Transcript Learning design for online courses The Pedagogical Patterns Collector, the Learning Designer, and MOOCs Diana Laurillard Jan 2013 cc: by-nc-sa.

Learning design for online
courses
The Pedagogical Patterns Collector,
the Learning Designer, and MOOCs
Diana Laurillard
Jan 2013 cc: by-nc-sa
The problem to be addressed
• Technology is under-used in teaching and learning
• There is little time or reward for TEL innovation in teaching
• Teachers need to be able to build on the designs of others
• Articulate their pedagogy
• Adopt, adapt, test, improve their learning designs
• Co-create and share learning designs
• Understand the costs and benefits of moving to online
A
computational representation of pedagogic design
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A computational representation
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The Pedagogical Patterns Collector
A library of
patterns to
inspect
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The Pedagogical Patterns Collector
Colour-coded text
identifies content
parameters
Black text expresses
pedagogy design
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The Pedagogical Patterns Collector
Category of
learning type
and duration in
minutes
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The Pedagogical Patterns Collector
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The Pedagogical Patterns Collector
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Adopt/Adapt a teaching pattern
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Adopt/Adapt a teaching pattern
Add link to an
OER, e.g. a digital
tool for practice
Specify the
duration of the
activity in minutes
Read, Watch, Listen
Investigate
Discuss
Practice
Share
Produce
Adjust the type of
learning activity.
Edit the instructions.
Export to
Word
[Moodle]
Check the feedback
on the overall
distribution of
learning activity
Represent the
teacher as
present or not
Adopt – Adapt – Import resources - Test and re-design – Share what works
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Abstract a pattern
Enter a generic
term: ‘their
professional
practice’
Highlight a
content term or
phrase: ‘classroom
teaching’
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The generic version
‘their professional
practice’ populates
the generic pattern
Abstract a pattern
Publish both
specific and generic
versions for others
to adopt and adapt
Enter a generic
term: ‘their
professional
practice’
Highlight a
content term or
phrase: ‘classroom
teaching’
Jan 2013 cc: by-nc-sa
The generic version
‘their professional
practice’ populates
the generic pattern
Comparison of pedagogical benefits
A computational representation can analyse how much of
each activity has been designed in
Categorised
learning activities
Conventional
Acquisition
Inquiry
Discussion
Practice
Production
Blended
Acquisition
Inquiry
Discussion
Practice
Production
Analysis shows more
active learning
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Comparison of pedagogical benefits, and costs in
terms of teacher support for one example
Conventional
Online
Acquisition
Inquiry
Discussion
Practice
Production
Model 1
Model 2
Model 3
Acquisition
Inquiry
Discussion
Practice
Production
Model 1
Model 2
Model 3
Student
numbers
30
60
120
30
60
120
Teacher hrs
per student
3.0
2.2
1.9
1.6
1.4
1.4
Total teacher
hrs
90
132
228
48
84
168
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Comparison of pedagogical benefits, and costs in
terms of teacher support for one example
Conventional
Online
Acquisition
Inquiry
Discussion
Practice
Production
Model 1
Model 2
Model 3
Acquisition
Inquiry
Discussion
Practice
Production
Model 1
Model 2
Model 3
Student
numbers
30
60
120
30
60
120
Teacher hrs
per student
3.0
2.2
1.9
1.6
1.4
1.4
Total teacher
hrs
90
132
228
48
84
168
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Modelling the costs for increasing student
cohort size
Conventional
3.5
OnlineMode
Open
3
Teacher
hours per
student
2.5
The benefit of
shifting from
variable to fixed
costs, and spreading
fixed costs over
larger numbers
2
1.5
1
0.5
0
30
60
90
120
150 Cohort size
A higher proportion of fixed costs and scaling up improve the
per-student preparation costs
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Modelling the costs for increasing student
cohort size
Conventional
3.5
OnlineMode
Open
3
Teacher
hours per
student
2.5
2
1.5
The cost of
commenting,
advising,
marking for each
student
1
0.5
0
30
60
90
120
150 Cohort size
Scaling up will never improve
the per-student support
costs… unless…
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… we come up with some clever
pedagogical patterns
The question is – what are they, and how
do we develop and share them?
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MOOC feasibility (if ‘free’)
There are only ‘fixed’ costs
Reused ‘transmission’ teaching via multimedia
Reuse of orchestrated peer learning
Use of free interactive digital learning objects
Reuse of automated assessment tests
Certificate of ‘attendance’
There are no ‘variable’ (per student) costs
No individual student support
No tutor-based assessment, formative or summative
No accreditation of learning
Actual remaining costs are seen as ‘marketing’
Hosting, converting materials, monitoring
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How to progress learning design for
online courses?
These issues are under discussion in the OLDSMOOC on Learning
Design for a 21st C Curriculum at http://olds.ac.uk
- Week 4 on Pedagogical Patterns begins today 31 Jan
The issues will undoubtedly play a part also in ALT’s MOOC,
ocTEL - Open Course in Technology Enhanced Learning – see ALT
website Events, 15 April to 21 June.
What are the new pedagogical patterns we will need for
MOOCs, and how do we develop and share them?
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The Learning Designer A TLRP-TEL project
The project partners
Oxford
Liz Masterman (CoPI)
Marion Manton (CoPI)
Joanna Wild (RF)
Birkbeck/LKL
IOE/LKL
George Magooulas (CoPI)
Patricia Charlton
Dionisis Dimakopoulos
Brock Craft (RF)
Diana Laurillard (PI)
Dejan Ljubojevic (RF)
LondonMet
Tom Boyle (CoPI)
RVC
ALT
Seb Schmoller
Rachel Harris
LSE
Steve Ryan (CoPI)
Ed Whitley
Roser Pujadas (PhD Student)
Project website at www.ldse.org.uk
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Kim Whittlestone (CoPI)
Stephen May
Carrie Roder (PhD Student)