SLTCC 2016 (Keynote 1) Teachers pursuing excellence: Blending the physical, social and digital environments
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Keynote speech by Prof. Diana Laurillard at the Solent Learning and Teaching Community Conference 2016.
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SLTCC 2016 (Keynote 1) Teachers pursuing excellence: Blending the physical, social and digital environments
- 1. Diana Laurillard UCL Knowledge Lab Teachers pursuing excellence: Blending the physical, social and digital environments
- 2. Outline • Blending social, physical and digital environments • What it takes to teach – innovative learning designs • Teachers sharing experience and practice • Tracking student achievement
- 3. Blending social, physical and digital environments for learning
- 4. L C Teacher concepts Peer concepts Peer practice Learning environment L C L P L P Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate Representing the types of learning Inquiring Discussing Practising Sharing The teacher uses all these types of learning to promote active development and integration of concepts and practice Producing Acquiring
- 5. The teacher should challenge the Learning Technology Environment to support all these aspects of the collaborative learning process L C Teacher concepts Peer concepts Peer practice Learning environment L C L P L P Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate The learner learning with technology Web resources Webinars Forum Podcasts Simulations Games Role plays Multiplayer games Design tools
- 6. E-books with annotation; videos with bookmarking; animated diagrams Short video clips; voice-over ppt; multiple online resources Accessible resources to investigate and compare Digital tools to collect and analyse data Asynchronous discussion increases the ratio of student:staff talk Synchronous forums for the few can be vicarious learning for the many Using digital models (microworlds) recruits natural learning skills Simulations, games, virtual labs, role-play games give new forms of feedback Orchestrated roles and joint tasks increases peer feedback Shared tools - wikis, Scholar, googledocs, design tools - support exchange Design tools motivate the articulation of what has been learned Outputs can be public and valued, in students’ online portfolios Digital tools to improve pedagogy – physical, social and virtual Acquisition Inquiry Discussion Practice Collaboration Production Acquisition Inquiry Discussion Practice Collaboration Production
- 7. What it takes to teach – innovative learning designs
- 8. The Learning Designer: A tool for teachers http://learningdesigner.org
- 9. A tool for teacher collaboration learningdesigner.org.uk 20 minutes Design tool elicits structured details of the teaching idea, built around the artefacts Able to interpret what a Tudor portrait is intended to convey to the viewerAnalysis of the learning experience and duration updates as you design With thanks to the National Portrait Gallery Read/Write/Listen Investigate Discuss Practice Collaborate Produce Decide how to tackle the problem in your group
- 10. Before… After… From a UCL workshop for academic staff…
- 11. The Learning Designer: Sharing pedagogy Export to Moodle Develop a proposal using artefacts Decide how to tackle the problem in your group Use the collection to develop your proposal Develop your proposal in detail Adapt the content to using a different collection for a different type of client
- 12. The review process The Learning Designer: Peer review for a design
- 13. 1 Test? - is there a ‘Produce’ activity, or some way the teacher can use to test whether outcomes are met? 2 Aligned? - are outcome, activities, and produce activity aligned? 3 Feedback? – is there feedback from the teacher, other students, or the technology? 4 Technology? - is there good use of technology? 5 Other? The Learning Designer: Reviewing a learning design Criteria for a good design
- 14. Designs, reviews and redesigns in the Browser Reviews and redesigns added to the Browser Submitted designs, reviews, revisions
- 15. From the Blended Learning Essentials: Embedding Practice: MOOC #FLble2
- 16. Teachers sharing experience and practice
- 17. Browse Adopt Adapt Create Review Redesign Test Publish Teaching excellence: innovating, testing, and sharing new ideas for effective design Building pedagogic knowledge?
- 18. A design tool for teachers: The Learning Designer • The teacher as designer must be able to • Browse existing designs for blended learning • Adapt these and create their own designs • Review and analyse their pedagogic potential • Test them with learners • Redesign and re-test • Publish their design for others to find
- 19. Can teaching become more like ‘design’? Teachers building learning technology knowledge BrowseBrowse Adapt Create Develop Redesign Test Browse Publish Question: What is the teaching design equivalent of the journal paper? We need to professionalise teaching as we did research
- 20. Browse Adopt Adapt Create Review Redesign Test Publish Teaching as a design science Building learning technology knowledge Question: What is the teaching design equivalent of the journal? Answer: A collaborative library of orchestrated open online co-designed peer-reviewed adaptable learning designs
- 21. Tracking student achievement: digital versions of traditional pedagogies
- 22. Learning through production – how teachers and students know what they have learned Types of production activity • From acquisition - A summary of an issue • From inquiry - A report on findings on a topic • From practice - A solution to a problem • From discussion - An interesting question • From collaboration - A joint output
- 23. Learning through production enhanced by technology Learning through producing evidence of what has been learned
- 24. Multiple Choice Questions Pose the question Present the answers ‘Which is correct?’ Give feedback on each option Concealed Multiple Choice Questions Technology-enhanced assessment Pose the question but conceal the options Invite user-constructed answer Present the answers as ‘These are students’ answers; which is closest to yours?’ Give feedback on each option Collect the inputs to refine the options
- 25. Introduce content Self-paced practice Tutor-marked test Student becomes tutor for credit Until half class is tutoring the rest Assessment: By Tutor then cascades The Keller Plan The virtual Keller Plan Introduce content – online video Self-paced practice – interactive exercises Tutor-marked test – online when first student is ready Student becomes tutor – peer reviews next student… Until half class is tutoring the rest – monitored by tutor
- 26. Assessment for the many through the few Tutorial for 5 representative students Questions and guidance help 5 students The vicarious master class The vicarious master class online Video of 5 representative students Questions and guidance help 5000 students
- 27. 240 individual students give response to open question Pairs discuss to compare and give joint response Groups of 4 discuss to compare and agree joint response as one of 10 responses... 6 groups of 40 students decide best response Teacher receives 6 responses to comment on in class Managing collaborative student responses 240 individual students post response to open question Pairs Skype to compare and post joint response Groups of 4 Skype to compare and agree 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 in Forum Pyramid discussion groups online
- 28. Digital models providing intrinsic feedback Learning through practice with meaningful intrinsic feedback Can you create these conditions in the Gases…? This is how the gases look now.
- 29. 0 5 10 15 20 25 30 Average time per action across formats Target Ave time per item Colour, length Colour, length, digits 14 mins 45 actions 18 secs per action In Lab At home Analytics: Intensive practice unsupervised 18 mins 145 actions 7 secs per action
- 30. Unlocking the power of technology for teaching excellence What it takes to teach with technology is not rocket science… … It’s much much harder than that Technology enables all teachers to share and collaborate to develop new pedagogic knowledge Collaborative design and development means we can keep pace with technology innovation and students’ capability it is essential to invest in enabling teachers to be the drivers of pedagogic innovation for their students Teaching as a design science enables excellence in teaching
- 31. Further details… Teaching as a Design Science (Routledge, 2012) d.laurillard@ucl.ac.uk http://learningdesigner.org/i
Hinweis der Redaktion
- The same cycles can be prompted by interaction with a peer learner – discussing/arguing/explaining in the communication cycle; exchanging their practice in the modelling cycle, and commenting on each other’s work in the practice cycle. Put together, the full picture represents all the different ways of learning, expressed in all the different pedagogical approaches listed.
- Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2013). A constructionist learning environment for teachers to model learning designs. . Journal of Computer Assisted Learning, 29(1), 15–30.
- Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
- Scardamalia, M., & Bereiter, C. (2006). Knowledge Building: Theory, Pedagogy and Technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). Cambridge, UK: Cambridge University Press.
- Types of learning are taken from Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
- Concealed MCQs: Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: RoutledgeFalmer. The Keller Plan: Keller, F. S. (1974). Ten years of personalized instruction. Teaching of Psychology, 1(1), 4-9. Pyramid Groups: Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Routledge.
- Concealed MCQs: Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: RoutledgeFalmer. The Keller Plan: Keller, F. S. (1974). Ten years of personalized instruction. Teaching of Psychology, 1(1), 4-9. Pyramid Groups: Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Routledge.
- Concealed MCQs: Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: RoutledgeFalmer. The Keller Plan: Keller, F. S. (1974). Ten years of personalized instruction. Teaching of Psychology, 1(1), 4-9. Pyramid Groups: Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Routledge.
- Concealed MCQs: Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: RoutledgeFalmer. The Keller Plan: Keller, F. S. (1974). Ten years of personalized instruction. Teaching of Psychology, 1(1), 4-9. Pyramid Groups: Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Routledge.
- Types of learning are taken from Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.