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Digital technology for enhanced and efficient learning and teaching

Digital technology for enhanced and efficient learning and teaching. Diana Laurillard London Knowledge Lab Institute of Education. Outline. First things first – how do students learn? How does technology help? Tools for teachers to build pedagogic knowledge Teachers as design scientists….

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Digital technology for enhanced and efficient learning and teaching

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  1. Digital technology for enhanced and efficient learning and teaching Diana Laurillard London Knowledge Lab Institute of Education

  2. Outline First things first – how do students learn?How does technology help?Tools for teachers to build pedagogic knowledgeTeachers as design scientists…

  3. The learner learning Acquiring Teacher concepts L C L C Learner concepts Inquiring Modulate Generate L P L P Learner practice Learning through acquisition, instruction Learning through inquiry

  4. The learner learning Teacher concepts Learner concepts L C L C Modulate Modulate Generate Generate Task Feedback L P L P Learner practice Learning environment Actions Learning through practice with meaningful intrinsic feedback

  5. The learner learning Acquiring Ideas, questions Teacher concepts Learner concepts Peer concepts L C L C Ideas, questions Inquiring Modulate Modulate Modulate Generate Generate Generate Task/Feedback Outputs L P L P Learning environment Learner practice Peer practice Outputs Actions Learning through discussion from peers’ ideas, questions Learning through sharing from peers’ practice

  6. Representing types of learning 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 Sharing L P L P Learning environment Learner practice Peer practice Practising The teacher needs to design in all these types of learning

  7. Books, lectures, papers, websites, videos, podcasts… Deploying learning technologies Tutorials, seminars, small groups, online forums, social media… Libraries, journals, repositories, databases, Web… Book… Podcast Teacher communication cycle Peer communication cycle Teacher concepts Learner concepts Peer concepts L C L C Library… Web Tutorial… Facebook Essay… Model Modulate Modulate Generate Generate Peer modelling cycle Teacher modelling cycle Project… VLE L P L P Learning environment Learner practice Peer practice Lab… Simulation Labs, exercises, problems, projects, serious games, models, simulations… Essays, designs, performance, programs, videos, ppts, digital assets, models… Project groups, teamwork, Google groups, wikis, VLEs… The teacher needs to use all these types of learning technology

  8. Forms of TEL/online learning activities Learning activities for online courses • Guided TEL resources (model) • Access to expositions (lecture videos) • Automated grading (MCQs, models) • Readings (pdfs) • Guided collaboration activities (wiki) • Peer group discussion (forum) • Peer grading against criteria (share) • Tutored discussion (forum) • Tutor feedback (assignments) • Tutor-based assessment (exams)

  9. Tools for teachers as learning designers Teachers as designers need the tools for innovation To find or create new ideas Adopt Adapt Test To collect learning analytics Redesign Analyse Publish Creating knowledge about effective online pedagogies Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

  10. Tools for teachers as learning designers

  11. Tools for teachers as designers - PPC A library of patterns to inspect The learning outcome is specified

  12. Tools for teachers as designers - PPC Colour-coded text identifies content parameters Black text expresses pedagogy design

  13. Transferring the pedagogy across topics - PPC The Pedagogical Patterns Collector

  14. Transferring the pedagogy across topics - PPC The Pedagogical Patterns Collector

  15. Transferring the pedagogy across topics - PPC

  16. Teacher adopts and adapts a design Export to Word [Moodle] Check the feedback on the overall distribution of learning activity Read, Watch, Listen Investigate Discuss Practice Share Produce Add link to an OER, e.g. a digital tool for practice Specify the duration of the activity in minutes Represent the teacher as present or not Adjust the type of learning activity. Edit the instructions. Fully specifies the pedagogy for others to adopt, adapt, test, and share

  17. Design for Med students in PPC Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure With your partner select different inputs to the patient simulator – can you improve on your previous results?

  18. Export to Moodle for Med students

  19. Re-design for Business students in PPC Explain how to optimise the inputs to a business model to achieve the optimal cash flow Explain how to optimise the inputs to a patient simulator to achieve the ideal blood pressure With your partner select different inputs to the business model – can you improve on your previous results? With your partner select different inputs to the patient simulator – can you improve on your previous results?

  20. Export to Moodle for Business students Export to Moodle for Med students The process of professional collaboration: Find effective patterns for a learning objective – adopt, adapt, improve – export to Moodle – test with students – improve – test - publish

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

  22. Efficiency: Modelling teacher time Learning activities for online courses Preparation time (fixed costs) • Guided TEL resources (model) • Access to expositions (lecture videos) • Automated grading (MCQs, models) • Readings (pdfs) • Guided collaboration activities (wiki) • Peer group discussion (forum) • Peer grading against criteria (share) • Tutored discussion (forum) • Tutor feedback (assignments) • Tutor-based assessment (exams) Running time (variable costs)

  23. Cost modelling for teacher time • Elicit planned learning time for different technologies • Estimate/investigate teachers’ preparation and running time for each • Model effects on learning experience – is it enhanced (see pie-charts)? • Model effects on teacher time – lower unit cost (i.e. teaching time per student)? • Model effects of increasing class size to ‘massive’...

  24. Modelling the costs for increasing student cohort size Online Economies of scale for fixed costs of preparation Teacher hours per student The running costs of commenting, advising, marking for each student Cohort size Scaling up will never improve theper-student support costs… unless we develop the digital pedagogies to help

  25. Teaching as a design science: Tools for teaching professionals The global demand for HE requires investment in pedagogic innovation for good large-scale teaching TEL-based pedagogic innovation must be carefully orchestrated to enhance learning of all types, using all types of technology Teachers need the tools to design, test, gather the evidence of what works, model benefits and costs Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

  26. Further details… www.ldse.org.uk/ tinyurl.com/ppcollector Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk

  27. The project partners The Learning Designer A TLRP-TEL project Oxford Liz Masterman (CoPI) Marion Manton (CoPI) Joanna Wild (RF) Birkbeck/LKL George Magooulas (CoPI) Patricia Charlton DionisisDimakopoulos IOE/LKL Brock Craft (RF) Diana Laurillard (PI) DejanLjubojevic (RF) LondonMet Tom Boyle (CoPI) RVC Kim Whittlestone (CoPI) Stephen May Carrie Roder (PhD Student) ALT SebSchmoller Rachel Harris LSE Steve Ryan (CoPI) Ed Whitley RoserPujadas (PhD Student) Project website at www.ldse.org.uk PPC at web.lkldev.ioe.ac.uk/PPC/live/ODC.html

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