-scale learning Millions of people across the world Accessible on mobile devices Innovative pedagogy
- 11. A.N. Meltzoff, P.K. Kuhl, J. Movellan, & T. J. Sejnowski (2009) Foundations for a New Science of Learning, Science 325 (5938), 284. “What makes social interaction such a powerful catalyst for learning? Can key elements be embodied in technology to improve learning?” Social interaction and learning
- 12. All human learning involvesconversation We converse with ourselves to reflect on experience We converse with teachers to understand their expert knowledge We converse with other learners to try and reach shared understanding 1 Learning as a conversational system
- 13. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop understanding • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop understanding • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how? and ‘what’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 14. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop understanding • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop understanding • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how? and ‘what’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 15. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop understanding • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop understanding • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how? and ‘what’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 16. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop understanding • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop understanding • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how? and ‘what’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 17. Understanding IELTS, BritishCouncil, May 2015 270,000 learners From 190 countries For many, their first time learning online 25% on mobile devices 65,000 comments on the first video of the course Massive scale conversational learning
- 18. Social learning Filtering FollowingModerating Roles
- 19. Is social learningat massive scale effective?
- 20. Comparison of MOOCplatforms prior to March 2015 Group Description FutureLearn Coursera edX Registrants Mean number of people who register for a course 12,753 87,000 52,605 Learners (% of registrants) Registrants who visit the course 53% 54% 65% Active learners (% of learners) Learners who engage with course material 83% 83% N/A Social learners Learners who post at least one comment 36% 9% 12% Completing learners Learners who complete the course 17% 5% 8% ‘Viewed lecture material’‘Mark as complete’
- 21. Conversational peer review Adaptivesupport for reflection Collaborative annotation Peer mentoring Supported small group tutoring To enhance social learning on FutureLearn: Present
- 22. Can other pedagogieswork at scale? Pedagogy Learners… Technology-based example Assessing give or receive constructive feedback engaging in online peer review Browsing seek and collate information using search engines to find educational materials Case-based investigate individual cases investigating medical cases online Collaborative construct shared understanding creating a shared Google doc Construction create artefacts engaging with big construction set, e.g. Minecraft Conversation converse with others engaging in online discussion Cross-context learn across different settings learning between classroom and home with tablet Delivered comprehend information watching an online video Embodied use their bodies to learn motor skills monitoring exercise with Fitbit activity tracker Game-based engage with game environments multiplayer educational game, e.g. Endless Ocean Inquiry-driven investigate authentic situations using digital probes to collect and analyse data Networked interact with networks of peers educational social networking Performative present for an audience creating a video blogs of learning activities Problem-solving try to solve problems working in online teams to solve problems Reflective reflect on information and activities reviewing e-portfolio of learning activities Simulation interact with a simulated tool learning science in a virtual world Adapted from Appendix 1 of Sharples, M., Crook, C., Jones, I., Kay, D., Chowcat, I., Balmer, K. & Stokes, E. (2009). New modes of technology-enhanced learning: Opportunities and challenges. Becta. http://dera.ioe.ac.uk/1532/1/becta_2009_ht_cur_ped_new_modes_opps_challenges_report.pdf
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- 24. Inquiry at scale CitizenInquiry: Inquiry-led investigations into wellbeing and environment with members of the public citizen science + collaborative inquiry learning + crowdsourcing
- 25. Collaboration with BBC Extendscitizen inquiry to include mass surveys Confidential ‘survey’ missions, and open ‘social’ missions ‘Explore myself and my world’ nQuire platform www.nquire.org.uk
- 26. BBC/UCL investigation into creativityand wellbeing, with personalised feedback. 41,000 completions. 70% completion rate. Students on OU FutureLearn course run investigations into online and offline learning www.nquire.org.uk Open ‘social’ investigation to learn about clouds and weather Create a new mission BBC/British Trust for Ornithology national survey of UK gardens. Over 70,000 completions.
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- 28. FutureLearn needs apedagogy of professional development at scale, to extend the platform and fulfil its mission to “transform access to education” Future
- 29. Pedagogy of professional developmentat scale Social learning to share workplace knowledge Coached team learning to develop and practise specific skills Case-based learning for problem solving and decision making Experiential learning to capture, share and reflect on situated experience Competency-based learning to achieve and demonstrate mastery
- 30. Pedagogy of professional developmentat scale Social learning to share workplace knowledge Coached team learning to develop and practise specific skills Case-based learning for problem solving and decision making Experiential learning to capture, share and reflect on situated experience Competency-based learning to achieve and demonstrate mastery Social learning Reflective/Team learning Case-based learning Experiential learning Competency-based learning
- 31. Works for innovativeeducational technology at massive scale Pedagogy-informed design