Jan 2013 cc: by-nc-sa Learning design for online courses The Pedagogical Patterns Collector, the Learning Designer, and MOOCs Diana Laurillard

Jan 2013 cc: by-nc-sa 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  A computational representation of pedagogic design

Jan 2013 cc: by-nc-sa A computational representation

Jan 2013 cc: by-nc-sa The Pedagogical Patterns Collector A library of patterns to inspect

Jan 2013 cc: by-nc-sa The Pedagogical Patterns Collector Colour-coded text identifies content parameters Black text expresses pedagogy design

Jan 2013 cc: by-nc-sa The Pedagogical Patterns Collector Category of learning type and duration in minutes

Jan 2013 cc: by-nc-sa The Pedagogical Patterns Collector

Jan 2013 cc: by-nc-sa The Pedagogical Patterns Collector

Jan 2013 cc: by-nc-sa

Adopt/Adapt a teaching pattern

Jan 2013 cc: by-nc-sa Read, Watch, Listen Investigate Discuss Practice Share Produce Adjust the type of learning activity. Edit the instructions. Adjust the type of learning activity. Edit the instructions. Check the feedback on the overall distribution of learning activity Adopt – Adapt – Import resources - Test and re-design – Share what works Adopt/Adapt a teaching pattern Export to Word [Moodle] Represent the teacher as present or not Specify the duration of the activity in minutes Add link to an OER, e.g. a digital tool for practice

Jan 2013 cc: by-nc-sa Abstract a pattern Highlight a content term or phrase: ‘classroom teaching’ Enter a generic term: ‘their professional practice’ The generic version ‘their professional practice’ populates the generic pattern

Jan 2013 cc: by-nc-sa Abstract a pattern Highlight a content term or phrase: ‘classroom teaching’ Enter a generic term: ‘their professional practice’ The generic version ‘their professional practice’ populates the generic pattern Publish both specific and generic versions for others to adopt and adapt

Jan 2013 cc: by-nc-sa Comparison of pedagogical benefits Conventional Blended Categorised learning activities Analysis shows more active learning A computational representation can analyse how much of each activity has been designed in

Jan 2013 cc: by-nc-sa Comparison of pedagogical benefits, and costs in terms of teacher support for one example ConventionalOnline Model 1Model 2Model 3 Student numbers Teacher hrs per student Total teacher hrs Model 1Model 2Model

Jan 2013 cc: by-nc-sa Comparison of pedagogical benefits, and costs in terms of teacher support for one example ConventionalOnline Model 1Model 2Model 3 Student numbers Teacher hrs per student Total teacher hrs Model 1Model 2Model

Jan 2013 cc: by-nc-sa Modelling the costs for increasing student cohort size Teacher hours per student Cohort size A higher proportion of fixed costs and scaling up improve the per-student preparation costs Online The benefit of shifting from variable to fixed costs, and spreading fixed costs over larger numbers

Jan 2013 cc: by-nc-sa Modelling the costs for increasing student cohort size Teacher hours per student Cohort size Scaling up will never improve the per-student support costs… unless… Online The cost of commenting, advising, marking for each student

Jan 2013 cc: by-nc-sa … we come up with some clever pedagogical patterns The question is – what are they, and how do we develop and share them?

Jan 2013 cc: by-nc-sa 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

Jan 2013 cc: by-nc-sa How to progress learning design for online courses? These issues are under discussion in the OLDSMOOC on Learning Design for a 21 st C Curriculum at - Week 4 on Pedagogical Patterns begins today 31 Janhttp://olds.ac.uk 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?

Jan 2013 cc: by-nc-sa The project partners IOE/LKL Brock Craft (RF) Diana Laurillard (PI) Dejan Ljubojevic (RF) Oxford Liz Masterman (CoPI) Marion Manton (CoPI) Joanna Wild (RF) Birkbeck/LKL George Magooulas (CoPI) Patricia Charlton Dionisis Dimakopoulos LondonMet Tom Boyle (CoPI) LSE Steve Ryan (CoPI) Ed Whitley Roser Pujadas (PhD Student) RVC Kim Whittlestone (CoPI) Stephen May Carrie Roder (PhD Student) The Learning Designer A TLRP-TEL project Project website at ALT Seb Schmoller Rachel Harris