Transcript Should learning design be supported computationally? It’s difficult, but it’s worth a try, because… Teachers need much more support than they get to.

Should learning design be
supported computationally?
It’s difficult, but it’s worth a try, because…
Teachers need much more support than they get to make the most
of learning technologies
If they can learn together, collaborate, connectivate, build on the
work of others, they can build this knowledge
Not in just in staff development courses, not from books, not
through exhortation, but in the same way as other designers learn…
That’s why we built 
The Learning Designer overview
Analysis:
Properties:
Timeline:
design
The start screen:
Input
Teaching-Learning
feedback
the
Importparameters
or on
Create
and constraints
Activities,
overall
learning
timing,
group sizes,and
experience
sequencing
teacher
workload
Learner time
Tutor supported class
Tutor supported group work
Tutor supported individual
Independent group work
Independent individual work
Summative assessment
What does the Learning
Designer help you work on?
• Developing new teachers and CPD
• Managing the Key Information Set
• Doing more with existing resources
• Complementing the value of OERs
• Promoting reflection
• Encourage creativity and innovation
Does it deliver?
To provide help,
the system needs
a computational
model of what it
takes to design a
teaching-learning
activity
Developing new teachers and
CPD?
• Import existing learning designs
• Offer advice and guidance
Developing new teachers and CPD?
Import an existing
learning design
Adapt an existing
learning design
Consider advice
and guidance on
adaptation
Consider
alternative
learning activities
Comments on staff development
• You could base its use in PG Cert. You know, embed in PG Cert
course design modules [...] this kind of flow, so that it becomes
a learned behaviour from the start.
• I like the idea of working through this with some new staff and
getting them to think before they get pulled into just standing
there and lecturing because that's what happened to them
when they were at university, getting them to think through
how they can shift the patterns of how they're designing their
learning
Managing the Key Information Set?
• Analysis of the learning experience
• Analysis of the logistics of learning
Key Information Set model
Calculation of assessment methods and learning and
teaching methods
Module
Credit Student % scheduled
value numbers T & L
% indep’t
study
Physics 1
30
100
60
40
Maths 1
30
100
50
50
Computing 1 20
100
30
70
Computing 2 10
40
30
70
Maths 2
30
40
60
30
Logistics, Learning experience
Module title
Credit value
Student numbers
Learning activities
Learning experience
Teacher workload
Module learning time Screen with Analysis
Learning Time
by Session
Type
TutorSupported
Class
Tutor
Supported
Group work
Tutor
Supported
Individual
Work
Independent
Group Work
Independent
Individual
Work
Summative
Assessment
Conventional
30
30
10
1
18
60
40
Digital/Online
10
10
10
1
10
100
10
Total Learning Time
hours
300
As the user changes
the integers in each
cell, the Total
Learning hours
updates.
Pie Charts always
on Screen and
update with user
input to the Table
Learner time
Learner experience
Tutor supported class
Tutor supported group work
Tutor supported individual
Independent group work
Independent individual work
Summative assessment
Conventional vs Digital
Whole class
Small group
Individual
Summative assessment
Contact time
Conventional
Tutor-supported
Online/TEL-based
Independent
Comments on KIS for the learning
experience
• “I think the representation at the end, the
feedback, this bit was very, very helpful [i.e. pie
charts]. So, I've made my decisions, what does it
look like for a student, that was very, very
useful, and the ability to go back and change
that and say: actually, probably I need even
more, let's say, inquiry”
Doing more with existing resources?
• Understanding teacher workload
• Adopting and embedding OERs
Teacher workload - reuse
Compares time for
preparing from
scratch with time
for reuse
Teacher workload – going online
Change session
type from ‘Tutor
Group’ to
‘Independent
Group’
Compare Teacher
Contact time
Comments on reuse, sharing and
workload
• “If this was a kind of gateway to sharing practice, that would
be very useful [...] and maybe for new tutors coming along to
see different possibilities”
• “Yes I think that is very useful to see what someone else has
done… where you had them evaluating each other’s website,
so they are creating a website and asking their colleague to
review it… that’s an idea I hadn’t got in my course. And I think
that’s an excellent idea. It has come to me because it is a
design that has been built my someone else. And you get very
useful ideas that you hadn’t thought of before that you use in
your design”.
Complementing the value of OERs?
• Adopt and adapt learning designs
• Import existing resources
• Exchange learning designs – via Web
The Pedagogical Patterns Collector
Generic forms – Specific instances
The Pedagogical Patterns Collector
And Export
Read, Watch, Listen
Investigate
Discuss
Practice
Share
Produce
Check the
feedback on the
overall distribution
of learning activity
Adjust the type of
learning activity.
Edit the
instructions.
Add– link
OER - Share
Adopt – Adapt – Import OER – Export
Testto–an
Revise
Comments on the PPC
• [The pie-chart] is one of the most useful features of the PPC
designer, it gives a good overview of the balance between
different learning experiences (WV05)
• I rarely consider how the students' time is apportioned …
it's good to be made to think about this. (WV17)
• Seeing how the session/s are shaping up in such a visual
medium with colour coding of activity types is useful and
would probably make me think more carefully about
providing a mix of activities (WV19)
Promoting reflection?
• Feedback on designs
• Alternative design ideas
Alternative design ideas and feedback
Query the
knowledge base
for specific types
of learning activity
Comments on alternative design ideas
• “I think it definitely helps you to reflect on what you're doing
[...] And then to see the pie chart and then to realise I want
some more production and practice in there and go back and
complete the design with those elements.”
• “This would cause me to think again about my design in terms
of: hang on a minute, if the system tells me that what I am
planning has no inquiry element but yet that's what I'm trying
to achieve, there must be something wrong”
From a reviewer:
"The ideas underlying the approach are interesting and
significant as they constitute new directions to LD and handle
limitations of existing LD tools."
Encourage creativity and
innovation?
• Feedback on designs
• Alternative design ideas
• Tools for constructing designs
Constructing designs
Select from existing TeachingLearning Activities with given
properties
Change their
properties to suit
the context
Comments on creativity and innovation
• “The approach is very helpful in getting me to think differently
about learning design. It is because it is different to how I
would normally design. This different perspective helps me
think differently about my design. I like that because while it is
similar in the idea of providing things like activities [….] it also
helps me think more deeply about how this impacts the
students’ learning.”
• “It helps me to see an overview of my design and gives me a
different way to think about my design. I’m already thinking
about the importance of these concepts for my design and
reflecting about the type of change and different activities. …
Mm.. I think this is great. Very helpful.”
What issues must the Learning
Designer also address?
• Complexity
• Potentially
a tool…ofthere’s
management
“It’s very overwhelming
a lot going on andcontrol
to think
•
•
about. I’m not sure what all the terms mean. I mean I don’t
“My
only worry
is that it
LDSE] turns
into anand
institutional
understand
the difference
production
practice.
Interpretability
of[i.e.between
analysis
requisite
an option.
becomes
measurement
tool,
Let’s haverather
a lookthan
[…] Yes
– OK – IItget
it. Yes aI see
the difference.
rather
than
useful
organisational
tool with
that allows
some and
Probably
weaneed
aabit
more help here
explanations
The
need
for
topic-oriented
focus
“I
think
it's
cute
to
have
pie
charts,
it's
neat
[...]
I
would
critical
selfBut
reflection
on get
practice.
I know
thesogoal
isgo
theback
examples.
once you
into the
tool that
it isn’t
difficult”
and
squidge
my stuff,once
reorganise
mycan
timebecome
because
I seductive
would know
latter,
but
software,
out
there,
so
to
“My
problem
with
the tool
is that
the apedagogy
isofneutral
of the
that
it
would
be
a
good
thing
to
have
mix
of
all
these
things
gather
information
for departments,
policy
makers,requires
etc, anda the
topic
while
the
approach
to that's
teaching
and learning
(i.e.
forms
of
learning).
But
because
I
think
it's
afor
good
information
that
is
produced
is
probably
ONLY
useful
topic
approach
and
this that
tool this
doesn’t
help
with
this approach”
thing.
If I didn't
believe
was
a good
thing,
individual
teachers,
not education
ministers,
etc” then you
would show me a pie chart that was 90% of one thing I would
still think it's ok”
Future collaborations...
• With HKU – to test the cross-cultural sharing of learning designs between
school teachers (ESRC Bi-lateral?)
• With LSIS – to integrate the Learning Designer with the Generator tool for
FE deployment (BIS funding to 03/12)
• Request to join EU consortium on ‘Intelligent Agents for Teaching and
Learning’ (University of Macerata, Italy)
• Request for collaboration on using the Learning Designer to support eportfolios for staff (HKIofEd)
• Request for collaboration on using the PPC to update training designs for
the construction industry (Fundación Laboral, Madrid)
• Interoperability discussions with LAMS, Moodle, Blackboard, CELs…
The ALT Survey on ‘Contexts of Use’
Respondents (89) were asked what key contribution they felt the
LDSE project had made (52 knew of LDSE). Responses suggest
that the LDSE project had:
– Increased awareness of learning design support tools, and of
pedagogy.
– Enabled the move from research to practice in the use of learning
design tools.
– Provided learning design patterns that have been proven to work.
– Advanced the visualisation of designs.
The LDSE project’s key contribution has been “drawing together
some of the best research of the [past] decade into a usable
tool” although “future projects should 'sell' the point of learning
design support tools hard.
The ALT Survey on ‘Contexts of Use’
Strongest context would be
• Where learning design support tools are used in a staff
development context
Also high:
• A course team is developing a new course – members use the
tool for sharing their designs to aid working together.
• Individual teachers use the tool to look at the learning designs
created by other teachers, to get ideas and inspiration.
BUT
• We need for “Evidence that the tool provided significant
benefits e.g. cost savings, time efficiencies” or “increased
learner engagement”.
Credits
The Learning Design Support Environment (LDSE) project
IOE/LKL
Oxford
Liz Masterman (CoPI)
Marion Manton (CoPI)
Joanna Wild (RF)
Brock Craft (RF)
Diana Laurillard (PI)
Dejan Ljubojevic (RF)
Birkbeck/LKL
George Magooulas (CoPI)
Patricia Charlton
Dionisis Dimakopoulos
LondonMet
Tom Boyle (CoPI)
RVC
LSE
Steve Ryan (CoPI)
Ed Whitley
Roser Pujadas (PhD Student)
Kim Whittlestone (CoPI)
Stephen May
Carrie Roder (PhD Student)
Questions, Comments?