The critical role of teachers in optimizing technologies for open learning

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The critical roleof teachers in optimizing technologies for open learning Diana LaurillardLondon Knowledge LabInstitute of EducationSydney17 Feb 2011

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The givensReducing theper capita cost of wider participationNeed for flexible supported open learningLarge scale requires institutional collaborationOERs are needed, but under-usedAcknowledge teacher workload, teacher resistanceReducing the per capita cost of wider participationNeed for flexible supported open learningLarge scale requires institutional collaborationOERs are needed, but under-usedAcknowledge teacher workload, teacher resistancewww.lkl.ac.uk

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OutlineTeachers’ development needsfor TELModels of innovationSupporting academic collaboration in teachingAnalysing costs and learning benefitswww.lkl.ac.uk

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Teacher development inuse of TELTeachers need to have - support from their institution… awareness of students’ capabilities and needs in ICT… professional development… peer interaction“Faculties should have innovation funds to support academics in developing new ways of using ICT”. (Student perspectives on technology, NUS, 2010)“students are appropriating technologies to meet their own personal, individual needs – mixing … ICT tools and resources, with official course or institutional tools and resources” (Conole et al, Student experiences of TEL Report, JISC, 2006)“in institutions where student engagement and educational gains are found to be high, one finds a higher than average investment in resources… such as faculty development” (UK HE survey of quality in teaching, Gibbs, 2010)“faculty members recognize… that peer interactions and collegiality are significant in helping them learn new innovations and strategies” (US survey, 117 staff in 3 colleges. Nicolle, 2008)

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Teacher development challengesCoreself-improvement principles for FE“No one has more knowledge of further education and skills training than the huge number of practitioners, support staff, managers and leaders in the sector” (A new NIS for the Learning and Skills Sector, July 2009).(i.e. no funding)Difficulties for Academic and Support Staff using TEL:Using learning technology to supplement rather than transform learning and teaching practices

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Lack of timeto devote to pedagogy

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Lack of timeto reflect on learning and teaching practice.

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Lack of confidenceto change learning and teaching practices.

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Need for practitionercase studies to inspire others (Project on Transforming Student Experience via Pedagogy, JISC, 05-07)Teacher development challengesDifficulties for teachers:Many studies of educational innovation have concluded that the key factors needed to change teacher behaviour areadditional time,

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additional training,

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cultural change,

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senior staff involvement,

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a link topersonal rewardFor exampleMaths in schools, UK- Dowker 2009

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Maths in schools,US - Griffin 2004

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Higher education, UK- Knight, Tait, and Yorke2006

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Higher education, US– Dobbins 2008 The dilemmaPoor teacher development practices Poor transfer of educational research to mainstream practice of T&L

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Learning technologies unableto achieve their potential to improve the quality and reach of education Top-down - Strategies and policies? – Rhetoric is good, but no follow-throughBottom-up – Technology will drive innovation? Users will discover solutions for themselves? the Market will provide? – Activity is plentiful, but not improvingAlternative approach – Middle-out:Learn from the scholarship of innovation

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Adaptive iteration: topmiddle bottom

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Trust the professionals

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Focus on supportingteachers as collaborating innovators

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Give them aLearningDesign Support Environment What to do?

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Knowledge management tosupport innovationSharingInnovatingEvaluatingExpanding knowledgeImplementingValidating(Nonaka 1994)

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Innovation in teachingand learningSharingInnovatingEvaluatingExpanding knowledgeImplementingValidating

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Knowledge management tosupport innovation in teaching and learningSharingInnovatingEvaluatingExpanding knowledgeImplementingValidating

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Knowledge management tosupport innovation in teaching and learningAdapt patternsAnalyse patternsSharing learningdesignsInnovating pedagogic patternsEvaluating learning designsResearch findings, design advice, patternsStudent feedbackTheory into practiceExisting pedagogical patternsImplementing coursesExpanding knowledge of T&LImplementing courseValidating courseOER content resourcesLDSE project

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‘Adaptive professional development’Teachersare best placed to design good pedagogy Provide tools for design, development and sharing

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Give themtime to invest in learning about technology

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Promote teachercollaboration

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Make teachinginnovation like science“scientific criticism is the engine of science … the criticism of teaching practices is the engine of progress in teaching” (Benedet, 2010)

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Requirements analysis fora design toolExpanding knowledge – encouraging progression to new methods“It encourages thinking outside the teaching box”“Good to have the prompt for learner needs. I’ve been thinking about this ever since”.“…encouraged reflection and changing practice in terms of mix of delivery/pedagogic methods.” Sharing – building on the work of peers“ community needs useful resources that are easily searchable and adaptable.”“… there is this desire to edit it and make it yours because your areas of focus will be different”“There’s sort of an increasing need as well, in terms of developing a design, to do it as a community practice, to share and critique ideas and to get the students’ feedback on those”

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Supporting teacher collaborationALearning Design Support Environment (LDSE) for teachersEndsMeansBuilding on the work of othersImport existing ‘pedagogical patterns’ of good teachingSearch for OER ‘content resources’ to populate the patternsAdapt to own context – Test – Redesign – Re-test - PublishExpanding knowledge of using TELOffer TEL versions of conventional designsModel pedagogical and logistical benefits/disadvantagesA microworldfor teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designsSupported by a learning design ontology, structured pedagogical patterns, and a self-configuring system to represent the developing community knowledge base

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Pedagogical patterns: Formand ContentContentBlack text is pedagogyColouredtext is content-specificTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: Using a search engineLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own accountofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,using their lecture notes and book; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: Using a search engineLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: Using a search engineLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own accountofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion‘capturing pedagogy’ (Laurillard, 2008)

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Sharing pedagogical patternsTutorial:Usinga search engineLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, usingthe Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial:On a system or processLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionOE Patterns libraryTutorial: Using a search engineLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial:On a system or processLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

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Sharing pedagogical patternsTutorial:Ona system or processLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animationofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a betteranimation to post on their websiteTutorial:Using a search engineLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their ownaccountofusing a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their websiteTutorial:On a system or processLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussionTutorial: The water cycleLearning Outcome: A clear understanding of the role of the critical factors in the systemSummary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteand collaborating to produce a better animation to post on their website

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Education asa learningsystemTeachers must be able to ‘learn by doing’ – to experiment, share and collaborateCollaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)Teachers need the means to experiment, share and collaborate on using ICTs – a knowledge-supported microworld for learning design19

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A Learning DesignSupport Environment A prototype for LDSE – a TLRP-TEL projectBuild on the work of others – import relevant designs and patterns

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A Learning DesignSupport Environment A prototype for LDSE – a TLRP-TEL projectDrag and drop sample learning outomesEdit properties of the learning design

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Carrying out alearning designTypes of ‘Session’Tutor-supported classTutor-supported group workTutor-supported individual workIndependent group workIndependent individual workSummative assessmentChoice of teaching and learning activitiesDragged and dropped onto a timeline

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Analysing costs andlearning benefitsThe designed learning experienceEffect of design on the learning experience, andthe cost of teachingTeacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours [Laurillard 2006]

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Modelling costs andbenefits of teachingPlan learner hours for each teaching-learning activityDefine TLAsSet group sizesSet teacher times

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Analysing costs andlearning benefitsThe designed learning experienceThe designed learning experienceTeacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours Adaptive toolTeacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours - a microworldwhere teachers can learn, design, test and share ideas

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Structure of apedagogical pattern Short descriptionColour-coded contentLearning outcomeTimingsTeaching-learning activities

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Evolution of apedagogical pattern topicoutcomeresourceFrom Conventional lab to Virtual lab

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Capturing pedagogical patternsthor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html

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Capturing pedagogyTo comparethe effects of group sizealternative teaching methodsuse of TELon the learning experiencetypes of learning,teacher time, learner time in class, independent learning…to focus attention on the quality of learning design and the appropriate use of TELto model the benefits and costs of face-to-face/blended/open learning

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Conceptual model ofinnovationAnalyse patternsAdapt patternsOER library of learningdesigns and ontologiesTeachers innovating pedagogic patternsTeachers evaluating learning designsSharing learningdesignsInnovating pedagogic patternsEvaluating learning designsResearch findings, design advice, patternsStudent feedbackTheory into practiceExisting pedagogical patternsTeachers implementing coursesExpanding knowledge of T&LCommunity knowledge of T&LValidating courseInstitutions validating coursesImplementing coursesOER content resourcesOER content resourcesThe LDSE project

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Conceptual model ofinnovationAnalyse patternsAdapt patternsOER library of learningdesigns and ontologiesTeachers innovating pedagogic patternsTeachers evaluating learning designsResearch findings, design advice, patternsStudent feedbackTheory into practiceExisting pedagogical patternsCommunity knowledge of T&LTeachers implementing coursesInstitutions validating coursesOER content resourcesThe LDSE project

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Summary: Supporting teachersin optimising TEL for open learningTeachers also need to ‘learn by doing’Need to become a collaborativecommunity of expertsGive them tools to design and share new teachingUse structured pedagogical patterns to exchange good ideasUse quality OERsto populate the well-designed patternImprove the use of blended and distance learninghttp://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.htmlhttps://sites.google.com/a/lkl.ac.uk/ldse/Home

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Some issues fordiscussion How best to index and search for pedagogical patterns?

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What constraints dothey place on teachers’ designs?

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Could thisprocess help teachers to adapt conventional teaching to online teaching appropriately?

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How doteachers feel about this sharing of ideas?

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Will teachersbe able to innovate more easily in this way?

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How doesour community learn how to support them?

The critical role of teachers in optimizing technologies for open learning

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