Productivity in HE teaching and learning Workshop Diana Laurillard, IOE

Outline: Can technology enrich quality, improve productivity Outline: Can technology enrich quality, improve productivity? The academic teaching experience Requirements for high quality pedagogy Productivity as the efficient use of time Modelling quality against teacher and learner time

Outline: Can technology enrich quality, improve productivity Outline: Can technology enrich quality, improve productivity? The academic teaching experience Requirements for high quality pedagogy Productivity as the efficient use of time Modelling quality against teacher and learner time

PolyU Strategic Plan Productivity We treasure the investment the community has made in us and strive to deliver quality results in the most cost-effective manner through a simple management structure, efficient processes, effective “checks-and-balances” and vigorous quality assurance mechanisms Management objectives We shall review the workload distribution and working circumstances of our staff, as well as the University’s expectations of them, so as to help them achieve both productivity and a balanced lifestyle. Strategic action To continue assisting staff’s paradigm shift from “teaching” to “facilitating learning” so as to more easily attain desirable learning outcomes, and to promote the advantages of Outcome-Based Education (OBE) to students. To promote the wider use of blended-learning (i.e. a combination of e-learning and face-to-face teaching/learning) to enhance quality.

Individual questions 1 2 3 4 5 Agree Agree Neutral Disagree Disagree somewhat somewhat It is becoming harder to understand how all the parts/components of planned learning and teaching fit together E-learning makes the process of creating courses more complex Understanding the relationship between pedagogy and learners’ activity is a priority for me

The advent of elearning is making the process of creating courses more complex It is becoming harder to understand how all the parts/components of planned learning and teaching fit together’ > 50% AGREE About the Data: The majority of the respondents to this survey had, at some time in the last 12 months, participated in a workshop or event at which one or more members of the team had some form of involvement. Over the last year we have been involved in a number of internal and external workshops; so not all respondents are, therefore, from the OU or from any one subject discipline. This data comes from a questionnaire sent or given to 108 staff in Summer this year. For which there were in total 50 responses. There is good distribution across age groups and between men and women. Staff we also asked for their role in the university and based on this, two groups were identified: 47% were identified as Teaching staff, 53% as Non-Teaching staff and manager (this includes media developers, learning and teaching advisors, production editors, managers of courses or staff, and other support roles). For more contact: s.j.cross@open.ac.uk [Source: s.j.cross@open.ac.uk 2009]

The advent of elearning is making the process of creating courses more complex E-learning makes the process of creating courses more complex > 50% AGREE About the Data: The majority of the respondents to this survey had, at some time in the last 12 months, participated in a workshop or event at which one or more members of the team had some form of involvement. Over the last year we have been involved in a number of internal and external workshops; so not all respondents are, therefore, from the OU or from any one subject discipline. This data comes from a questionnaire sent or given to 108 staff in Summer this year. For which there were in total 50 responses. There is good distribution across age groups and between men and women. Staff we also asked for their role in the university and based on this, two groups were identified: 47% were identified as Teaching staff, 53% as Non-Teaching staff and manager (this includes media developers, learning and teaching advisors, production editors, managers of courses or staff, and other support roles). For more contact: s.j.cross@open.ac.uk

The advent of elearning is making the process of creating courses more complex Understanding the relationship between pedagogy and learners’ activity is a priority for me > 50% AGREE 80 70 60 50 40 30 20 10 About the Data: The majority of the respondents to this survey had, at some time in the last 12 months, participated in a workshop or event at which one or more members of the team had some form of involvement. Over the last year we have been involved in a number of internal and external workshops; so not all respondents are, therefore, from the OU or from any one subject discipline. This data comes from a questionnaire sent or given to 108 staff in Summer this year. For which there were in total 50 responses. There is good distribution across age groups and between men and women. Staff we also asked for their role in the university and based on this, two groups were identified: 47% were identified as Teaching staff, 53% as Non-Teaching staff and manager (this includes media developers, learning and teaching advisors, production editors, managers of courses or staff, and other support roles). For more contact: s.j.cross@open.ac.uk Simon Cross, Paul Clark and Andrew Brasher Institute of Educational Technology The Open University, UK Contact: s.j.cross@open.ac.uk

Outline: Can technology enrich quality, improve productivity Outline: Can technology enrich quality, improve productivity? The academic teaching experience Requirements for high quality pedagogy Productivity as the efficient use of time Modelling quality against teacher and learner time

The learner learning Acquisition Discussion Inquiry Production thinking, being supported, acting Listening/ Reading Guidance Articulating ideas Acquisition TC Discussion LC LC OC Inquiry Asking Questions Thoughts Others’ ideas Producing Production Adaptation Reflection Working to a goal Feedback Action plans Preparing Outputs TP Practice LP LP Collaboration OP Investigating Others’ Outputs Revising

Learning Outcomes  Learning Activities  Teaching Methods Learners learn through Learning Activities using professionally-oriented education, global outlook, interest in local and international affairs, problem solving, critical and creative thinking, communication and interpersonal skills, sense of social and national responsibility, cultural appreciation, lifelong learning, biliteracy and trilingualism, entrepreneurship, teamwork and leadership Acquisition Lecture, book, video, podcast, website, mcq Inquiry Library catalogue, web search engine Practice Lab, field trip, virtual world, simulation Discussion Seminar, online forum, wiki, network Production Essay, design, blog, ppt, website, model

The Conversational Framework An integrated framework for our collective theories of learning Maps types of learning to conventional and digital technologies to provide a high quality learning experience, we need to integrate all conventional and digital technologies Quality benefits of e-learning: Intrinsic feedback  Peer feedback

The Conversational Framework – The learner learning Present concepts Offers answers, ideas Theory level Hints, comments Learner’s conception = 10% teacher’s Learner’s conception = 20% teacher’s Learner’s conception = 40% teacher’s Other learner’(s) conceptions Learner’s conception = 50% teacher’s Teacher’s conception Learner’s conception = 60% teacher’s Adapt a Task practice environment for learners’ needs Reflects on learners’ practice Adapts approach to task to current conception Reflects on feedback Adapts approach to task to current conception Reflects on alternative practice Questions Presents conception Questions, offers ideas Task goal Shares practice attempt Feedback on action Teacher-designed task practice environment Learner’s conception as practice = 20% Other learner’(s) conceptions as practice Learner’s conception as practice = 40% Learner’s conception as practice = 50% Learner’s conception as practice = 60% Revises action Action to achieve goal Shares practice attempt Practice level “the best predictor of quality of output is the number of iterations”

Learning through practice with extrinsic feedback Wrong, try again Sample design Picture of equipment Operate to produce goal X Click on control Correct – shows gauge Incorrect – nothing Try again Teacher’s Concepts Learner’s Concepts Adapt Task practice environment Adapt actions Reflect Reflect Operate Picture of equipment Learner’s practice Select control New control

Learning through practice with intrinsic feedback Sample design Picture of equipment Operate to produce goal X Click on control Correct – shows gauge Incorrect – shows gauge Try again Teacher’s Concepts Learner’s Concepts Adapt Task practice environment Adapt actions Reflect Reflect Operate Gauge result Feedback Picture of equipment Learner’s practice Select control New control

Learning through interpretation practice… Theory Ideas Teacher’s Concepts Learner’s Concepts Other learner(s) Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Compare Draft outputs Video case studies Learner’s practice Other learner(s) Draft outputs Interpretations Sample design: Video cases, observe, compare, interpret, submit

Learning through collaboration… Comments Teacher’s Concepts Learner’s Concepts Other learner(s) Outputs Comments Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Reflect Compare Draft outputs Video case studies Learner’s practice Other learner(s) Draft outputs Interpretations Re-Interpretations Sample design: Videos, observe, compare, interpret, share, comment, re-try, submit

Interpersonal situation Improve the design? Rule Sample design: Rule for address Interpersonal situation Two possible forms of question Select one Correct – good Incorrect – give rule New task Teacher’s Concepts Learner’s Concepts Adapt Task practice environment Adapt actions Reflect Reflect Ask your question Interpersonal situation Learner’s practice Select question

Improve the design? Teacher’s Concepts Learner’s Concepts Ideas Teacher’s Concepts Learner’s Concepts Other learner(s) Outputs Ideas Adapt Task practice environment Adapt actions Adapt actions Reflect Reflect Compare Draft outputs Law case studies Learner’s practice Other learner(s) Draft outputs Judgment Sample design: Law cases, read, interpret, submit judgment

Outline: Can technology enrich quality, improve productivity Outline: Can technology enrich quality, improve productivity? The academic teaching experience Requirements for high quality pedagogy Productivity as the efficient use of time Modelling quality against teacher and learner time

 How do we optimise a learning design, for quality and productivity?

Impact on staff time Strategic aims paradigm shift from “teaching” to “facilitating learning” Increases But how? students will be provided with greater flexibility wider use of blended-learning to enhance quality smooth implementation of the double cohort in 2012 quality results in the most cost-effective manner achieve both productivity and balanced lifestyle

Productivity Improving productivity means achieving: either the same quality for less resource or better quality for the same resource or better quality for less resource! Quality: optimal use of student time: across the full range of learning activities that cover the CF? a balance of personalised, social, standardised learning activities? Resource: measured in terms of Staff time for preparation of teaching Staff time for presentation: presence, real or virtual Productivity: optimise staff time to provide quality teaching.

What differences can technology make to productivity? Improve variable:fixed ratio for staff time Reduce variable staff resource (per student, personalised); Increase fixed staff resource (standardised for all) Increase personalised learning (adaptive interactive programs) Reduce time for fixed staff resource (easy update of digital materials) Using teaching functionality for assessment Reuse materials – design them to be customisable

Examples of re-use? How might you use the following sample pedgogic designs? Sample design Picture of equipment Operate to produce goal X Click on control Correct – shows gauge Incorrect – shows gauge Try again Sample design Videos, observe, compare, interpret, share, comment, re-try, submit

Outline: Can technology enrich quality, improve productivity Outline: Can technology enrich quality, improve productivity? The academic teaching experience Requirements for high quality pedagogy Productivity as the efficient use of time Modelling quality against teacher and learner time

Objectives of Time Modelling tool 1 Promote awareness of the costs of teaching 2 Clarify the sensitivity of costs to student numbers 3 Focus awareness on learner time as a constant across all models 4 Promote reuse of teaching materials 5 Compare conventional, blended and distance learning models 6 Promote a shift from conventional to blended models 7 Enable teachers to plan for personalised and social teaching methods 8 Estimate the break-even costs of teaching preparation and presentation 9 Focus awareness on how time is spent in different teaching models 10 Enable planning, to determine how to achieve better teaching productivity  The model is a tool for thinking and planning

Modelling the use of learner and teacher time Allocate learner time across conventional teaching methods to offer: active learning across a range of learning activities personalised learning social learning Calculate teacher time needed Allocate learner time across blended teaching methods Compare quality of learning experience Compare teacher time needed Check and edit assumptions Finalise the model as a plan of work NB: a model is a tool for thinking and planning

Modelling learning designs Select teaching methods Modelling learning designs Set learner groups size Allocate learner time for each method Outputs proportions of learning experience Outputs teacher time needed

Summary Can technology enrich quality, improve productivity? - to some extent The academic teaching experience – needs careful modelling of best use of time Requirements for high quality pedagogy – a full learning experience Productivity as the efficient use of time – for teachers and learners Modelling quality against teacher and learner time – to get the best out of our use of new technology Summary Can technology enrich quality, improve productivity? - to some extent The academic teaching experience – needs careful modelling of best use of time Requirements for high quality pedagogy – a full learning experience Productivity as the efficient use of time – for teachers and learners Modelling quality against teacher and learner time – to get the best out of our use of new technology

Thank you for listening! Diana Laurillard, Professor of Learning with Digital Technologies d.laurillard@ioe.ac.uk