Educators as the drivers of innovation in digital pedagogy Diana Laurillard London Knowledge Lab Institute of Education

Outline Online teaching and learning – the global perspective Learning design – a pedagogical framework for designing traditional and online learning Pedagogy – categorising the technologies for active, collaborative learning The MOOC phenomenon – for large scale independent online education Design tools for teachers – to put teachers at the forefront of innovation

The Context: 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)  Implying significant growth in graduate teachers to supply this level of education But staff:student ratios in the current HE model are ~1:25, which cannot meet this level of demand  Technology as an essential part of meeting our ambitions for education

Why teachers must be innovators The demand for good quality education for all requires new pedagogies capable of supporting every learner achieving their highest learning potential Teaching has to adapt to rapid changes in digital technology innovation and in student needs, capabilities and expectations teachers have to discover how to integrate pedagogy with technology for high quality independent learning Could teachers be a community of design scientists who collaborate to work out the best way to use learning technology?

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 Learning through acquisition (instruction) Acquiring Talk, book, video, Web Teacher concepts Learner concepts L C L C Inquiring Modulate Generate Learner practice L P L P Learning through acquisition (instruction) Learning through inquiry

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

The learner learning Acquiring Ideas, questions Teacher concepts Learner concepts L C L C Peer concepts Inquiring Ideas, questions Modulate Modulate Generate Generate Task/Feedback Learning environment Learner practice L P L P See Ch 4 of Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. Actions Learning through discussion from peers’ ideas, questions

The learner learning Learning through collaboration: Acquiring Ideas, questions Teacher concepts Learner concepts L C L C Peer concepts Inquiring Ideas, questions Modulate Modulate Modulate Generate Generate Generate Task/Feedback Outputs Learning environment Learner practice L P L P Peer practice See Ch 4 of Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. Actions Outputs Learning through collaboration: discussion from peers’ ideas, questions and negotiating practice

(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…) The learner learning Acquiring Ideas, questions Teacher concepts Learner concepts L C L C Peer concepts Inquiring Ideas, questions Modulate Modulate Modulate Generate Generate Generate Task/Feedback Outputs Learning environment Learner practice L P L P Peer practice See Ch 4 of Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. Actions Outputs Instructivism - Social constructivism – Social learning – Inquiry learning - Constructionism – Collaborative learning (Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)

The Conversational Framework Teacher concepts Learner concepts L C L C Peer concepts Modulate Modulate Modulate Generate Generate Generate Learning environment Learner practice L P L P Peer practice Instructivism Social constructivism Social learning Inquiry learning Constructionism Collaborative learning Dewey, Vygotsky, Piaget, Gagné, Bruner, Papert, Marton, Bransford…

The Conversational Framework Acquiring Teacher communication cycle Peer communication cycle Teacher concepts Inquiring Learner concepts L C L C Discussing Peer concepts Producing Modulate Modulate Generate Generate Teacher modelling cycle Peer modelling cycle Learning environment Practising Learner practice L P L P Collaborating Peer practice Put together, the full picture represents all the different ways of learning, expressed in all the different pedagogical approaches. The good teacher will use all these types of learning that continually prompt the learner to generate and modulate their concepts and practice

The Conversational Framework Acquiring Teacher communication cycle Peer communication cycle Teacher concepts Inquiring Learner concepts L C L C Discussing Peer concepts Producing Modulate Modulate Generate Generate Teacher modelling cycle Peer modelling cycle Learning environment Practising Learner practice L P L P Collaborating Peer practice Put together, the full picture represents all the different ways of learning, expressed in all the different pedagogical approaches. The good teacher will use all these types of learning that continually prompt the learner to generate and modulate their concepts and practice

Technology supporting types of learning YouTube videos, screencasts OERs, Podcasts Discussion forums, Twitter, Facebook, Blogs Teacher communication cycle Peer communication cycle Teacher concepts Search engines, repositories, digital libraries, WebQuests Learner concepts L C L C Peer concepts Programs, animations, blogs, e-portfolios, photos, videos, screencasts Modulate Modulate Generate Generate Digital tools of the field Commercial simulations and games Coding toolkits VLEs, Tools, Wikis, Storyboarding, Websites, Coding communities Teacher modelling cycle Peer modelling cycle Practice environment Learner practice L P L P Peer practice The full picture of the ‘Conversational Framework’ represents all the different ways of learning, expressed in all the different pedagogical approaches listed. Learning through acquiring concepts from others, through reading, watching or listening, is one of the most important and common forms of learning in formal education, but as the diagram shows, is only one of the many ways of enabling learners to develop a well-integrated understanding of practice. Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. Teachers making the most of new technologies for the active types of learning – mainly developed for other contexts

Why teachers must be innovators The demand for good quality education for all requires new pedagogies capable of supporting every learner achieving their highest learning potential Teaching has to adapt to rapid changes in digital technology innovation and in student needs, capabilities and expectations teachers have to discover how to integrate pedagogy with technology for high quality independent learning Could teachers be a community of design scientists who collaborate to learn the best way to use learning technology?

The learner learning Teachers’ concepts Learner concepts L C L C Teacher communication cycle Peer communication cycle Teachers’ concepts Learner concepts L C L C Peer concepts Modulate Modulate Generate Generate Teacher modelling cycle Peer modelling cycle Practice environment Learner practice L P L P Peer practice

The teacher learning Theories, resources, patterns Teacher concepts Explain, comment, critique, question, defend, propose, negotiate Concepts, ideas, resources, patterns Theories, resources, patterns Teacher concepts Teachers’ ideas on teaching Learner concepts L C L C Peers’ ideas of teaching Peer concepts Search/Share, patterns Modulate Modulate Modulate Generate Generate Generate Shared learning designs/patterns Learners’ needs/ Learners’ outcomes Learners learning Learning environment Teachers’ practice Learner practice L P L P Peers’ practice as designs Peer practice Learning designs Revised learning designs Shared learning designs/patterns Teachers can also learn through acquisition, inquiry, discussion, collaboration, sharing, and practice

The teacher learning Theories, resources, patterns Teacher concepts Explain, comment, critique, question, defend, propose, negotiate Concepts, ideas, resources, patterns Theories, resources, patterns Teacher concepts Teachers’ ideas on teaching Learner concepts L C L C Peers’ ideas of teaching Peer concepts Search/Share, patterns Modulate Modulate Modulate Generate Generate Generate Shared learning designs/patterns Learners’ needs/ Learners’ outcomes Learners learning Learning environment Teachers’ practice Learner practice L P L P Peers’ practice as designs Peer practice Learning designs Revised learning designs Shared learning designs/patterns Teachers only learn through practice We don’t have secure mechanisms for sharing and collaboration

Teachers have to learn how to teach with technology Professional teaching to optimise student learning now means: Planning for how students will learn in the mix of the physical, digital and social learning spaces they inhabit Designing the activities, tools and resources that afford all types of active learning and develop independent learning Personalising teaching to improve on traditional methods Providing flexibility in blended learning options Using learning technologies to improve scale AND outcomes

The design cycle for teaching Build on others’ tested designs Select Adopt Adapt Test Redesign Publish ?? Make links to existing content resources Redesign existing content resources Building teaching community knowledge

Similar to the design cycle for science What is the teaching design equivalent of the journal paper? Select Adopt Adapt Test Redesign Publish Building scientific knowledge

A learning design: Viewed as a sequence A sequence of technology-based learning activities in Moodle

How to support the whole design cycle for teaching? Build on others’ tested designs Select Adopt Adapt Test Redesign Publish Share designs and resources?? Make links to existing content resources Redesign existing content resources Building teaching community knowledge

The sequence represented in the ‘Learning Designer’ tool Feedback on the overall distribution of learning activity types (from theory) Total duration User-defined properties learning type group size duration teacher contact/not resources attached Learning outcomes Sequence of learning activities described in detail

The sequence viewed as a timeline Export to Moodle/VLE OERs can be attached Activities can be edited, dragged, copied, duplicated Segments can be dragged, copied, duplicated Designer notes can be added

Export a collaborative learning design to Moodle for Education students Link to an interactive simulation Interprets metadata to assign activities in Moodle/LMS Attaches resource links Inserts study guidance Collects data “Now work with a partner…” – link to a social media forum

Reversioning an Education collaborative learning design for Medical students Same pedagogical pattern Same study guidance Same generic media tools Different discipline terms Different resources attached Link to an interactive simulation This is equivalent to turning Mode 2 knowledge about the practice of teaching into Mode 1 knowledge that is explicit, articulated, testable, shareable, generalisable and localisable (Gibbons et al, 1994) Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: Sage Publications. “Now work with a partner…” – link to a social media forum

Teachers as innovative learning designers Like scientists, teachers could exchange and develop their good (pedagogic) ideas through collaboration The Learning Designer is a tool for making that possible – like the scientific journal where the transition to practice is smooth if the design can be exported (e.g. via IMS CC) to a VLE Could this kind of tool support an online collaborative learning environment for professional development?

Massive Open Online Courses MOOCs for teacher development? These online courses are distinct because they are: Open access – anyone can participate, for free; and Massive – the learning platform is scalable and courses are designed to support an indefinite number of participants. They began with top universities in US, now in many countries Mainly HE, but because of the large scale ‘success’ they are also being seen as a solution for FE and schools as well How well do they work for undergraduate degrees?

The MOOC as undergraduate education Not for undergraduates 72% have degrees Enrolled students Belanger, Y., & Thornton, J. (2012). Bioelectricity: A Quantitative Approach: Duke University’s First MOOC. North Carolina, USA: Duke University. Duke University Report 2012

The MOOC as undergraduate education Not for undergraduates 40% 70% have degrees 30% 17% Enrolled students 10% 3% Haywood, J. (2013). MOOCs @ Edinburgh 2013 – Report #1. Edinburgh: University of Edinburgh. MOOCs @ Edinburgh 2013 – Report #1

The MOOC as undergraduate education Not for undergraduates 4% 68% have degrees 29% 35% 8% Enrolled students 11% 8% Grainger, B. (2013). Massive Open Online Course (2013) Report. London: University of London International Programmes. 3% MOOC Report 2013: University of London

Massive Open Online Courses MOOCs for teacher development? We cannot yet be sure the MOOC is a good model for undergraduate degrees However the default pedagogy is equivalent to that for CPD: Acquisition – video lectures and readings Discussion with peers – via large community forums Peer evaluation – via comments or grading of output For a better CPD experience we should offer also Shared practice – videos of professional practice in action Orchestrated discussion groups – to ensure value Collaborative learning with peers – using construction tools

‘Coursera’ Education Courses https://www.coursera.org/ Short: 30-50 hours ‘Signature track’ authenticates student, provides certificate of completion

A learning technology course on Coursera: ‘Emerging Trends and Technologies in the K-12 Classroom’

A learning technology course on Coursera: ‘Emerging Trends and Technologies in the K-12 Classroom’

A learning technology course on Coursera The Learning Designer

A forthcoming (June 2014) CPD course on learning technology on Coursera https://www.coursera.org/ Based on case studies and experience from >30 schools all over the world For teachers, head-teachers and policymakers

A forthcoming (June 2014) CPD course on learning technology on Coursera https://www.coursera.org/

Further details… http://buildingcommunityknowledge.wordpress.com Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk

Summary: teachers as drivers of innovation in digital pedagogy Learning technology innovations are needed to support students with good teaching while they do independent learning The most powerful strategy is to focus on teachers’ professionalism to build collaborative communities for innovative teaching Teachers need the digital tools to: design, test, gather the evidence of what works, and model benefits and costs Could a MOOC for teacher development + LD tools engage our teaching communities in collaborative innovation? Teachers are the engine of innovation – innovating with technology to meet the universal demand for better education in all sectors http://buildingcommunityknowledge.wordpress.com