Designing the pedagogies for student guidance on the large scale Diana Laurillard

1. Designing the pedagogies for student guidance on the large scale Diana Laurillard London Knowledge Lab Institute of Education, London 08 July 2013

2. Why Learning Design is crucial for the future of education Outline of the argument • Global demand for education • What it takes to learnand teach • Teaching on the largescale • Teaching costs and learning benefits • The role of Learning Design

3. The global demand for education The new UNESCO goals for education: • Every child completes a full 9 years of free basic education … • Post-basic education expanded to meet needs for knowledge and skills … (Draft for UNESCO post 2015 goals) By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies(NAFSA 2010)  Implying significant graduate and teacher training growth for this level of schooling, HE and FE 1:25 staff:students??

4. What it takes to learn What does it take to learn: the ways of thinking of very clever people, & the ways of practising at a high level of skill, in the context of formal education?

5. Representing types of learning Acquiring Teacher communication cycle Peer communication cycle Teachers’ concepts Learner concepts Peer concepts L C L C Inquiring Discussing Producing Modulate Modulate Generate Generate Peer modelling cycle Teacher modelling cycle L P L P Practice environment Learner practice Peer practice Collaborating Practising The teacher designs for the activetypes of learning in this ‘Conversational Framework’ for learning

6. What it takes to teach So the teaching workload is increasing in terms of Planning for how students will learn in the mix of the physical, digital and social learning spaces designed for them Designing the activities, tools and resources that afford active learning Guidance and support that improves on traditional methods Providing for flexibility in blended learning options Working with learning technologies to improve scale AND outcomes BUT: Institutions and teachers do not typically plan for the teaching workload implied by these learning benefits

7. Understanding high quality TEL MOOC Preparation time (fixed costs) MOOCvsstandard online course • Adaptive feedback (sim/models/games) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Adaptive feedback (sim/models/games) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) • Adaptive feedback (sim/models/games) • Expositions (lecture videos) • Automated grading (MCQs, quizzes) • Readings (pdfs) • Collaboration activities (wiki) • Peer group discussion (forums) • Peer grading against criteria (tests) • Tutored discussion (forums) • Tutor feedback (e-portfolio) Support time (variable costs)

8. The Duke MOOC data Not for the faint-hearted ~500 ‘engaged’ 2% completed Report at http://bit.ly/ZRMbjp

9. What did it take to teach it? 8 weeks, providing 50 hours learning time, including support: • Videos and pdfs • Quizzes • Wiki • Peer discussions • Peer grading • Tutored discussions • Summative assessment High on prep time Zero tutor contact for 42 hours Low on prep time High contact for 8 hours learning 420 hours to develop materials and course design 200 hours to support 8 hours for ~500 students = 1:20 staff student ratio How does that scale up to large student numbers? Report at http://bit.ly/ZRMbjp

10. What it takes to teach a basic MOOC vs the Duke MOOC Total teaching time The variable cost of high quality support does not achieve economies of scale if you maintain the same pedagogy Prep time = 420 Preparation time = 420 hrs

11. The Edinburgh MOOCs data Average student numbers per course 51500 20500 15000 6000 5500 6000 ‘engaged’ ~10% completed MOOCs @ Edinburgh 2013 – Report #1

12. Large-scale pedagogy (Edinburgh MOOCs) ✓ Popular with students ✓ Not a variable cost ✗ Students still just reading, not engaging Academic reads posts selectively and summarises each week Student engagement in discussion is low

13. Modelling the benefits and costs • It’s important to understand the link between the pedagogical benefits and teaching time costs of online learning – especially for the large-scale • What are the new digital pedagogies that will address the 1:25 student support conundrum?

14. Pedagogies for supporting large classes Concealed MCQs The (virtual) Keller Plan The vicarious master class Pyramid discussion groups Conceal answers to question Ask for user-constructed input Reveal multiple answers Ask user to select nearest fit Introduce content Self-paced practice Tutor-marked test Student becomes tutor for credit Until half class is tutoring the rest 240 individual students produce response to open question Pairs compare and produce joint response Groups of 4 compare and produce 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 Tutorial for 5 representative students Questions and guidance represent all students’ needs

15. Pedagogies for supporting large classes Concealed MCQs The (virtual) Keller Plan The vicarious master class Pyramid discussion groups Laurillard, 2002 Keller, 1974 Mayes et al, 2001 Gibbs et al, 1992 The traditional pedagogies for large classes could be redesigned as digital formats

16. How can the field of Learning Design help? The Larnaca Declaration (2012) on Learning Design describes it as: • attending to what students do in order to learn • focusing on effectiveness of a design • highlighting the pedagogic features of learning designs • representing learning designs in formal ways • sharing and reusing designs • mapping to implementations • focusing on pedagogy in all its forms • across all sectors and subject areas http://larnacadeclaration.wordpress.com/

17. Tools for teachers as learning designers Teachers as designers need the tools for innovation http://tinyurl.com/ppcollector To find or create new ideas Adopt Adapt Test To collect learning analytics Redesign Analyse Publish Creating knowledge about effective blended and online pedagogies

18. Tools for academics as learning designers http://tinyurl.com/ppcollector

19. Academics sharing their best designs A library of patterns to inspect

20. Defining the metadata of their pedagogies • Assigned metadata on • learning type • group size • duration in minutes • teacher contact/not • resources attached • evidence of learning

21. Adopt and adapt design for Ed students Share the pattern Export to Word [Moodle] Read, Watch, Listen Inquire Discuss Practice Share Produce Check the feedback on the overall distribution of learning activity Add link to an OER, e.g. a digital tool for practice Specify the duration of the activity in minutes Adjust the type of learning activity. Edit the instructions. Represent the teacher as present or not

22. Adopt and adapt design for Ed students

23. Export to Moodle for Ed students • Interprets metadata to assign activity types inMoodle (or other LMS) • Attaches resource links • Inserts study guidance from text in the pattern • Collects data on student performance on TEL-based activities

24. Reuse for Med students in PPC Explain how to optimise the inputs to a learning design tool to achieve a well-balanced learning design Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure With your partner select different inputs to the learning design tool – can you improve on your previous results? With your partner select different inputs to the patient simulator – can you improve on your previous results?

25. Reversioned for Med students • Same pedagogical pattern • Same study guidance except for subject content terms • Different resources attached • Same type of evidence data (?)

26. Modelling the pedagogic benefits A computational representation can analyse how much of each learning activity has been designed in Categorised learning activities Conventional Blended Analysis shows more active learning

27. Modelling the teaching time costs Modelling an IOE course over 3 years Prep hrs Support hrs Prep hrs Support hrs Yr1 Yr2 Yr3 Yr1 Yr2 Yr3 Figure 2(b) Teaching time for a course with 40, 80, 160 students, gives profits of -£12000 £13000 £35000 Figure 2(a) Teaching time for a course with 40 students each year, gives profits of -£12000 £5000 £8000 BUT there are also differences in administrative support costs

28. The uncomfortable truths of education economics No university or college finance director knows about these! Scaling up to large numbers will never improve the per-student support costs… …unless we come up with some clever learning designs that support at better than the 1:25 ratio We need to invest in teacher innovation to make the best use of our teaching resource for students’ outcomes  Learning Design will help us do this

29. Further details… http://larnacadeclaration.wordpress.com/ tinyurl.com/ppcollector Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (Routledge, 2002) (Chinese edition ECNU Press) Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk

30. How can the field of Learning Design help? The Larnaca Declaration for the field proposes: • representing learning designs in formal ways • sharing and reusing designs • focusing on pedagogy in all its forms • highlighting the pedagogic features • attending to what students do • focusing on effectiveness • mapping to implementations • across all sectors and subject areas The Larnaca Declaration for the field proposes: • representing learning designs in formal ways as in PPC • sharing and reusing designs, from a shared library • focusing on pedagogy in all its forms – even instructivist • highlighting the pedagogic features e.g. learning types • attending to what students do - learning activities • focusing on effectiveness e.g. pie-charts, workload, outputs • mapping to implementations e.g. Moodle • across all sectors and subject areas e.g. Ed to Med

31. Designing digital pedagogies: Summary The global demand for education requires investment in pedagogic innovation for MOOCs to deliver TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio Teachers need the tools to design, test, gather the evidence of what works, and model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas The global demand for education requires investment in pedagogic innovation for MOOCs to deliver TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio Teachers need the tools to design, test, gather the evidence of what works, and model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas