Transcript Personal Inquiry: Science Investigations with Mobile

Annual Conference
University of London
9-11 April 2014
Discovering and sharing
effective online pedagogies
Diana Laurillard
London Knowledge Lab
Institute of Education
The Context: 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)
Student loan debt in US is higher than CC debt so students will demand
new models of teaching and learning
40% Student loan debt in UK will never be repaid
The new UNESCO goals for education:
• Every child completes a full 9 years of free basic
education …
• Post-basic education expanded to meet needs for
knowledge and skills … (UNESCO post 2015 goals)
How is HE to meet the demand for lifelong learning in a way that
is affordable to students, maintains quality and increases reach?
The social purpose of HE
Dearing Report, UK (1997): Aims and purposes of HE
Personal
inspire and
and enable
enable individuals
individualsto
todevelop
developtheir
theircapabilities
- to inspire
to the highest
capabilities
to potential
the highest
levels
potential
throughout
levelslife
throughout life
Knowledge - to increase knowledge and understanding for their own sake and
foster their application to the benefit of the economy and society
Economic - to serve the needs of an adaptable, sustainable, knowledgebased economy at local, regional and national levels
Social
- to play a major role in shaping a democratic, civilised
and inclusive society
Is the MOOC model a solution?
“Content will be free”
“MOOCs will make HE accessible to the boy in a Cairo slum”
“Many academics are happy to donate time because of the reach of
MOOCs”
“A piece of s/w can understand exactly how a student learns which
the teacher cannot do”
“A lot of what you teach is not viable to charge for because the
machine will do it better”
“No.1 pushback from investors was they did not understand why it
needed to be accredited because no-one will care”
“$100m venture capital – to share tuition revenue”
“Coursera model has 3 income streams: certification (not
accredited), employers pay, other institutions pay”
[Goldman Sachs MOOC debate Nov 2012]
The realities of the MOOC model
Education is not a mass delivery industry
Content is not free
Teaching is also guidance, support, evaluation
Education is a client-centred industry
There is no valid business model for MOOCs
“education is not
content acquisition
because education
is a curated guided
experience” [Martin
Bean, VC, OU]
‘Massive’ courses are inevitable if open to all and free
‘Open to all’ means no prior qualifications  a different curriculum and pedagogy
‘Online’ courses have been perfected over many years by the OU and others
‘Courses’ imply student readiness, defined outcomes, and assessment against them
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - Edinburgh
Enrolled
51500
Accessed Week 1
20500
Engaged Week 1
15000
Week 5 asst's
6000
Statement of Accomplishment
5500
0
27%
10000 20000 30000 40000 50000 60000
Completed = 27% of ‘starters’
MOOCs @ Edinburgh 2013 – Report #1
The MOOC as ‘large-scale’ pedagogy
Average student numbers per course - UoL
Registered
53250
Week 1
23367
Week 2
17275
Week 3
11377
Week 4
9592
Week 5
9%
7730
Week 6
6747
SoA
2211
0
10000
20000
30000
40000
50000
60000
Completed = 9% of ‘starters’
MOOC Report 2013: University of London
The MOOC as undergraduate education
Not for undergraduates
PG degree
40%
Degree
30%
College
70%
have
degrees
17%
School
10%
Less than high school
3%
0%
10%
20%
30%
40%
50%
Enrolled students
MOOCs @ Edinburgh 2013 – Report #1
The MOOC as undergraduate education
Not for undergraduates
Doctorate
4%
Masters
29%
Bachelors
35%
Professional
68%
have
degrees
8%
A level
11%
GCSE
8%
Schooling
3%
0%
10%
20%
30%
40%
Enrolled students
MOOC Report 2013: University of London
The MOOC as undergraduate education
85%
have
degrees
MOOCs: Higher Education’s Digital Moment? 2013: UUK
The realities of the MOOC model
Education is not a mass delivery industry
Content is not free
Teaching is also guidance, support, evaluation
Education is a client-centred industry
There is no valid business model for MOOCs
“education is not
content acquisition
because education
is a curated guided
experience” [Martin
Bean, VC, OU]
‘Massive’ courses are inevitable if open to all and free
‘Open to all’ means no prior qualifications  a different curriculum and pedagogy
‘Online’ courses have been perfected over many years by the OU and others
‘Courses’ imply student readiness, defined outcomes, and assessment against them
MOOCs are parasitic on university teaching paid for by undergraduates
The pedagogic innovation required for effectiveness has attracted little investment
The dominant users are highly qualified professionals
Undergraduates need guidance, support, nurturing, which is labour intensive
Achieving high-level concepts and skills requires intensive study and guidance
Academic study is hard – the ‘flipped classroom’ requires extensive careful design
Discovering effective online pedagogies
How do we use digital technologies to
develop undergraduate education that
is high quality
scales up and
is affordable?
The economics of teaching and learning in HE
Preparation of curriculum and resources
Fixed cost
Adaptive systems: field trips, lab sessions, simulations, models
Expositions: lectures, study guides, slides, podcasts, videos
Formative assessment: feedback from peers, digital systems
Readings: books, papers, websites, pdfs
Collaborations: projects, workshops, role play simulations, wikis
Peer group discussion: seminars, discussion forums
Formative assessment: tutor feedback offline, feedback online
Tutored discussion: tutorials, small groups, discussion forums
Summative assessment: exams, essays, designs, performance
Support for students learning
Variable cost
What it takes to teach online
Total teaching time
Based on Duke University Report 2012
3000
2500
2000
GuidedMOOC
MOOC
Duke
1500
Basic
MOOC
Basic MOOC
1000
Prep
time =
420
The variable cost of high
quality teaching does not
achieve economies of
scale if you maintain the
same pedagogy
500
0
50
30
500
300
Basic MOOC: peer
support, no tutor support
Guided MOOC: tutors
monitor and guide
discussions, react to
problems, redesign
quizzes, post updates
5000
3000
Preparation time (fixed cost) = 420 hrs
Support/student (variable cost)
Guided MOOC
Basic MOOC
50
500
20 hrs 200 hrs
0.00
0.00
5000
2000 hrs
0.00
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?
Pedagogies for supporting large classes
Concealed MCQs
The (virtual) Keller Plan
The vicarious master class
Pyramid discussion groups
Conceal answers to question
Ask for user-constructed input
Introduce
content
Show multiple
answers/comments
Self-paced
Ask studentpractice
to improve answer
Tutor-marked
test
240
individual
students produce
Tutorial
for
5
representative
Student
becomes
tutor for credit
response
to open question
students
Until
half
class and
is tutoring
thejoint
rest
Pairs
compare
produce
Questions
and guidance
represent
response
all students’ needs
60 groups of 4 compare and
produce joint response and post
as one of 10 responses...
6 groups of 40 students vote on
best response
Teacher receives 6 responses to
comment on
Pedagogies for supporting large classes
Concealed MCQs
Laurillard, 2002
The cascaded tutor (Keller Plan)
Keller, 1974
The vicarious master class
Mayes et al, 2001
Pyramid discussion groups
Gibbs et al, 1992
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 them
Curating and adapting existing content resources
Designing activities and resources for all types of active learning
Personalised and adaptive teaching that improve traditional methods
Providing flexibility in blended learning options
Guiding and nurturing large cohorts of students
Using learning technologies to improve scale AND outcomes
BUT:
Institutions and teachers do not typically plan for the teaching workload
implied by these learning benefits
nor for the need to collaborate to innovate with technology
The design cycle for science
What is the
teaching design
equivalent of
the journal
paper?
Browse
Adopt
Publish
Adapt
Develop
Test
Review
Redesign
Building scientific knowledge
The design cycle for teaching?
Build on others’
tested designs
Browse
Adopt
Publish
Adapt
Develop
Test
Review
Redesign
Building teaching community knowledge
Make links to
existing content
resources
Discovering and sharing online
pedagogies
learningdesigner.org
The Learning Designer: Adopting an idea
(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: Adapting
(experimental design for Psychology)
Every section of the
learning design can
be edited, and new
resources attached
Share to submit
for review
The Learning Designer: Reviewing
(Business planning for engineers)
Reviewer Feedback
Notes for additional
comments
Reviews and
comments could be
student evaluations
Reviewer comments
according to criteria:
Test of outcome?
Alignment?
Feedback?
Technology?
Teaching as a design cycle
Question:
What is the
teaching design
equivalent of the
journal paper?
Answer:
A learning
design that can
be reviewed,
adapted,
improved,
published,
reused…
Browse
Adopt
Publish
Adapt
Create
Test
Review
Redesign
Building learning technology knowledge
Discovering and sharing effective online
pedagogies
• We can improve the variable costs of teaching support if we
explore and share ideas for methods like
– pyramid collaboration groups: from many students to
few outputs for tutors to inspect
– cascaded tutor: from one teachers to many tutors
– vicarious master class: from one small group to all
• For this we need a collaborative community of teachers as
designers of innovative pedagogy
• They will only flourish if we demand, and get, improved
pedagogic design functionality on VLE platforms – and the
design tools to share and test pedagogic discoveries
THEN perhaps university level lifelong learning can achieve high
quality and reach that is more affordable
Further details…
http://learningdesigner.org
http://buildingcommunityknowledge.wordpress.com
Teaching as a Design
Science: Building
pedagogical patterns for
learning and technology
(Routledge, 2012)
[email protected]
http://bit.ly/1cqiIK1
Jamil Salmi lecture at HEPI
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Compulsory to go to university
Recruit on facebook
Recruit at kindergarten
Technology for content
Ebay for scholarship
Student will be part of several unis
Only using myspace, fb, etc
Open internet exams, valid degree for 5 years.
Redo courses every 3 years – but 5 min lectures
Online tutoring in Bangalore
i-labs and e-libs
All must study overseas
Reimburse who does not get a job
10% income from govt
Salary indexed to ranking
MFA important because creativity will be so important