LDSE Consultation Session 9 March 2011 The Commonwealth Club, London Partners Institute of Education Birkbeck London Met London School of Economics Oxford Royal Veterinary College Association for Learning Technology This file is on the ALT Open Access Repository at Link

The givens Reducing the per capita cost of wider participation Need for flexible supported open learning  TEL Large scale requires institutional collaboration OERs are needed, but under-used Acknowledge teacher workload, teacher resistance Reducing the per capita cost of wider participation Need for flexible supported open learning  TEL Large scale requires institutional collaboration OERs are needed, but under-used Acknowledge teacher workload, teacher resistance

The givens Innovation Including use of TEL, needs teachers able to collaborate to develop the new knowledge of how to do this – so they must be able to build on the work of others, not just at the level of private local groups; – we need a form of ‘open source’ teaching. Especially in use of TEL, requires analytical tools to help teachers work out how to make the transition to technology worthwhile – we need to work out how to use TEL to achieve larger student numbers and high quality learning experiences and lower unit costs of teaching Innovation Productivity

Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Build on the work of others: Importing existing ‘pedagogical patterns’ of good teaching Searching for OER ‘content resources’ to populate the patterns Adapting to own context – Test – Redesign – Re-test - Publish Extend their knowledge of using TEL: Testing out TEL versions of conventional learning designs Modelling pedagogical and logistical benefits/disadvantages Aiming for teachers to A microworld for teachers to adopt, adapt, test in practice, redesign, and share designs To do this we are developing

Adaptive professional development Teachers are best placed to design good pedagogy  Provide tools for design, development and sharing  Give them time to invest in learning about technology  Promote teacher collaboration  Make teaching innovation like science “scientific criticism is the engine of science … the criticism of teaching practices is the engine of progress in teaching” (Benedet, 2010)

The key features  A formal structure for pedagogical patterns  Forms of representation of learning designs  An ontology for learning design  Designing at Module and Session levels  Importing and adapting an existing design  Selecting from existing teaching-learning activities  Editing the properties of TLAs  Analysis of teaching costs and learning benefits  Sharing specific and generic patterns  Incorporating Open Education Resources  Exporting a design to an institutional format  Integrating with Blackboard  A formal structure for pedagogical patterns  Forms of representation of learning designs  An ontology for learning design  Designing at Module and Session levels  Importing and adapting an existing design  Selecting from existing teaching-learning activities  Editing the properties of TLAs  Analysis of teaching costs and learning benefits  Sharing specific and generic patterns  Incorporating Open Education Resources  Exporting a design to an institutional format  Integrating with Blackboard

February 2011 cc: by-nc-sa Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using their lecture notes and book; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Pedagogical patterns: Form and Content Content Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion ‘capturing pedagogy’ (Laurillard, 2008) Black text is pedagogy Coloured text is content-specific Black text is pedagogy Coloured text is content-specific

February 2011 cc: by-nc-sa OE Patterns library Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Sharing pedagogical patterns Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

February 2011 cc: by-nc-sa Sharing pedagogical patterns Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website Tutorial: On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website and collaborating to produce a better animation to post on their website Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website

February 2011 cc: by-nc-sa A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project Build on the work of others – import relevant designs and patterns

February 2011 cc: by-nc-sa A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project Edit properties of the learning design Drag and drop sample learning outcomes

February 2011 cc: by-nc-sa Types of ‘Session’ Choice of Session Types Carrying out a learning design Supervised individual work Unsupervised group work Summative assessment Supervised class Supervised group work Unsupervised individual work Dragged onto a timeline Edited, linked to files, etc.

February 2011 cc: by-nc-sa Planning a Session Choice of Teaching- Learning Activities Dragged onto a timeline Edited, linked to files, etc. Represents the types of learning afforded

February 2011 cc: by-nc-sa Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours The designed learning experience Effect of design on the learning experience, and the cost of teaching and learning support Analysing costs and learning benefits

Modelling costs and benefits of teaching Define TLAsSet group sizesSet teacher times Plan learner hours for each teaching-learning activity

Comparing costs and learning benefits - a microworld where teachers can learn, design, test and share ideas Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours The designed learning experience Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours

February 2011 cc: by-nc-sa Structure of a pedagogical pattern Timings Teaching- learning activities Short description Learning outcome Colour- coded content

February 2011 cc: by-nc-sa From Conventional lab to Virtual lab Evolution of a pedagogical pattern topic outcome resource

Specific – generic – specific pattern designs Link

Capturing pedagogy To compare the effects of group size alternative teaching methods use of TEL on the learning experience types of learning, teacher time, learner time in class, independent learning… to focus attention on the quality of learning design and the appropriate use of TEL to model the benefits and costs of face-to- face/blended/open learning

User Responses All IPs felt that LDSE matches with their overall design practice I was looking for my practice in your [teaching & learning activities] palette and it was nice to see it represented on the [pie] chart...it is rather a haphazard approach I have at the moment … this will certainly help to structure it and record my design I like the fact that it's quantified in such a way that you can see the distribution in the pie chart for those different types of learning and if you don’t agree with quantities you can change them … it could support module or programme teams … to look across programme or my own module(s). To see that I have a mix. It could certainly engage colleagues in discussion.

 Some weren’t sure about some aspects But why I am doing this? So that the metrics work or so that I can teach this session …I do worry a little bit that it can be too prescriptive even with your improved ontology, there might be something that I might want to do and it wouldn't be there A machine is not really responsive in the same way that humans [teaching colleagues] are to each other…. I'm a little nervous about the relation between the content, what goes into the teaching and the evaluation. I don't quite trust it User Responses

 All felt that transparency was important e.g. reverse-engineering of pie charts, colour-coding of TLAs, access to properties  All felt that the possibility to change default proportions of forms of learning assigned to specific TLAs was important - properties inspector and editor

Most would use it both to support their own practice and for staff training I really like it, the LDSE now, I know it’s not there yet… It’s getting closer for me to use it (…) I’m excited by this tool! Others would use it only for teacher training purposes  One would like to see how others make use of it first  Another one felt that teaching community is not quite there yet: it would require ”another change in culture" for people to use it regularly User Responses

The givens – does LDSE address them? Reducing the per capita cost of wider participation Need for flexible supported open learning Large scale requires institutional collaboration OERs are needed, but under-used Acknowledge teacher workload, teacher resistance - Analysis of learning benefits and teaching costs - Scaffolds use of TEL - Supports an ‘open, holistic system of innovation’ - Makes OERs customisable and adaptable - Clarifies teacher workload and productivity

Questions for discussion? Does it have face validity? Is it targeted on the right challenges? Does it excite you? What concerns you? What ought we do?

Slides not used

A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs Supported by a learning design ontology, a set of structured pedagogical patterns, and a self-configuring system to represent the developing community knowledge base Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs Supported by a learning design ontology, a set of structured pedagogical patterns, and a self-configuring system to represent the developing community knowledge base To do this we are developing