Transcript Document 7197882

Supporting academics in the
effective use of digital
technologies for learning and
teaching
Diana Laurillard, IOE
OUTLINE
Developing the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
OUTLINE
Developing the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
The 21st Century University
Broader knowledge base and wider choice of subjects
Critical thinking and problem-solving
Creativity and innovation
Independent learning
Communication / language skills
Global outlook
Leadership and teamwork skills
Entrepreneurship
More subject areas
Skill mixes for all subjects
Values perspectives for all subjects
Flexibility
Diversity
Optionality
 All create pressure on staff time
Cultural appreciation
Social and national responsibility
Healthy lifestyle and lifelong learning capability
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Developing the 21st learner - Using technology?
Characteristics of the new undergraduate curriculum
Enhanced communication skills
“Thediscussion
key picture
that inemerges
is that
Online
forum - Practice
an asynchronous
context
User content generation
tools – Multimediatechnologies
presentation skills
students
are appropriating
Activeto
learning
meet
their own personal, individual
Digital libraries – Inquiry-based learning with online support
needs
mixing
use ofa system
general
ICT
tools
Modelling–
tools
– Understanding
through
experiment
resources,
Globaland
learning
experiencewith official course or
Online courses – Flexible study in time and place
institutional tools and resources”
Language
broker
sites – Learning
teaching
a ‘friend’
[Student
experiences
of TELand
Report,
JISC,with
2006]
Work-integrated learning
Virtual environments – Role-play simulations of real-world decisions
Mobile learning tools – Digitally-supported site-specific learning
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OUTLINE
Developing the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
Technologies for transforming teaching?
Technology tools are optimised for business
They are good for
Presentation - powerpoint, whiteboards…
Access to information - digital libraries, search engines…
Administration - data management systems…
Technology tools are not optimised for teaching
They are not good for
Guiding inquiry
- still in the research labs
Structuring discussion
- little commercial interest in
Orchestrating collaboration
develoment and rollout
Adapting learners’ practice
Designing learning activities
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5 reasons for lack of technology innovation
1) Digital technologies are too new, and they do everything
2) Education is a complex system of powerful, stable
drivers, which do not embrace technology
3) Education leaders are not comfortable with technology as
a component of strategy
4) Education is national, political, public service - not so
subject to market forces, or investment in innovation
5) Lecturers have neither the power nor the means to
innovate
[Laurillard, in Opening Up Education, 2008, MIT Press]
New media and delivery technologies for
education – Recent history
1970s Interactive computers - new medium for articulating ideas
Local drives & discs
1980s WIMP interfaces
- local storage with the user
- devices for ease of access to content
Internet
- mass production / distribution of content
Multimedia
- elaborated forms of content
1990s Worldwide Web
- wide access to extensive content
Laptops
- personal portable access to the medium
Email
- mass delivery of messages
Search engines
- easier access to extensive content
Broadband
- rich content / immediate communication
2000s 3G mobiles
Blogs
- low-cost access to elaborate content
- personal mass publishing
Old media and delivery technologies for
education– Not so recent history
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Writing
- new medium for articulating ideas
1400s Paper
- local storage with the user
1600s Indexes, paragraphs
- devices for ease of access to content
1400s Printing
- mass production / distribution of content
1800s Photos, sound, film
- elaborated forms of content
1900s Libraries
- wide access to extensive content
1500s Published books
- personal portable access to the medium
1800s Postal services
- mass delivery of messages
1900s Bibliographies
- easier access to extensive content
1940s Television, phones
- rich content / immediate communication
1950s Paperbacks
- low-cost access to elaborate content
1700s Pamphlets
- personal mass publishing
Old media and delivery technologies
against the new
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Writing
Interactive computers
1400s Paper
Local drives & discs
1600s Indexes, paragraphs
WIMP interfaces
1400s Printing
Internet
1800s Photos, sound, film
Multimedia
1900s Libraries
Worldwide Web
1500s Published books
Laptops
1800s Postal services
Email
1900s Bibliographies
Search engines
1940s Television, phones
Broadband
1950s Paperbacks
3G mobiles
1700s Pamphlets
Blogs
1970s
1980s
1990s
2000s
Old media and delivery technologies
against the new
0
Writing
Interactive computers
1400s Paper
Local drives & discs
1400s Printing
WIMP interfaces
1500s Published books
Internet
1600s Indexes, paragraphs
Multimedia
1700s Pamphlets
Worldwide Web
1800s Photos, sound, film
Laptops
1800s Postal services
Email
1900s Libraries
Search engines
1900s Bibliographies
Broadband
1940s Television, phones
3G mobiles
1950s Paperbacks
Blogs
1970s
1980s
1990s
2000s
1970s
2000s
Local
Interactive
drives
computers
& discs
WIMP
interfaces
30 years
Education leaders not using technology strategically
• Technology is fundamental to the ‘business’ of education
- Research, administration, and teaching and learning
• Digital technology needs long-term strategic planning
- It is complex, far-reaching, specific to education
• Education needs long-term investment in technology change
- Technologies will continue to set new challenges
• Investment must be managed
- To improve both quality and scale, and give clear ROI
 Senior leadership must include e-learning expertise
Harnessing Technology (Government Strategy for cross-sector transformation of learning, UK, 2005)
What does it take to improve teaching?
Drivers = things you can’t ignore
Strategic plans
Funding imperatives
Learner needs
Stakeholder demands
Career opportunities
Curriculum requirements
Assessment requirements
Quality standards
Drivers
Teachers
Leaders
We need to address all these drivers
What does it take to improve teaching?
Enablers = things you can’t do without
Training and development
Information & guidance
Shareable resources
Communities of practice
Learning design support
Resource modelling
R&D on pedagogies
ICT systems and services
Rights and IPR advice
Drivers
Teachers
Leaders
Enablers
We need to provide all these enablers
Planning for e-learning – key elements
Strategy – systemic, managed
Senior team
Curriculum reform
Academic leaders
Assessment reform
sector
“Strategies are becomingCross
much
Quality standards focus
Cross sector
more embedded, with the biggest
Resource planning for T&L improvement Senior team
change since 2005 being the
rise
to
Career rewards
Academic leaders
prominence
of e-learning strategies”
Orientation
to learner needs
Academics
[UCISA Survey, 2008]
Funding – for adoption
Faculty leaders
Support for teachers
Central units
Engagement of teachers in design
Central units
A community of practice for improvement Academic leaders
[DfES. Harnessing Technology, 2005]
Staff need for use of e-learning
Strategic aims
Impact on staff time
paradigm shift from “teaching” to “facilitating learning”
Increases
students will be provided with greater flexibility
Increases
wider use of blended-learning to enhance quality
Increases
smooth implementation of the double cohort in 2012
Increases
How could all this be achievable without exploiting
and managing the capability of digital technologies to
improve both quality and efficiency?
Teachers have few resources to innovate
• To be adaptive to a changing environment,
teachers need to be like researchers, discovering
how best to support the 21st C learner
• But teachers lack the resources to build on others’
work, re-design, experiment, share, reflect, and
collaborate
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OUTLINE
Developing the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
Teachers as reflective
Researchers
as reflective
practitioners?
practitioners?
fully trained through an apprenticeship program;
highly knowledgeable in their specialist area;
licensed to practice as practitioner and mentor to others;
building on the work of others in their field;
resourced to experiment, investigate and reflect on results;
working in collaborative teams of respected peers;
seeking new insights and ways of rethinking their field;
disseminating findings for peer review and use by others
With a 21st C Teaching and Learning Strategy?
?
Can teachers ‘build on the work of others’?
Learning outcomes across disciplines
Biology: “achieve interconnective and synoptic understanding”
Economics: “bring appropriate concepts and research findings to bear in
developing solutions “
History: “understand how evidence is used in argument” (Entwistle, 2005)
Study of academics’ shared outcomes
43 similar statements from Biology, Economics, History, Music,
Media Studies and Engineering
Academics from Maths, Philosophy, Cognitive science, Computer
science, and Sociology, asked to classify as ‘relevant for their
subject’
 19 out of 43 were classed as ‘relevant’ for >66% of academics
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Can teachers ‘build on the work of others’?
If lecturers share the same learning outcomes
they could share the same learning designs
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What support will
this patient need
when she goes
home?
What support will
this patient need
when she goes
home?
Can teachers ‘build on the work of others’?
If lecturers share the same learning outcomes
they could share the same learning designs
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Can teachers ‘build on the work of others’?
If lecturers share the same learning outcomes
they can share and customise the same
learning designs
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A different model of teaching
- building on the work of others – reuse, adapt, share
- with support staff, and tools, to design new pedagogies
- an opportunity to innovate and discover
- collaborating to improve quality and scale
- teaching as a learning experience
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OUTLINE
Developing the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
The context of formal learning design
TEACHERS
Credits
Qualification
Requirements
Pre-requisites
Policies
Motivations
Ambitions
Aims
Intended
Learning
Outcomes
Topics
Teaching
Methods and
Assessment
COURSE
Logistics
STUDENTS
Knowledge
Skills
Motivations
Ambitions
Approaches
Learning needs
Learning
Activities
Actual
Learning
Outcomes
The learner learning
thinking, being supported, acting
Listening/ Reading
Guidance
TC
Acquisition
Inquiry
Articulating ideas
LC
Asking Questions
LC
Thoughts
Discussion
OC
Others’ ideas
Producing
Production
Adaptation
Reflection
Working to a goal
Feedback
TP
Practice
Investigating
Action plans
LP
LP
Preparing Outputs
Collaboration
Others’ Outputs
Revising
The Conversational Framework
OP
Learning Outcomes  Learning Activities  Teaching Methods
Learners learn
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professionally-oriented
education,
global outlook,
interest in local and
international affairs,
problem solving,
critical and creative thinking,
communication and
interpersonal skills,
sense of social and national
responsibility,
cultural appreciation,
lifelong learning,
biliteracy and trilingualism,
entrepreneurship,
teamwork and leadership
through Learning
Activities
using
Acquisition
Lecture, book, video,
podcast, website, mcq
Inquiry
Library catalogue,
web search engine
Practice
Lab, field trip, virtual
world, simulation
Discussion
Seminar, online
forum, wiki, network
Production
Essay, design, blog,
ppt, website, model
Collaboration
Group project online
forum, blog, ppt,
website, model
Designing the quality learning experience
Use the technology’s capability
to give intrinsic feedback
to promote student collaboration
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Learning through practice with extrinsic feedback
Wrong,
try again
Teacher’s
Concepts
Adapt Task
practice
environment
Reflect
Learner’s
Concepts
Adapt
actions
Reflect
Operate
Learner’s
practice
Picture of
equipment
Select control
New control
Sample design
Picture of equipment
Operate to produce goal X
Click on control
Correct – shows gauge
Incorrect – nothing
Try again
Learning through practice with intrinsic feedback
Learner’s
Concepts
Teacher’s
Concepts
Adapt Task
practice
environment
Reflect
Adapt
actions
Reflect
Operate
Gauge
Feedback
result
Picture of
equipment
Select control
New control
Learner’s
practice
Sample design
Picture of equipment
Operate to produce goal X
Click on control
Correct – shows gauge
Incorrect – shows gauge
Try again
Learning through interpretation practice…
Theory
Ideas
Learner’s
Concepts
Teacher’s
Concepts
Outputs
Adapt Task
practice
environment
Other
learner(s)
Ideas
Adapt
actions
Adapt
actions
Reflect
Compare
Reflect
Draft
outputs
Learner’s
practice
Video case
studies
Interpretations
Other
learner(s)
Draft
outputs
Sample design: Video cases, observe, compare, interpret, submit
Learning through collaboration…
Comments
Learner’s
Concepts
Teacher’s
Concepts
Outputs
Adapt Task
practice
environment
Comments
Adapt
actions
Reflect
Other
learner(s)
Adapt
actions
Reflect
Compare
Reflect
Draft
outputs
Learner’s
practice
Video case
studies
Interpretations
Other
learner(s)
Draft
outputs
Re-Interpretations
Sample design: Videos, observe, compare, interpret, share, comment, re-try, submit
The context of formal learning design
TEACHERS
Credits
Qualification
Requirements
Pre-requisites
Policies
Motivations
Ambitions
Aims
Intended
Learning
Outcomes
Topics
Teaching
Methods and
Assessment
COURSE
Logistics
STUDENTS
Knowledge
Skills
Motivations
Ambitions
Approaches
Learning needs
Learning
Activities
Actual
Learning
Outcomes
Productivity
Improving productivity means achieving:
either the same quality for less resource
or better quality for the same resource
or better quality for less resource!
Quality: optimal use of student time:
across the full range of learning activities that cover the CF?
a balance of personalised, social, standardised learning activities?
Resource: measured in terms of
Staff time for preparation of teaching
Staff time for presentation: presence, real or virtual
Productivity: optimise staff time to provide quality teaching.
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Modelling learning designs
Select
teaching
methods
Set learner
groups size
Allocate
learner time
for each
method
Outputs
proportions
of learning
experience
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Outputs
teacher time
needed
100
5
0
1
0
20
0
Model 3: Distance learning
ALLOCATE Learner time
Teacher time
100
200
50
500
50
5
10
20
10
100
50
5
1.0
1.0
0.0
1.0
0.1
n/a
al
h
ou
rs
0
Model 1: Conventional methods
ALLOCATE Learner time
200 100 100 200
Teacher time
400 1000 10 1000
Model 2: Blended learning
ALLOCATE Learner time
Teacher time
To
t
lin
e
O
n
ASSIGN Group size
lin
e
Black numbers can be edited; red
numbers are derived.
Le
ct
u
re
Tu
to
ri
al
P
ro
je
ct
gr
TM
ou
A
p
W
eb
Comparative models for teacher training
DEFINE Number of students
50
O
n
Modelling teaching time
tu
to
ri
al
IC
gr
ou
M
A
p
Conventional
methods are
assigned a maximum
group size, and
learner contact +
study hours
600
2410
Assumptions
about
50 50
100
600
teacher
15 2.5
10 preparation
1243
time, and contact
time, could be edited
100 150 100 80 100
600
500 15 30
4 10
684
100 100
500 10
Assumptions
Teacher preparation time / student hour
Teacher presence needed / student hour
0.0
0.1
0.1
n/a
0.0
0.1
0.1
n/a
0.1
n/a
Model 1: teacher time needed is 2410 hours = 3 fulltime staff for the half-year
Modelling teaching time
100
5
0
1
0
20
0
Shift3:lecture
time to
web
Model
Distance
learning
tutorial
to online
ALLOCATE
Learner
time
Teacher project
time group to online
marking to computer
to halve the teaching time
Assumptions
Teacher preparation time / student hour
Teacher presence needed / student hour
600
2410
100
200
50
500
50
5
100 100
500 10
10
20
10
100
50
5
100 150 100
500 15 30
1.0
1.0
0.0
1.0
0.1
n/a
0.0
0.1
al
h
ou
rs
0
Model 1: Conventional methods
ALLOCATE Learner time
200 100 100 200
Teacher time
400 1000 10 1000
Model 2: Blended learning
ALLOCATE Learner time
Teacher time
To
t
tu
to
ri
al
IC
gr
ou
M
A
p
lin
e
lin
e
O
n
ASSIGN Group size
O
n
Black numbers can be edited; red
numbers are derived.
Le
ct
u
re
Tu
to
ri
al
P
ro
je
ct
gr
TM
ou
A
p
W
eb
Comparative models for teacher training
DEFINE Number of students
50
0.1
n/a
50 50 100
15 2.5 10
0.0
0.1
80 100
4 10
0.1
n/a
600
1243
600
684
0.1
n/a
Model 2: teacher time needed is 1243 hrs = 1.5 fulltime staff for the half-year
Modelling teaching time
Model 2: Blended learning
ALLOCATE Learner time
Teacher time
Model 3: Distance learning
ALLOCATE Learner time
Teacher time
0
20
0
al
h
ou
rs
To
t
tu
to
ri
al
IC
gr
ou
M
A
p
lin
e
lin
e
O
n
Shift
more lecture time to web
ASSIGN Group size
100
5
0
1
more tutorial to online
project
group to online methods
Model
1: Conventional
markingLearner
to computer
ALLOCATE
time
200 100 100 200
toTeacher
halve the
teaching time
time
400 1000 10 1000
O
n
Black numbers can be edited; red
numbers are derived.
Le
ct
u
re
Tu
to
ri
al
P
ro
je
ct
gr
TM
ou
A
p
W
eb
Comparative models for teacher training
DEFINE Number of students
50
0
600
2410
100
200
50
500
50
5
100 100
500 10
50 50 100
15 2.5 10
10
20
10
100
50
5
100 150 100
500 15 30
1.0
1.0
0.0
1.0
0.1
n/a
80 100
4 10
600
1243
600
684
Assumptions
Teacher preparation time / student hour
Teacher presence needed / student hour
0.0
0.1
0.1
n/a
0.0
0.1
0.1
n/a
0.1
n/a
Model 3: teacher time needed is 684 hrs <1 fulltime staff for the half-year
Modelling teaching time
Doubling student
numbers doubles staff
costs on both models.
However: shifting from
conventional to
blended is possible on
same staff hours.
Conventional
Blended
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Technology is used:
• to improve the
fixed:variable costs
• for re-use
• for program feedback
• for peer feedback
Teaching as a design science
We need to model the effects of all our learning designs on
How learners use their time
The true costs of staff time
The cognitive learning experience
The personal and social aspects of learning
The effects on classroom usage
to understand how best to use the technology – old and new
Experiment, test, re-design, share, adapt – like a designer
Build on the work of others – like a researcher
The University as a’ learning organisation’
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SUMMARY
Developing the 21stC learner
- new skills for developing knowledge
Technology to support the learner
- quality, flexibility, productivity
Supporting the 21stC lecturer
- investing for quality, flexibility, productivity
Teaching as a learning experience
- planning, collaborating, modelling
Teaching as a design science
-- innovating, testing, publishing
Supporting academics in the effective use of
digital technologies for learning and teaching
Thank you for listening!
Diana Laurillard, Professor of Learning with Digital Technologies
[email protected]
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