The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
2. Pedagogy
“Theory and practice of te
aching, learning and asse
ssment”
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald,
E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012).
Innovating Pedagogy 2012: Open University Innovation Report 1.
Milton Keynes: The Open University.
www.open.ac.uk/innovating
4. Learning is…
Making connections Neuroscience
Cognitive sciences
Changing behaviour Behavioural science
Enhancing skills Cognitive development
Gaining knowledge Epistemology
Making sense of the world Social sciences
Socio-cultural and activity theory
Interpreting the world in a new way Phenomenology
Personal change Psychoanalysis
5. New science of learning
A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J.
Sejnowski (2009) Foundations for a New Science
of Learning, Science 325 (5938), 284.
“Insights from many
different fields are
converging to create a new
science of learning that
may transform educational
practice.”
6. New science of learning
“A key component is the role of ‘the
social’ in learning. What makes
social interaction such a powerful
catalyst for learning? Can key
elements be embodied in technology
to improve learning?”
7. Evidence-based pedagogy
Learning spaced over time, instead of all at once
Questioning what you have learned
Using mnemonics (keys) to remember content
Summarising what you have learned
Highlighting and underlining information
Letting study and practice of topics overlap
Which strategies are generally effective for learning?
Paul A. Kirschner & Mirjam Neelan (2015) Learning the smart way.
https://3starlearningexperiences.wordpress.com/tag/ineffective-learning-strategies/
8. Evidence-based pedagogy
Learning spaced over time, instead of all at once ✔
Questioning what you have learned ✔
Using mnemonics (keys) to remember content ✘
Summarising what you have learned ✘
Highlighting and underlining information ✘
Letting study and practice of topics overlap ✔
Which strategies are generally effective for learning?
Paul A. Kirschner & Mirjam Neelan (2015) Learning the smart way.
https://3starlearningexperiences.wordpress.com/tag/ineffective-learning-strategies/
9. Telling stories
Storytelling provides a unifying framework around which we build
and think about courses
Provoking Conversation
Conversational learning is at the core of our belief about how
people come together and learn
Celebrating progress
Step completion, peer interaction, timed emails, quizzes and tests
with meaningful and formative feedback
FutureLearn Pedagogy
11. Storytelling and narrative
León, C. (2016). An architecture of narrative memory. Biologically Inspired
Cognitive Architectures, 16, 19-33.
Figure 10 Overall architecture of the narrative memory. PS stands for
procedural-semantic memory and NG stands for narrative generation.
“Narrative is central
to our cognition …
It helps us think,
remember,
communicate, and
make sense of the
world”
Plowman et al. (1999) Designing multimedia for
learning: Narrative guidance and narrative
construction. CHI ’99.
12. All human learning involves
conversation
We converse with ourselves to
reflect on experience
We converse with teachers to
understand their expert knowledge
We converse with other learners
to try and reach shared
understanding
How can I
understand
what you are
thinking?
How can I
understand
what you are
thinking?
Let’s try to
reach
agreement
http://clipart-library.com/images/Biarp5X4T.jpg
Learning as conversation
13. Visible progress
“What is most important is that
teaching is visible to the
student, and that the learning is
visible to the teacher. The more
the student becomes the
teacher, and the more the
teacher becomes the learner,
then the more successful are
the outcomes ”
John Hattie, Visible Learning p.17
15. Some educational methods get worse with
scale
e.g. personal tutoring, sports coaching
Some educational methods don’t change
with scale
e.g. lecturing, testing
Which educational methods improve with
scale?
16. Pedagogy Learners… Technology-based example
Assessing give or receive constructive feedback engaging in online peer review
Browsing seek and collate information using search engines to find educational materials
Case-based investigate individual cases investigating medical cases online
Collaborative construct shared understanding creating a shared Google doc
Construction create artefacts engaging with big construction set, e.g. Minecraft
Conversation converse with others engaging in online discussion
Cross-context learn across different settings learning between classroom and home with tablet
Delivered comprehend information watching an online video
Embodied use their bodies to learn motor skills monitoring exercise with Fitbit activity tracker
Game-based engage with game environments multiplayer educational game, e.g. Endless Ocean
Inquiry-driven investigate authentic situations using digital probes to collect and analyse data
Networked interact with networks of peers educational social networking
Performative present for an audience creating a video blogs of learning activities
Problem-solving try to solve problems working in online teams to solve problems
Reflective reflect on information and activities reviewing e-portfolio of learning activities
Simulation interact with a simulated tool learning science in a virtual world
17. Pedagogy Learners… Technology-based example
Assessing give or receive constructive feedback engaging in online peer review
Browsing seek and collate information using search engines to find educational materials
Case-based investigate individual cases investigating medical cases online
Collaborative construct shared understanding creating a shared Google doc
Construction create artefacts engaging with big construction set, e.g. Minecraft ✔
Conversation converse with others engaging in online discussion ✔
Cross-context learn across different settings learning between classroom and home with tablet
Delivered comprehend information watching an online video
Embodied use their bodies to learn motor skills monitoring exercise with Fitbit activity tracker
Game-based engage with game environments multiplayer educational game, e.g. Endless Ocean ?
Inquiry-driven investigate authentic situations using digital probes to collect and analyse data
Networked interact with networks of peers educational social networking ✔
Performative present for an audience creating a video blogs of learning activities
Problem-solving try to solve problems working in online teams to solve problems
Reflective reflect on information and activities reviewing e-portfolio of learning activities
Simulation interact with a simulated tool learning science in a virtual world
21. Learner
• demonstrates understanding
• proposes solutions to problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to represent
arguments and reach agreements
Shared medium
• enables learners and partners to access
information, develop models and solve problems
‘how?’ questions and responses
‘what?’ and ‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
22. Learner
• demonstrates understanding
• proposes solutions to problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to represent
arguments and reach agreements
Shared medium
• enables learners and partners to access information,
develop models and solve problems
‘how?’ questions and responses
‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
23. Vicarious learning from conversation
Comment posted by Karen Carmichael Timson, Learner on Ecosystems course
I read through the above article and thought
"that's interesting" then I read the comments
below, particularly the discussion of niches, and
suddenly thought a whole lot more…
… it’s almost as if the basic course is in 2D but
the postings lift it to 3D and really make it come
alive
24. Learner
• demonstrates understanding
• proposes solutions to problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to represent
arguments and reach agreements
Shared medium
• enables learners and partners to access information,
develop models and solve problems
‘how?’ questions and responses
‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
25. Learner
• demonstrates understanding
• proposes solutions to problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to represent
arguments and reach agreements
Shared medium
• enables learners and partners to access information,
develop models and solve problems
‘how?’ questions and responses
‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
26. Learner
• demonstrates understanding
• proposes solutions to problems
Learner
• acts to develop models
• acts to solve problems
Partner
• demonstrates understanding
• elaborates solutions to problems
Partner
• acts to develop models
• helps to solve problems
Level of descriptions
Level of actions
Shared medium
• enables learners and partners to represent
arguments and reach agreements
Shared medium
• enables learners and partners to access information,
develop models and solve problems
‘how?’ questions and responses
‘why?’ questions and responses
offering conceptions and explanations
proposing goals and modifying actions
reflect
adapt
reflect
adapt
28. For groups to work:
shared goals
each person knows how and when
to contribute
everyone makes an appropriate
contribution
share rewards in a fair way
opportunity to reflect on progress
and to discuss contributions
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social
interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
30. Weeks
Personally meaningful study periods. ‘Each week I
will…?’
Activities
Elements of pedagogy – each with a defined goal,
learning methods, and outcome. Design learning
around activities.
Steps
Pedagogic ‘Lego bricks’ that form an activity
Learning design
31. Activity Steps
What is good
learning?
1.1
DI
Discussion
1.2
VI
Video
1.3
AR
Article
1.4
AR
Article
High level course
design
1.5
DI
Discussion
1.6
AR
Article
1.7
DI
Discussion
1.8
DI
Discussion
Diving straight in
1.9
VI
Video
1.10
AS
Assignment
1.11
RV
Review
1.12
RE
Reflection
What have we
learnt so far about
learning?
1.13
AR
Article
1.14
AR
Article
1.15
VI
Video
1.16
DI
Discussion
How to Create a Great FutureLearn Course
Week 1
32. Activity Steps
What is good
learning?
1.1
DI
Discussion
1.2
VI
Video
1.3
AR
Article
1.4
AR
Article
High level course
design
1.5
DI
Discussion
1.6
AR
Article
1.7
DI
Discussion
1.8
DI
Discussion
Diving straight in
1.9
VI
Video
1.10
AS
Assignment
1.11
RV
Review
1.12
RE
Reflection
What have we
learnt so far about
learning?
1.13
AR
Article
1.14
AR
Article
1.15
VI
Video
1.16
DI
Discussion
How to Create a Great FutureLearn Course
Week 1
Pedagogy from Learning
Design Studio, Hong Kong
University
http://ilap-
sdls.cite.hku.hk/ld_alpaca/in
dex.php?lang=en
33. Activity Pedagogy Steps
What is good
learning?
Receive
Discuss
1.1
DI
Discussion
1.2
VI
Video
1.3
AR
Article
1.4
AR
Article
High level course
design
Receive
Reflect
Discuss
Create
1.5
DI
Discussion
1.6
AR
Article
1.7
DI
Discussion
1.8
DI
Discussion
Diving straight in
Receive
Practice
Discuss
Reflect
1.9
VI
Video
1.10
AS
Assignment
1.11
RV
Review
1.12
RE
Reflection
What have we
learnt so far about
learning?
Receive
Investigate
Discuss
1.13
AR
Article
1.14
AR
Article
1.15
VI
Video
1.16
DI
Discussion
How to Create a Great FutureLearn Course
Week 1
Pedagogy from Learning
Design Studio, Hong Kong
University
http://ilap-
sdls.cite.hku.hk/ld_alpaca/in
dex.php?lang=en
36. Synapses link neurons
Learning is associated with
strengthening synaptic connections
Lasting chemical connections can be
formed in minutes, for networks of
neurons
Neural learning works best when short
sessions of stimulation are spaced with
periods of other activity, to let the
synaptic connections grow
Spaced learning
37. 20 minute
teacher-led
presentation
20 minutes
students recall key
concepts
10
minute
active
break
10
minute
active
break
20 minutes
students apply
knowledge
GCSE biology course
Three 20-minute learning episodes spaced by 10 minutes of physical
activity (e.g. clay modelling)
A controlled study found similar learning outcomes from one hour of
spaced learning compared to a four-month course of classroom
teaching
Trials in UK schools of short spaces, plus longer 24 hour spaces
Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: a spaced learning pattern from memory research in education.
Frontiers in Human Neuroscience, 7, 589.
39. 39
Active learning: Flipped classroom
In their own time,
students learn from
videos and texts
Then students work
together to solve
problems and
explore
misunderstandings
Image: http://www.washington.edu/teaching/files/2012/11/FlippedClassroomUWcolors-1-1024x242.jpg
Each student is in
control: stop/start,
speed, make notes
Students solve
problems together and
learn from each other,
guided by the teacher
Active learning
40. 40
Active learning: Explore first
Students start by exploring
a new topic and
attempting to solve
problems together
Students then engage with
a video presentation, or a
teacher-led lesson based
on their answers
Schneider, B., & Blikstein, P. (2016). Flipping the Flipped Classroom: A Study of the
Effectiveness of Video Lectures Versus Constructivist Exploration Using Tangible User
Interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17.
46. What next for pedagogy?
Personalised and social learning at massive scale
How to combine the learning benefits of social and personal learning
Lifelong professional development
Connecting learning in workplaces and online
Distributed accreditation
Blockchain technologies for education
Formative analytics
Big data analytics to support learning
Neuroscience and learning
High and low focused thinking, spaced learning, neural plasticity
and game-based learning, intelligent tutoring, stealth assessment, citizen inquiry, seamless
http://blockchain.open.ac.uk/
Hinweis der Redaktion
We live ’storied’ lives. Helps us to answer ‘how?’ questions. Provides a coherent thread of interpretation.