Diana Laurillard: A collaborative academic programme to improve higher and professional education
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EDEN Virtual Annual Conference 2021: “Lessons from a pandemic for the future of education” https://www.eden-online.org/2021_madrid/
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Diana Laurillard: A collaborative academic programme to improve higher and professional education
- 2. A collaborative academic programme to improve higher and professional education EDEN Conference 2021: Lessons from a pandemic for the future of education
- 3. “... world-class research and education... which benefit society on a local, regional, national and global scale... committed to equality of opportunity, to engendering inclusivity... [University of Oxford vision] “... engaged with the wider world and committed to changing it for the better... for the long-term benefit of humanity.” [UCL mission] A contribution to reducing inequalities: scale up the value and reach of our professional development activities University ambitions
- 4. The UN Sustainable Development Goals Quality education for all underpins all the SDGs SDG4: universal basic education: 250m children need 68m teachers by 2030
- 5. 5 Transforming to blended learning The Learning Designer A free open online design tool to help with planning blended learning. Based on the six learning types from the Conversational Framework – a model of what it takes to learn. Supports teachers and educators to • design a sequence of blended and online teaching and learning activities • analyse their pedagogic design • evaluate and reflect on how to optimise it https://www.ucl.ac.uk/learning-designer
- 6. Adapting a learning design
- 7. Adapting a learning design
- 8. The pie-chart analyses the distribution of types of learning in the design, in this case, acquisition, collaboration and production, but mostly discussion. There are no rules about what it should be, but now you have the opportunity to consider if that looks appropriate. It is entirely online (pale blue), no f2f. There is some trainer presence (dark brown) to respond to questions, and conduct the plenary discussion. More than half is synchronous (dark pink) - with a group and with the trainer There is mostly individual work (pale green), then groups, then whole class. Analysing a learning design
- 9. Evaluating a learning design Peer review Exchange designs with a colleague Review against an agreed rubric in a new panel Revise according to the reviews you gave and received Student evaluation Share your design post hoc with students Invite them to comment in the Notes Collect their urls and comments in a Googledoc
- 10. Collaboration: The Blended and Online Learning Design ‘collaboration’
- 11. From 17 May 2021 https://bit.ly/BOLDcourse http://bit.ly/Learning-Designer Large-scale online course to orchestrate collaborative knowledge development by education professionals
- 12. Week 1: Rethinking your current teaching • Builds on current teaching • Introduces the Conversational Framework for the underpinning pedagogic principles • Introduces the Learning Designer as the means to take these into your new digital practices • Prepares the groundwork for collaboration
- 13. Step 2.3: Designs for the learning outcome ‘to explain a concept' • Principles for a good design: Constructive Alignment • Activities to motivate and encourage learning • Exercise to compare two versions of a learning design and adapt or create your own • Share on the Padlet wall
- 14. Week 2 Activity 3: Developing students’independent learning In-depth collaborative examination of what it takes to develop a good learning design
- 15. Week 3 Activity 1: Methods of blended and online formative assessment The video shows teachers’ ways of providing peer, blended and automated assessment Then participants create their own, using the Learning Designer
- 16. Week 3 Activity 3: Collaborative knowledge-building Building a collaborative community of teaching and learning innovation
- 17. Teacher hours for preparation/support Preparation hours Support hours Student mins in Active/Passive learning Passive learning mins Active learning mins Comparing estimates for conventional and online methods: teaching costs vs learning benefits 0 20 40 60 80 0 2 4 6
- 18. A key challenge in moving to blended learning: Managing teacher workload In one such study: • Teacher time to prepare and support the session was 8% higher over the 3 runs in the online version • Students had 30% more guided study time online • Students had 4 times as much active learning online It is possible to have considerable learning benefit for a long-term but small increase in teacher workload The initial increase in teacher workload was 50% for Run 1
- 19. Step 3.8: A bold future for teaching
- 20. The bold future for teaching? If we work together, we can share the great innovations needed to guide the transformation to a bold new future for teaching, and not allow others to guide it for us. If we do this, it will also empower the teaching profession to be more powerful consumers of the way technology is used in education. I’ve got lessons to plan lined up for the Learning Designer – the last I gave was observed formally towards a PGCE and was very well received for the balance, variety and methodology. (Jonathan Vernon) Sharing the best practice is the best way to learn. As teachers, we are learners, and it gives others an idea of time invested in the design and how interactive the lesson could be. (Sasi Antony) Indeed sharing my designs with other participants has been useful and I have received valuable feedbacks from them. I would definitely return to learning designer to get inspired from other's designs. Does it work?
- 21. Massive Open Online Collaborations - for professionals Teaching Online >46,000 enrolled A course for teachers in all sectors In Arabic, on Edraak platform Collaboration between the Lebanese University and UCL, in April 2020. It also used the Learning Designer for sharing ideas.
- 22. Teaching Online - a MENA region perspective (Edraak) How has the course changed your future planning for online learning? • I made many adjustments to the study plans and innovated new ideas and methods • We were using a traditional education and it became a transformation in life • God willing, when returning to face2face learning, I will resort try to do blended learning Have your students benefitted? • The level of evaluation was very good to excellent • Everyone was ready and waiting for the next day’s tasks • They have the ability to interact better A post-course survey evaluated their experience:
- 23. Wenger’s Value Creation Framework to capture the impact of an intervention Value Meaning Examples of data (ratings, quotes) Immediate The social learning that develops during an online course 56% rated others’ comments useful or very useful “Debate enriches information and gives you new dimensions” Potential The social/knowledge capital that might be useful 60% rated ‘tangible’ capital elements useful or very useful “The use of all online tools that increase student activity” Applied Actions that lead to changes in current practices or innovations. 94% had changed future planning for online learning “Moving from traditional methods to innovative methods of introducing student and parent in educational process” Realised The outcomes of Applied Value 40% said their students had benefited from their study “Everyone was ready and waiting for the next day’s tasks” Reframing Where actions trigger a rethink of the whole approach to an activity 94% agreed the course changed planning for online learning “Expanding horizons and realizing the importance of distance education”
- 24. Social learning for professionals Share your experience of cooking with renewable energy technologies • Local case studies enhanced learning • Content was relatable to participants • Online learning community created • Experiences shared based on different contexts • Saw similarities between different contexts
- 25. Padlet, word cloud, polls, games….
- 26. Padlet exercise Create a post under your geographical area and tell us what energy access is like where you live and how that impacts work and home life “Continuous power outages in Iraq causes delays in the dates of official school exams, pollution, affects students’ studies due to lack of lighting in schools and at home. All of this negatively affects a person's mental and physical health and reduces the productivity of the individual”.
- 27. So: Yes we can scale up the value and reach of university research through professional development activities
- 28. Addressing conference themes: Collaborative academic programme to improve higher and professional education • Collaborate to innovate • Orchestrate the peer-reviewed development of professional community knowledge • Use MOOC technologies to scale up • Work through the professionals who will educate others The evolution of online and distance learning • BUT check costs of dual methods and optionality The wellbeing of teachers and students in online environments • LISTEN to their voices as part of the development of new strategic approaches The transformation of face-to-face teaching, through online, to blended learning
Hinweis der Redaktion
- Good morning, and thank you for this opportunity to celebrate with you on your 30th anniversary. Over those 30 years we’ve seen a lot of changes to the field of digital methods in education. But the changes have never been so rapid as the ones we seen over the past year. One lesson of the pandemic is that the already appalling inequalities in our societies have increased. There’s a broad consensus now that we have to use the experiences of the pandemic to reverse that shameful trend to increasing inequalities. What role can universities play in this? We all have ambitious social aims in our mission statements, but what should we DO to change the world for the better on the basis of what the pandemic has taught us? Given the longevity of this network, EDEN members are in a good position to reflect on what we can learn from the pandemic, so I want to discuss with you how we might move forward on the basis of that learning.
- The mission statements of universities are already ambitious, such as those from two key British universities: “world-class research and education... which benefit society on a local, regional, national and global scale... [from the University of Oxford vision] “engaged with the wider world and committed to changing it for the better... for the long-term benefit of humanity” [from the UCL mission] Higher education does have a critical impact on the world and the pandemic has certainly shown that. But it’s also shown us how the already huge inequalities in our societies have been greatly increased in the face of disaster. - I’m offering just one simple contribution HE can make to reducing inequalities. That is, to scale up the value and reach of our professional development activities.
- Scaling up is essential because the challenges are so great. We all work to the UN SDGs, and it’s an explicit aim for many of us here to work on SDG4 - ‘to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. For just education alone, HE shoulders the responsibility for educating another 68m teachers by 2030 to achieve that goal of ‘education for all’. But education underpins every single one of the other 16 SDGs as well. The professionals in those areas all need to know the latest research results, and need help in developing their own teams and employees in ways that reduce inequalities. We need those ambitious aims, because universities have the significant responsibility for developing the professionals who will be initiating the changes needed for all 17 SDGs. This is a huge task for EDEN to address, as one of the enduring organisations that's been investigating how to do online learning for 3 decades now.
- The problem is, there’s very little help available for academics wanting innovate with online methods. We all need support in moving to online and blended learning. So we developed the Learning Designer: a free online design tool, available to all. It turns the theory-based Conversational Framework, which I developed some years ago, into action. It does this by providing a structure for developing a sequence of learning activities to achieve the outcomes you define. So lets go through what we could do with this. Laurillard, D., et al. (2018). "Using technology to develop teachers as designers of TEL: evaluating the Learning Designer." British Journal of Educational Technology. Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London, Routledge.
- On the website you can see how to Adapt or Create a design, Analyse or Review your own or someone else's design, and share or publish designs. So it's modelled on what we do as academics in science and scholarship, in contributing to journals, except that here we're sharing ideas about how to teach. You can go to the - Browser screen to explore existing designs from teachers to see if any might be useful for you to borrow as a starting point. Here I’ve chosen those categorised as Vocational Education And from those I’ve selected one called ‘Understanding the Topic’, which has been generalised from a learning design for understanding a specific topic. Looking at this on the Designer screen, I can see it might work for my topic, lets say Risk Assessment, so I hit Turn Editing On, and now in edit mode I can edit everything in my own copy of the design. So I changed all the Topic words to ‘Risk Assessment’. Flip back to see the similarity... Everything is editable.
- To get a better idea of how you generate your learning design, I’m going to expand the detail of this central Teaching-Learning Activity, - on Applying Risk Assessment. There are three of the six different learning types from the CF here, which you can select using the dropdown menu, in this case Produce, Discuss and Collaborate, and express the detail of your learning design. So you’re encouraged to build in these active learning types. And each activity has been assigned its unique set of pedagogical features, which you can change, The colour coding for the learning types matches those of the Conversational Framework. And because the software knows how much time you have assigned to each type of learning, it can provide - the pie-chart as feedback on the overall distribution of learning types for this session. And this dynamically updates as you develop the design.
- Now I’ve clicked on the Analysis tab to see what kind of learning experience I’ve designed for the learners. The Pie chart shows I’ve mostly used learning through discussion, both in groups and with the trainer, but there are other kinds of activity as well. And not too much learning through Acquisition. From the smaller pie charts I can see it’s entirely online (pale blue), with the teacher present for about a third of the learning (the dark brown), and more than half is synchronous (the dark pink). And from the bar chart I can see that it’s mostly individual work (pale green), then groupwork, then whole class. There are no rules about what these distributions should be, but now, as designer, you have the opportunity to consider if that looks appropriate for what you’re trying to do.
- But for learning design to be part of a knowledge-building process among academics, it’s important to put it through some form of independent evaluation. That could be from a peer or a student. For the Peer review here, the simplest way is to add it to this design as another panel, with the criteria in the rubric listed, and the reviewer’s text typed into each section. As you do a review for a colleague, of course, this makes you think in more detail about your own design as you reflect on theirs in relation to the rubric. Then you can return to revising your own design with the benefit of that reflection, and also your colleague’s review of your design. - For the student evaluation it’s useful to suggest they comment on each panel. Here both panels are part of the design, and the student feedback is in the Notes at the bottom. This is a design intended to help sports science students in learning to observe the actions of batsmen. The Investigate activity in the first panel asks them to watch the detail of the stroke in the video. The student comments that they spent much longer than the allotted 10 mins, and also that the Collaborate activity did not have the full group attending. From this quite detailed feedback on the nature of students’ learning experience, academics begin to develop clear ideas of what students need, expressed as continually developing pedagogic strategies in these learning designs.
- How do we best plan the mix of conventional and digital methods, for blended and online learning? We need a collaborative approach to this kind of problem-solving. University teachers can’t do all this on their own. So, in our TPD courses we try to organize not just ideas from experienced teachers, which we can show in the course videos, but the sharing of ideas among the participants themselves.
- This is a course that’s running now on the FL platform. It’s on ‘Blended and Online Learning Design’, and is free and open to all teachers, in all sectors and subject areas. This is one way of doing this large scale orchestration of knowledge development about online learning by academics. This is the link to enrol. The 17 May run is still open until the next run starts on 28 June. The course exercises are based on using the learning designer, for teachers to explore and exchange ideas for good ways of supporting their learners. this is the link to the Learning Designer tool. Here is a taste of what we can do together.
- In Week 1 the participants go through the basics of the CF, then work through exercises to use the theory to decide on how to take a f2f classroom session online. It introduces the LDer and shows how this can be used for both designing new blended learning sessions, and how the teaching community can work together to collaborate on discovering these new methods.
- In this Step in Week 2 they look at the principles for good design, and then at a learning design aiming to help students learn to explain a complex concept. The example is the concept in physics of the water cycle. And they then have to adapt that design to their own topic, and share it on a Padlet wall. - And look at the range of concepts they adapt it to... And naturally they adapt the pedagogy too - as you can see form the different pie-charts. - This is the beginning of sharing to collaborate.
- They continue by exploring different solutions to creating motivation, and to engaging students in active learning. Many of the examples in the videos were contributed by teachers from the different sectors, such as This video step, for example, shows how students peer review each others’ designs for a religious building, and then invites participants to adapt that idea for their own context.
- And in the final week they start exploring blended methods for formative assessment. The video shows teachers’ ways of providing peer, blended and automated assessment Then participants create their own, using the Learning Designer.
- Then they go on to use a peer review exercise to share and critique each other’s designs - beginning now to build a collaborative community of teaching and learning innovation.
- This is the bold future we can now envisage. Teachers sharing innovative ideas in a collaborative community. Do they think this would be valuable? - This comment is quite typical of what they say in this discussion:.... So the idea of sharing and building on each other's designs is understood and accepted by a lot of the teachers, from all sectors, taking this course.
- This is my claim: If we work together, we can share the great innovations needed to guide the transformation to a bold new future for teaching, and not allow others to guide it for us. If we do this, it will also empower the teaching profession to be more influential consumers of the way technology is used in education. Does it work? well many of the discussion posts were enthusiastic for this. And yes, some did submit their designs to be evaluated for publication in the curated designs section of the Browser. Across quite a range of subject areas. so yes it could work, although this is early days as yet of course. Laurillard, D. (2016). "The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students." Research on Learning Technology 24(1).
- So at UCL we’re experimenting with these new ways of extending the impact of HE research outputs on the professionals who need them, testing the feasibility of this model of collaborative professional development. And it does begin to show large-scale effects. In April 2020 we launched a MOOC on ‘Teaching Online’ in Arabic, which has attracted >46,000 enrolments across the MENA region, where teachers who once rejected the idea of online learning have now discovered its value and the part it can play alongside conventional methods.
- Here are some of their comments in a post-course survey to evaluate how well it worked: How has it has changed your future planning for online learning? I made many adjustments to the study plans and innovated new ideas and methods We were using a traditional education method and it became a transformation in life God willing, when returning to face2face learning, I will try to do blended learning Have your students benefitted? The level of evaluation was very good to excellent Everyone was ready and waiting for the next day’s tasks They have the ability to interact better So there is evidence of fairly immediate local impact beyond the participants in the course.
- To document the impact of this approach we use Etienne Wenger’s Value Creation Framework, and its definition of these five types of value creation for an intervention. The intervention could be anything: a community project, a citizen’s assembly, a new teaching method, a course… anything that brings people together to make a positive change in the world. - In our case we categorised the survey comments in terms of the kind of value creation they evidenced. For example, the immediate value of debates enriching information and giving you new dimensions, to the Applied value of ‘Moving from traditional methods to innovative methods of introducing student and parent in educational process’. Including the parent” is significant. This is one of the very important developments made more possible by the online communications during the pandemic. Then we found comments all the way to reframing their whole approach to education, such as ‘Expanding horizons and realizing the importance of distance education' Even in this short course lasting 8 hours over 2 weeks, this kind of interaction was having a demonstrable impact on many of these participants and their work and colleagues and students. Wenger, E., et al. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. J. Arkenbout. Rapport 18, Ruud de Moor Centrum, Open Universiteit, Heerlen, NL.
- In the very different field of renewable energy, we collaborated with colleagues in the UCL’s Engineering for International Development Centre, and researchers in Lebanon to create a course on Energy and the SDGs, especially SDG11 ‘Sustainable cities and communities’. This course showcases the stories and the solutions found in some of the most challenging local communities. In this case on ‘cooking with renewable energy’. - the participants, mostly community leaders and energy professionals are then able to share their experiences and solutions with others. - exchanging these experiences and useful advice is all part of this collaborative learning process.
- Padlets and Word Clouds are another way to share ideas and solutions. And then they were trying to run a mini energy grid supply - in this decision-making game. The experience and lessons learned from that activity can then be reflected on and shared with others in the course.
- Another exercise is using Padlet. Participants were asked to: Create a post underneath the geographical areas mentioned and tell us what energy access is like where they live and how that impacts work and home life. This participant from Iraq related the effects of power outages on mental health… The point is that just as in the education examples, these are knowledgeable professionals, sharing their ideas, experiences and solutions, and with the help of this kind of collaborative learning platform, gradually building new knowledge and practices that will take university research across the world reaching into all those localities where that understanding is needed.
- So the early results we have from these trials is that yes we can scale up the value and reach of university research through professional development activities
- To summarise, I’d like to relate the implications of these approaches to some of the conference themes. First, the evolution of online and distance learning. Well, over the last year the evolution has been something of a Cambrian explosion! A great outpouring of experimentation and discovery by teaching communities all over the world, that online learning actually has some significant advantages over conventional methods. Students have also woken up to this and are now demanding more blended learning in their courses. Good, but now the downside is that any move to online is expensive of teacher time. - We must beware of over-enthusiastic HE managers who want to switch to hybrid, hyflex options and dual modes. These increase the workload even further. Academics are very aware of the additional upfront workload involved in online teaching, at the same time as learning about it, and at the same time as continuing to teach. Every strategy for moving forward must focus on the wellbeing of both teachers and students, and the best way to do that - is to listen to them. Do nothing without consulting them. Give them the means to develop this new community knowledge of how to teach using digital methods. And to effect this transformation I think we must focus on the scale of the innovation needed – so use collaboration to innovate, as we do in science, but almost never do in teaching. And because we’ve never done that, we don’t have the mechanisms for spreading that load of innovation. But we could – I’ve shown how developing a collaborative community of professionals online is possible. We have the technology to scale up professional development – we have MOOC platforms, so use them. Not for direct undergraduate education, as personal tuition does not scale, but we can embed MOOCs in our undergraduate courses, again to lessen the load of innovation. - And work through the professionals. Universities must do more to put professional education online, and those professionals will in turn benefit their students, or colleagues or employees, to work towards those high ambitions I started with. Educating the professionals who will learn how to meet the requirements of the UN SDGs. Nothing less than that. - With your 30-year pedigree, the EDEN Network is very well placed to influence these new directions! This is what I look forward to discussing with you now. Thank you.