Supporting the teacher as innovative learning designer
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Supporting the teacher as innovative learning designer March 201 2 Diana Laurillard London Knowledge Lab Institute of Education. Online teaching and learning – the global and policy perspective Making teaching more efficient – a pedagogical perspective

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Outline 4705682

Supporting the teacher as innovative learning designerMarch 2012Diana LaurillardLondon Knowledge LabInstitute of Education


Outline

Online teaching and learning – the global and policy perspective

Making teaching more efficient – a pedagogical perspective

Pedagogy – categorising the technologies for active, collaborative learning

Design tools for teachers – to put teachers at the forefront of innovation

Outline


The policy context on teacher development

The policy context on teacher development

  • Promote professionallearning communities between policy, practice and research (UNESCO Global Policy Forum on Learning 2011)

  • Professional educators connected by technology to empower, and inspire effective teaching &

  • Take advantage of technology to improve learning outcomes and efficient use of resources (US National Technology Plan 2010)

  • Achieve greater efficiency and effectiveness, with online access to shared ideas and lesson plans (UK E-Learning Strategy, 2005)

“Ministers in DfE have been behind the curve… Training individuals to be literate and adept… to give more demanding and testing content [lectures, micro-tutorials, computer games from M de Sautoy, SRI]” Michael Gove, Schools Network Conference 01-12-11

"News Corporation's large library of media content being beamed to pupils' terminals [sic]... educational videos through YouTube... the finest teachers ... available to every child in the school... high-quality lessons on the web"Rupert Murdoch, quoted in The Guardian 27-02-12


Why do we look to technology

Why do we look to technology?

Learning through

Discussion

Practice

Collaboration

Production

Synchronous webinars with chat and playback; asynchronous text forums

Synchronous webinars with chat and playback; asynchronous text forums

Adaptive digital interactive tools with meaningful feedback on actions

Digital interactive tools with meaningful feedback on actions

Role play simulations with user-generated scripts in interactive games

Role play simulations with user-generated scripts in interactive games

User-generated digital multimedia combinations of film, animation, sound, images, captions…

User-generated digital multimedia combinations of film, animation, sound, images, captions…


How might technology make teaching more productive

How might technology make teaching more productive?

  • An increase in activities that improve the learning experience

  • A shift from class teaching to more personalised learning

  • A shift from teacher’s personal designs to reusing and sharing learning designs


From 20 th c to 21 st c teacher

From 20thC to 21stC teacher?

20thC

21stC

Teachers’ activities

…increase in activity to improve the learning experience

…shift from class teaching to more personalised

…shift from individual design to co-design of learning


Teachers as a professional learning community

Teachers as 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, not just by topic


Capturing pedagogy

Capturing pedagogy

Short description

Colour-coded content

Learning outcome

Timings

Categorised teaching-learning activities

Black text articulates the teacher’s pedagogy


A pedagogical framework

A pedagogical framework

Begin with the educational requirements –

What does it take to learn?

(any subject, any age)

- then challenge the technology to meet them


The learner learning

The learner learning

Learner’s conceptual organisation

Learner concepts

L

C

L

C

?

Modulate

Generate

Learner’s practice repertoire

Learner practice

L

P

L

P

?

~ a framework for analysing formal learning


The learner learning1

The learner learning

Teacher communication cycle

Teacher concepts

Learner concepts

L

C

L

C

Modulate

Generate

L

P

L

P

Learner practice

Learning through acquisition, inquiry


The learner learning2

The learner learning

Teacher concepts

Learner concepts

L

C

L

C

Teacher practice cycle

Modulate

Modulate

Generate

Generate

L

P

L

P

Learner practice

Learning environment

Learning through guided practice


The learner learning3

The learner learning

Teacher concepts

Learner concepts

L

C

L

C

Modulate

Modulate

Generate

Generate

Teacher modelling

cycle

L

P

L

P

Learner practice

Learning environment

Learning through practice with meaningful feedback


The learner learning4

The learner learning

Teacher communication cycle

Peer communication cycle

Teacher concepts

Learner concepts

Peer concepts

L

C

L

C

Peer practice cycle

Teacher practice cycle

Modulate

Modulate

Modulate

Generate

Generate

Generate

Peer

modelling

cycle

Teacher modelling

cycle

L

P

L

P

Learning environment

Learner practice

Peer practice

Instructivism - Social constructivism – Experiential learning - Constructionism – Collaborative learning


The learner learning with technology

The learner learning with technology

Acquiring

Teacher communication cycle

Peer communication cycle

Teacher concepts

Learner concepts

Peer concepts

L

C

L

C

Inquiring

Discussing

Producing

Modulate

Modulate

Generate

Generate

Peer

modelling

cycle

Teacher modelling

cycle

Collaborating

L

P

L

P

Learning environment

Learner practice

Peer practice

Practising

- Helping learners meet the standard for using and evaluating technology for these forms of learning?


The learner learning with technology1

The learner learning with technology

Podcasts

Teacher communication cycle

Peer communication cycle

Web resources

Teacher concepts

Learner concepts

Peer concepts

L

C

L

C

Webinar, Forum

Captioned video

Modulate

Modulate

Generate

Generate

Peer

modelling

cycle

Teacher modelling

cycle

Skype, Role plays

Skills Practice Tools

L

P

L

P

Learning environment

Learner practice

Peer practice


Further details

Further details…

Rethinking University Teaching:

A Conversational Framework for the Effective Use of Learning Technologies (Routledge, 2002)

Teaching as a Design Science: Building pedagogical patterns for learning and technology(Routledge, 2012)


Capturing pedagogy1

Capturing pedagogy

Short description

Colour-coded topic-specific text

Learning outcome

Timings

Categorised teaching-learning activities

Black text and categories capture the pedagogy


Capturing pedagogy2

Capturing pedagogy


Phonetics practice 1

Phonetics Practice1

1With thanks to Ela Sokolowska


Capturing pedagogy3

Capturing pedagogy


Supported independent learning

Supported independent learning

  • Digital interactive tools to simulate interaction with a language environment

  • Giving meaningful feedback

  • Helping the learner do their own reflection

  • So the learner can generate new concepts and modulate their actions

Teacher concepts

Learner concepts

L

C

L

C

Modulate

Modulate

Generate

Generate

Teacher modelling

cycle

L

P

L

P

Learner practice

Learning environment

- helping to develop learner autonomy?


Teachers as a professional learning community1

Teachers as 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

     Need a shared description of their teaching ideas, not just by topic


The learning designer a tlrp tel project

The Learning DesignerA TLRP-TEL project

To help teachers

Articulate their effective teaching ideas for others to adopt

Adopt ‘pedagogical patterns’ of good teaching and open resources

Model pedagogical and logistical benefits/disadvantages

By developing design tools

A learning design tool for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs

A pedagogical patterns collector for articulating good pedagogy

https://sites.google.com/a/lkl.ac.uk/ldse/Home

http://tinyurl.com/ppcollector3


The pedagogical patterns collector

The Pedagogical Patterns Collector

This is where the teacher represents their pedagogic design


Adopt adapt a teaching pattern

Adopt/Adapt a teaching pattern


Adopt adapt a teaching pattern1

Adopt/Adapt a teaching pattern

Check the feedback on the overall distribution of learning activity

Read, Watch, Listen

Inquiry

Discuss

Practice

Share

Produce

Add link to an OER, e.g. a digital tool for practice

Adjust the type of learning activity.

Edit the instructions.

Adopt – Adapt – Import OER


Capturing ll pedagogy

Capturing LL pedagogy

http://www.teachingenglish.org.uk/lesson-plans


Comments on the ppc

Comments on the PPC

  • [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 (WV05)

  • I rarely consider how the students' time is apportioned … it's good to be made to think about this. (WV17)

  • Seeing how the session/s are shaping up in such a visual medium with colour coding of activity types is useful and would probably make me think more carefully about providing a mix of activities (WV19)


Should learning design be supported computationally

Should learning design be supported computationally?

It’s difficult, but it’s worth a try, because…

Teachers need much more support than they get to make the most of learning technologies

If they can learn together, collaborate, build on the work of others, they can build this knowledge

Not in just in staff development courses, not from books, not through exhortation, but in the same way as other designers learn…

That’s why we built 


The learning designer overview

The Learning Designer overview

Properties:

Input parameters and constraints

Timeline: design Teaching-Learning Activities, timing, group sizes, sequencing

Analysis: feedback on the overall learning experience and teacher workload

The start screen:

Import or Create


What issues does the learning designer address

What issues does the Learning Designer address?

  • Developing new teachers and CPD

  • Doing more with existing resources

  • Complementing the value of OERs

  • Promoting reflection

  • Encouraging creativity and innovation

  • Adopting – adapting – testing - sharing


Developing new teachers and cpd

Developing new teachers and CPD?

  • Import existing learning designs

  • Offer advice and guidance


Developing new teachers and cpd1

Developing new teachers and CPD?

Import an existing learning design

Adapt an existing learning design

Consider advice and guidance on adaptation

Consider alternative learning activities


Comments on staff development

Comments on staff development

  • You could base its use in PG Cert. You know, embed in PG Cert course design modules [...] this kind of flow, so that it becomes a learned behaviour from the start.

  • I like the idea of working through this with some new staff and getting them to think before they get pulled into just standing there and lecturing because that's what happened to them when they were at university, getting them to think through how they can shift the patterns of how they're designing their learning


Module learning time analysis

Module learning time Analysis

30

10

Total Learning Time 300 hours

As the user changes the integers in each cell, the Total Learning hours updates.

Pie Charts always on Screen and update with user input to the Table


Encouraging creativity and innovation

Encouraging creativity and innovation?

  • Feedback on designs

  • Alternative design ideas

  • Tools for constructing designs


Constructing designs

Select from existing Teaching-Learning Activities with given properties

Constructing designs

Change their properties to suit the context


Comments on creativity and innovation

Comments on creativity and innovation

  • “The approach is very helpful in getting me to think differently about learning design. It is because it is different to how I would normally design. This different perspective helps me think differently about my design. I like that because while it is similar in the idea of providing things like activities [….] it also helps me think more deeply about what how this impacts the students’ learning.”

  • “It helps me to see an overview of my design and gives me a different way to think about my design. I’m already thinking about the importance of these concepts for my design and reflecting about the type of change and different activities. … Mm.. I think this is great. Very helpful.”


What issues does the learning designer address1

What issues does the Learning Designer address?

  • Developing new teachers and CPD

  • Doing more with existing resources

  • Complementing the value of OERs

  • Promoting reflection

  • Encouraging creativity and innovation

  • Adopting – adapting – testing - sharing

- A learning cycle for teachers?


Supporting the teacher as innovative learning designer summary

Supporting the teacher as innovative learning designer: Summary

Online teaching and learning – the global and policy perspective

Making teaching more efficient – a pedagogical perspective

Pedagogy – categorising the technologies for active, collaborative learning

Design tools for teachers – to put teachers at the forefront of innovation

- And students want it too

- We need a clear pedagogic framework

- Technology has a lot to offer pedagogy

- Do teachers want this?


The ldse project team

The LDSE project team

Oxford

Liz Masterman (CoPI)

Marion Manton (CoPI)

Joanna Wild (RF)

Birkbeck/LKL

George Magooulas (CoPI)

Patricia Charlton

Dionisis Dimakopoulos

IOE/LKL

Brock Craft (RF)

Diana Laurillard (PI)

Dejan Ljubojevic (RF)

LondonMet

Tom Boyle (CoPI)

RVC

Kim Whittlestone (CoPI)

Stephen May

Carrie Roder (PhD Student)

LSE

Steve Ryan (CoPI)

Ed Whitley

Roser Pujadas (PhD Student)


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