Working with and Learning from Pedagogical Expertise Diana Laurillard

1. 8-11 August 2006
 Ottawa Congress Centre
 Working with and Learning from Pedagogical Expertise Diana Laurillard

2. 8-11 August 2006
 Ottawa Congress Centre
 Outline The strategic context for e-learning What practitioners want from strategy Drivers and enablers for innovative change What practitioners want from learning design Learning design information flow A Module Planner A Pedagogy Planner Why does it matter? - A global perspective

3. DfES 5-year strategy for education and skills (2005) Personalisation and choice Flexibility and independence The aims for a 21st century system… Opening up services Staff development Collaborativepartnerships DfES e-learning strategy (2005) • Personalise teaching and learning • Personalise teaching and learning will need the contributions ICT and e-learning can make, to… • Include the hard to reach groups • Include the hard to reach groups • Open up a more flexible system • Open up a more flexible system • Improve productivity and effectiveness • Improve productivity and effectiveness

4. DfES E-Learning consultation 2004 Barriers to innovation - what the practitioners say: • Low skills • Weak content • Lack of infrastructure management • leaders need support for planning and resourcing ICT • teachers need support to improve their use of ICT • does not exploit the technology for pedagogy • immature commercial market • unsuitable assessment methods that inhibit change • need a more robust approach to standards • more institutional capacity to sustain ICT infrastructure • a common approach to networks and platforms • a joined-up approach to procurement

5. DfES cross-sector e-learning strategy (2005) Personalisation and choice Flexibility and independence The aims for a 21st century system… Opening up services Staff development Collaborative partnerships will need the contributions ICT and e-learning can make, to… • Personalise teaching and learning • Include the hard to reach groups • Open up a more flexible system • Improve productivity and effectiveness An integrated online information service Online learning and personal support for learners A collaborative approach to personalised learning ICT training and support package for practitioners A leadership package for organisational capability A common digital infrastructure

6. Drivers What does it take to innovate in teaching? Drivers = things you can’t ignore • Strategic plans • Funding imperatives • Learner needs • Stakeholder demands • Career opportunities • Curriculum requirements • Assessment requirements • Quality standards Teachers Designers Leaders A strategy must address all these drivers

7. Drivers Enablers What does it take to innovate in teaching? Enablers = things you can’t do without • Training and development • Information & guidance • Shareable resources • Online communities • Learning design toolkits • Economic modelling • R&D on pedagogies • ICT systems and services • Rights and IPR advice Teachers Designers Leaders A strategy must provide all these enablers

8. Drivers Enablers Drivers and enablers for the teacher? Learner needs Learner needs Career opportunities Career opportunities Curriculum requirements Assessment requirements Quality standards Teachers Information, advice Training and development Shareable resources Shareable resources R&D on pedagogies R&D on pedagogies ICT systems and services Online communities Online communities Learning design toolkits Learning design toolkits Economic modelling Rights and IPR advice We must address all these drivers and enablers

9. A User-oriented Planner for Learning Analysis and Design JISC Design for Learning Programme: a ‘pedagogy planner’ Assistance to promote e-learning quality and re-use Theory-based but adaptable in light of practice Support for ‘module’ level blended learning Support for ‘session’ level blended learning Enabling iterative design of e-learning Enabling lecturers to collaborate An implementation environment for testing e-learning

10. Offer sources of inspiration Motivate personalised learning - staff, students and managers all have to want it Key issue is lack of familiarity with pedagogy, Not sure what’s possible with new technology Key issue is lack of time; Assume low IT skills - scaffold it carefully, make it painless Language and terminology must be explained and changeable Must be able to work from existing plans and materials Plan use of VLE and what it offers at this level Overcoming system barriers - hints and tips from other staff Help with planning the links between objectives, resources, and learning activities; Planning in assessment; Address risks of innovation Need to map out module over weeks then work at sequencing and timing Other tutors may have work managed or negotiated Plan for diverse students, with different skills and experience, pacing, need for feedback Findings from lecturers - Module planning Give me ideas Help me design teaching Make it easy Help me plan the work

11. Must be able to start at any stage, working from macro to micro, or starting at micro Let me modify as module develops, expanding granularity (conditions change) The tool should respond to initial conditions - e.g. offer activities appropriate for numbers Could be one objective per week, or 1.5 weeks, or several objectives Need support for timing of student work Allow links to existing planning tools - MindManager, ModuleGenie Output to powerpoint could be useful; don’t limit output - must be easily available Introduce novelty but balance with efficacy A framework for thinking, reminders of what’s possible, new techniques and solutions, expand horizons, ideas not advice, talking heads of other lecturers, drop-down menu of ideas, alternatives Link activities to resources Find the relevant resources Link to types of pedagogy: typologies to promote variety Start from a model that can be changed Keep it simple, but extensible - standard templates are good if they produce something Offer generic template, and module-specific ones and links to subject examples Begin with broad concepts and then prioritise - which need instruction, which need learner activity Enable lecturers to share their practice Findings from lecturers - Pedagogy planning Make the design tool flexible Make it easy Give me ideas Give me help with design Adapt to my practice

12. Data Data Data Data Data Data Data Data Publish to staff and students Students Learning Design Information Flow From basic initial data: Design the overall module outline Initial conditions: Curriculum Assessment Resources Learners Initial conditions: Curriculum Assessment Resources Learners Module outline Distribution of resources Session plans and learning activities Course Schedule/ Calendar

13. Design the overall module outline “Give me ideas” A filled template [related] Topical web links Related case studies Subject centre website Research findings Examiners’ reports Student feedback forms Quality reports Requirements of professional bodies Given the basic information about the module, you can use this template to plan the initial version of the objectives, assignments and resources • “Make it easy” • Output to next stage: • Topics • Learner needs • Objectives • Assessment types • Credit hours • Staff resource • No. of students Web-pages or Spreadsheet

14. Data Data Data Data Data Data Data Data Publish to staff and students Students Learning Design Information Flow From basic initial data: Design the overall module outline Initial conditions: Curriculum Assessment Resources Learners Initial conditions: Curriculum Assessment Resources Learners Module outline From overall outline: Plan resource use Distribution of resources Session plans and learning activities Course Schedule/ Calendar

15. Decide study hours by method Please assign total student time (hours) to be spent on each of the following (activities set in module plan): Lecture Tutorial Reading material Library work Assignment Workshop Interactive testing Computer-based tools Web resources Online asynchronous conference Online synchronous conference “More likely to plan study hours by content than by method” “Methods have to fit together as part of a learning activity” Total matches?

16. Assign learning activities to study hours/methods This is your current plan for how students spend their time on this course/module: Learner is taking active part in discussion, not necessarily talking all the time, but expecting to talk. If they are not taking part, but listening, or 'lurking', then that activity would count as 'attending'. Digital tools for data manipulation, charting, designing, testing, etc. Show example “Help me plan the work” “Help me design the teaching” Is this an appropriate balance of learning activities? > 20% of student time on ‘attending’ may be too much? Change or reassign learning activities to suit your context

17. Data Data Data Data Data Data Data Data Publish to staff and students Students Learning Design Information Flow Initial conditions: Curriculum Assessment Resources Learners Initial conditions: Curriculum Assessment Resources Learners Module outline From overall outline: Plan resource use Distribution of resources Session plans and learning activities From resource distribution: Plan the schedule Course Schedule/ Calendar

18. Develop the Module Calendar This is your Module Calendar for the 4 weeks. The times you have assigned to selected methods can now be distributed by student contact and study time, and senior and support staff time. “Lecturers should be able to generate more columns” The first four columns show the total time for staff and students, across your selected methods The totals in the end columns should match those in the first columns.

19. Generate the Module Calendar and Study Guide The Module Calendar generates an outline Study Guide that can be edited for publishing in the LMS. The contact and study hours assigned to each method have been entered into this template. Edit the yellow squares to fit the objectives for each week. Study times and objectives have been transferred from the Module Calendar “Help me plan the work” “Make it easy” “Help me design the teaching”

20. Data Data Data Data Data Data Data Data Publish to staff and students Students Learning Design Information Flow Initial conditions: Curriculum Assessment Resources Learners Initial conditions: Curriculum Assessment Resources Learners Module outline Distribution of resources From the schedule: Plan the pedagogy and learning activities Session plans and learning activities From resource distribution: Plan the schedule Course Schedule/ Calendar

21. Session planning - the ‘Pedagogy Planner’) Select a session or week to design in detail Week 1: Objective(s) 1 (from Study Guide) Week 2: Objective(s) 2 (from Study Guide) Week 3: Objective(s) 3 (from Study Guide) Week 4: Objective(s) 4 (from Study Guide)

22. Planning a session “Make the design tool flexible” Where do you wish to begin (tick one)? Refine the learning objective(s) for this Session Define likely learner difficulties with this topic Decide what it takes to achieve these objectives Adapt a related learning activity sequence Design a new learning activity sequence Implement a learning activity design in LAMS “This would be good for helping new tutors” “By making plans explicit, this process might help students to force recalcitrant lecturers to do their job properly”

23. Decide what it takes to achieve these objectives “Use student feedback forms” Week 2: [Objectives from Module Calendar] Student contact time: 2 hours Student study time: 2 hours Method(s): Workshop (2 hours)Digital tool (2 hours) Learners’ needs: [As defined in Module Planner and further refined in previous steps…] “Capture experiences of other lecturers” • These patterns would help students think through their initial thoughts for an unfamiliar area of study, and prepare for being introduced to theoretical constructs and definitions. • Related learning patterns • Related LAMS sequence • [Topic] case study from CETL, JISC MLA, etc • Reusable learning objects for [Topic] from MERLOT, JORUM, etc. • The following learning designs are listed in order of likely usefulness. • Raising awareness of alternative perspectives on an issue • Eliciting and comparing learners’ initial constructs for a concept • Generating constructive questions • Supporting a design process • Understanding how a system works • Select one to work through, and file any sequences, cases or RLOs that might be useful. • The following learning designs are listed in order of likely usefulness. • Raising awareness of alternative perspectives on an issue • Eliciting and comparing learners’ initial constructs for a concept • Generating constructive questions • Supporting a design process • Understanding how a system works • Select one to work through, and file any sequences, cases or RLOs that might be useful.

24. Adapt a related learning activity sequence This sequence is designed to help learners think through their initial ideas for an unfamiliar field of study, and prepare for understanding the expert definitions and concepts. Work through the sequence, to see how you experience it as a learning process.

25. Property: Yes No A sequence to elicit and compare learners’ constructs for ‘paintings’ Voting: Select any three of these paintings Link to separate window displaying paintings displayed with access to zoom Q&A: Can you think of a property or description that applies to two but not to the third? Repeat the last three steps, selecting threes for the student until all instances have been covered at least once Voting: Which of the rest have this property or feature? Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you? Forum: propose your ideas to others, and compare your sorts - are they the same? Voting: propose and vote on properties that are the most interesting Forum: here are the experts’ definitions - how would you sort using these?

26. Adapt a related learning activity sequence • Does it meet the requirements for a fully supported learning process? • Access to the teacher/expert ideas • Learner can offer their ideas • Feedback from other learners • Can discuss the work with a teacher • Clear task goal • Meaningful intrinsic feedback • Learners can improve their work • Learners can compare their work • Can discuss and debate their work • The teacher can adjust the task set “A framework for thinking, reminders of what’s possible”

27. RETHINKING UNIVERSITY TEACHING a conversational framework for the effective use of learning technologies 2nd Edition RoutledgeFalmer, 2002

28. Forum: here are the experts’ definitions - how would you sort using these? Q&A: Can you think of a property or description that applies to two but not to the third? Forum: propose your ideas to others, and compare your sorts - are they the same? Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you? Yes if they repeat activities Forum: propose your ideas to others, and compare your sorts - are they the same? Forum: propose your ideas to others, and compare your sorts - are they the same? Adapt a related learning activity sequence • Does it meet the requirements for a fully supported learning process? • Access to the teacher/expert ideas • Learner can offer their ideas • Feedback from other learners • Can discuss the work with a teacher • Clear task goal • Meaningful intrinsic feedback • Learners can improve their work • Learners can compare their work • Can discuss and debate their work • The teacher can adjust the task set No - needs to be adapted Not explicitly stated No - needs to be adapted

29. Adapt a related learning activity sequence Week 2: Objective(s) from Module Calendar Consider the assessable learner output from this pattern: ‘Properties’ defined by individual ‘Properties’ defined by group Discussion contributions Voting decisions Use of expert definitions Does this give you sufficient to assess (a) whether the objective has been achieved, (b) whether the sequence is effective? Adapt the sequence until it is ready for testing

30. Implement and share a learning activity sequence Set up the learning activity design as a LAMS sequence Adapt and test until it is clearly an effective learning design Capture learner outcomes as evidence Publish sequence on the Module website Generalise the topic and activities Publish on the LAMS Community website

31. Property: Yes No A sequence to elicit and compare learners’ constructs for ‘chemicals’ A sequence to elicit and compare learners’ constructs for ‘paintings’ Voting: Select any three of these chemicals Link to separate window displaying chemicals displayed with access to zoom Voting: Select any three of these paintings Link to separate window displaying paintings displayed with access to zoom Q&A: Can you think of a property or description that applies to two but not to the third? Repeat the last three steps, selecting threes for the student until all instances have been covered at least once “Start from a model that can be changed” “Keep it simple, but extensible - standard templates are good if they produce something” Voting: Which of the rest have this property or feature? Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you? Forum: propose your ideas to others, and compare your sorts - are they the same? Voting: propose and vote on properties that are the most interesting Forum: here are the experts’ definitions - how would you sort using these?

32. Implement and share a learning activity sequence Set up the learning activity design as a LAMS sequence Adapt and test until it is clearly an effective learning design Capture learner outcomes as evidence Publish sequence on the Module website Generalise the topic and activities Publish on the LAMS Community website

33. A sequence to elicit and compare learners’ constructs for ‘X’ “Offer generic templates, and module-specific ones and links to subject examples” Voting: Select any three of these instances of the concept ‘X’ Link to separate window displaying ‘instances of X’ displayed with access to zoom Q&A: Can you think of a property or description that applies to two but not to the third? From specific to generic~ The pedagogy is captured in a customisable form and populated with RLOs Repeat the last three steps, selecting threes for the student until all instances have been covered at least once Voting: Which of the rest have this property or feature? Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you? Forum: propose your ideas to others, and compare your sorts - are they the same? Voting: propose and vote on properties that are the most interesting Forum: here are the experts’ definitions - how would you sort using these?

34. Drivers Enablers Drivers and enablers for the teacher? Learner needs Learner needs Career opportunities Career opportunities Curriculum requirements Assessment requirements Quality standards Teachers Information, advice Training and development Shareable resources Shareable resources R&D on pedagogies R&D on pedagogies ICT systems and services Online communities Online communities Learning design toolkits Learning design toolkits Economic modelling Rights and IPR advice We must address all these drivers and enablers

35. Implement and share a learning activity sequence Set up the learning activity design as a LAMS sequence Adapt and test until it is clearly an effective learning design Capture learner outcomes as evidence Publish sequence on the Module website Generalise the topic and activities Publish on the LAMS Community website “Enable lecturers to share their designs”

36. The LAMS Community - www.lamscommunity.org Add to library of teachers’ sequences Ratings of sequences in terms of usefulness and number of downloads

37. Is innovation in teaching like research? Characteristics of being a researcher teacher innovating • fully trained through an apprenticeship program • highly knowledgeable in a specialist area • licensed to practice as both practitioner and mentor to others in the field • building on the work of others in their field whenever they begin new work • conducting practical work using the agreed standards of evidence • working in collaborative teams of respected peers • seeking new insights and ways of rethinking • disseminating findings for peer review and use

38. Drivers Enablers Drivers and enablers for the teacher? Learner needs Learner needs Career opportunities Career opportunities Curriculum requirements Assessment requirements Quality standards Teachers Information, advice Training and development Shareable resources Shareable resources R&D on pedagogies R&D on pedagogies ICT systems and services Online communities Online communities Learning design toolkits Learning design toolkits Economic modelling Rights and IPR advice We must address all these drivers and enablers

39. ‘Rethinking Pedagogy for the Digital Age’(forthcoming). References JISC e-Learning and Pedagogy www.jisc.ac.uk/elearning_pedagogy Design for Learning Programme www.jisc.ac.uk/elp_designlearn.html Pedagogy Planner project www.wle.org.uk/d4l Learning Patterns project www.noe-kaleidoscope.org/pub/

40. How much HE is online Low Income/Low-Middle Income countries (LI/LMI) Learning design tools will help to lower the barriers to online teaching and learning [Source: OBHE, 2004]

41. Demand for Higher Education • Worldwide HE places to be 125 million in 2020 • Demand for international education places: • 2.1 million in 2003 • 5.8 million by 2020 • Age participation rate: • 40% – 50% in ‘north’ • Below 5% in many developing and emerging economies The Observatory on Borderless Higher Education www.obhe.ac.uk Collaborative online teaching innovation will help to meet the demand for HE [Source: OBHE, 2004]

42. 8-11 August 2006
 Ottawa Congress Centre
 Summary We must clarify what we do for education strategies Practitioners need both career and innovation support Practitioners want flexibility and ideas in learning design Innovation in teaching should be more research-like A ‘Learning Design Planner’ must support action research It must capture the pedagogy in a customisable form Why does this matter? - Education for all - Millennium Goal - HE for all those who want it - Worldwide demand There is no alternative to effective exploitation of technology