Seal of Good Local Governance (SGLG) 2024Final.pptx
Dl l der
1. OLDS MOOC: Design and review a
teaching-learning session: Using the
Pedagogical Patterns Collector
July 2012
Diana Laurillard
2. Outline
What can you do with the PPC?
Adopt and adapt a pattern
Express a design pattern
Review and discuss in relation to the MOOC
July 2012 cc: by-nc-sa
3. Intended outcomes
Participants should feel they
– Could start using the PPC to design and exchange
ideas
– Can see the value of the approach
July 2012 cc: by-nc-sa
4. Why the PPC? - Teachers must be a
professional learning community
• Building on the work of others
• Articulating their pedagogy
• Adopting, adapting, testing, improving learning designs
• Sharing learning designs
• Comparing conventional with digital teaching
Teachers need a shared description of their teaching
ideas, and not just by topic
July 2012 cc: by-nc-sa
5. The Pedagogical Patterns Collector
This is where you can where the
This is
browse other teachers’ represents
teacher
designs their pedagogic design
July 2012 cc: by-nc-sa
6. Adopt/Adapt a teaching pattern
Read, Watch, Listen
Investigate Export to
Discuss
Practice Word
Share [Moodle]
Produce
Add link to a resource,
e.g. an e-portfolio to
record their practice
Adjust the type of
learning activity.
Edit the Check the
instructions. feedback on the
overall distribution
of learning activity
Adopt – Adapt – Import other resources or designs - Export
July 2012 cc: by-nc-sa
7. Activity 1: Browse and adopt a pattern
1. In pairs, browse the Inbuilt Collection of Patterns.
2. Select the pattern ‘Understanding Authentic Practice’. Read
through the generic description of the pattern.
3. Click on each of the Examples of this pattern (on the right) to
see how it adapts to different topic areas.
4. Click on the Generic button (bottom right) and insert your
own topic phrases:
For Authentic practice, type in: ‘MOOC design’
For Data collection method: ‘recording a MOOC on Elluminate’
For Aspects to focus on: ‘giving all students the chance to speak’
5 minutes
July 2012 cc: by-nc-sa
8. Activity 2: Adapt a pattern
Using the same pattern and topic phrases,
1. Click on 'Adapt this pattern' (top)
2. Experiment with improving it by adding an activity
where students ‘Produce’ something to submit to each
other, or the class, or the teacher for comment.
3. Check what difference this makes to the pie chart.
As you work, link to Cloudworks to post
comments, questions, and reflections:
http://cloudworks.ac.uk/cloud/view/6398
8 minutes
July 2012 cc: by-nc-sa
9. Activity 3: Express a design pattern
1. In pairs, click on 'Add Blank TLA’ (centre top)
2. Express the Handout description of a 'design pattern'
using the 'Add learning Types’ button (bottom of the
TLA):
– Select the series of learning types you need
– Insert text
– Adjust the properties to fit
10 minutes
July 2012 cc: by-nc-sa
10. Does it help? – User comments
• [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
• I rarely consider how the students' time is apportioned … it's good
to be made to think about this.
• “Yes I think that is very useful to see what someone else has
done… that’s an idea I hadn’t got in my course. And I think that’s
an excellent idea… ”.
• “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.”
July 2012 cc: by-nc-sa
11. Comments – Discussion
• Comments and questions?
• Could we use the PPC as a tool within
the MOOC?
• Could we use it to plan and exchange
ideas for sessions?
July 2012 cc: by-nc-sa
12. The LDSE project team
Oxford Birkbeck/LKL
Liz Masterman (CoPI) George Magooulas (CoPI)
Marion Manton (CoPI) Patricia Charlton
Joanna Wild (RF) Dionisis Dimakopoulos
IOE/LKL
Brock Craft (RF)
LondonMet Diana Laurillard (PI)
Tom Boyle (CoPI) Dejan Ljubojevic (RF)
RVC
LSE Kim Whittlestone (CoPI)
Steve Ryan (CoPI) Stephen May
Ed Whitley Carrie Roder (PhD Student)
Roser Pujadas (PhD Student)
July 2012 cc: by-nc-sa
13. Further details…
Teaching as a Design
Science: Building
pedagogical patterns
for learning and
technology (Routledge,
2012)
July 2012 cc: by-nc-sa
Hinweis der Redaktion
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer supported collaborative learning. (Vol. 128, pp. 69-97). Berlin: Springer.Schwartz, D. (1999). The Productive Agency that Drives Collaborative Learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197-218). New York: Elsevier Science/Permagon.NIE. (2011). Evaluation of Implementation of the IT Masterplan 3 and its Impact on Singapore Schools Research Brief (Vol. 11-001). www.nie.edu.sg: National Institute of Education, Singapore.
Laurillard, D., & Ljubojevic, D. (2011). Evaluating learning designs through the formal representation of pedagogical patterns. In C. Kohls & J. W. Wedekind (Eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (pp. 86-105): IGI Global.(tinyurl.com/ppcollector3)
See Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2011). A constructionist learning environment for teachers to model learning designs Journal of Computer Assisted Learning, (Accepted).
