1. Learning design for online courses The Pedagogical Patterns Collector, the Learning Designer, and MOOCs Diana Laurillard

2. The problem to be addressed • Technology is under-used in teaching and learning • There is little time or reward for TEL innovation in teaching • Teachers need to be able to build on the designs of others • Articulate their pedagogy • Adopt, adapt, test, improve their learning designs • Co-create and share learning designs • Understand the costs and benefits of moving to online  Acomputational representation of pedagogic design

3. A computational representation

4. The Pedagogical Patterns Collector A library of patterns to inspect

5. The Pedagogical Patterns Collector Colour-coded text identifies content parameters Black text expresses pedagogy design

6. The Pedagogical Patterns Collector Category of learning type and duration in minutes

7. The Pedagogical Patterns Collector

8. The Pedagogical Patterns Collector

10. Adopt/Adapt a teaching pattern

11. Adopt/Adapt a teaching pattern 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. Adopt – Adapt – Import resources - Test and re-design – Share what works

12. Abstract a pattern Enter a generic term: ‘their professional practice’ Highlight a content term or phrase: ‘classroom teaching’ The generic version ‘their professional practice’ populates the generic pattern

13. Abstract a pattern Publish both specific and generic versions for others to adopt and adapt Enter a generic term: ‘their professional practice’ Highlight a content term or phrase: ‘classroom teaching’ The generic version ‘their professional practice’ populates the generic pattern

14. Comparison of pedagogical 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

15. Comparison of pedagogical benefits, and costs in terms of teacher support for one example Conventional Online

16. Comparison of pedagogical benefits, and costs in terms of teacher support for one example Conventional Online

17. Modelling the costs for increasing student cohort size Online The benefit of shifting from variable to fixed costs, and spreading fixed costs over larger numbers Teacher hours per student Cohort size A higher proportion of fixed costs and scaling up improve the per-student preparation costs

18. Modelling the costs for increasing student cohort size Online Teacher hours per student The cost of commenting, advising, marking for each student Cohort size Scaling up willnever improve the per-student support costs… unless…

19. … we come up with some clever pedagogical patterns The question is – what are they, and how do we develop and share them?

20. MOOC feasibility (if ‘free’) There are only ‘fixed’ costs Reused ‘transmission’ teaching via multimedia Reuse of orchestrated peer learning Use of free interactive digital learning objects Reuse of automated assessment tests Certificate of ‘attendance’ There are no ‘variable’ (per student) costs No individual student support No tutor-based assessment, formative or summative No accreditation of learning Actual remaining costs are seen as ‘marketing’ Hosting, converting materials, monitoring

21. How to progress learning design for online courses? These issues are under discussion in the OLDSMOOC on Learning Design for a 21st C Curriculum at http://olds.ac.uk - Week 4 on Pedagogical Patterns begins today 31 Jan The issues will undoubtedly play a part also in ALT’s MOOC, ocTEL- Open Course in Technology Enhanced Learning – see ALT website Events, 15 April to 21 June. What are the new pedagogical patterns we will need for MOOCs, and how do we develop and share them?

22. The project team The Learning DesignerA 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) LSE Steve Ryan (CoPI) Ed Whitley Roser Pujadas (PhD Student) Project website at www.ldse.org.uk