Pedagogic design for active learning Workshop Diana Laurillard, IOE

OUTLINE Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design Modelling changes in learning design

Design principles for learning 1. Encourage contacts between students and faculty 2. Develop reciprocity and cooperation among students 3. Use active learning techniques 4. Give prompt feedback 5. Emphasize time on task 6. Communicate high expectations 7. Respect diverse talents and ways of learning. (Chickering and Gamson, 1991) 1. Encourage contacts between students and faculty 2. Develop reciprocity and cooperation among students 3. Use active learning techniques 4. Give prompt feedback 5. Emphasize time on task 6. Communicate high expectations 7. Respect diverse talents and ways of learning. (Chickering and Gamson, 1991)

Design principles for formative assessment Good practice will: 1. Clarify what good performance is 2. Facilitates self-assessment 3. Deliver high quality feedback information 4. Encourage teacher and peer dialogue 5. Encourage positive motivation and self-esteem 6. Provides opportunities to close the gap 7. Use feedback to improve teaching. (Nicol & MacFarlane-Dick, 2006) Summative methods Reflective essay E-Portfolio Tests Project work Lab exercises Essay Quiz Group-work presentation Examination

OUTLINE Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design Modelling changes in learning design

The learner learning LC TC LP TP Concepts Action plans Guidance OC OP Articulating ideas Others’ ideas Preparing Outputs Others’ Outputs Asking Questions Investigating Listening/ Reading Reflection Producing Revising Working to a goal Feedback LC LP Adaptation being supported,actingthinking,

Design principles for learning represented in the Conversational Framework LCLC TC LP TP Concepts Action plans Guidance OC OP Articulating ideas Others’ ideas Preparing Outputs Others’ Outputs Asking Questions Investigating Listening/ Reading Reflection Producing Revising Working to a goal Feedback LCLC LP Adaptation

Learning theories represented in the Conversational Framework LC TC LPLP TP Concepts Action plans Guidance OC OP Articulating ideas Others’ ideas Preparing Outputs Others’ Outputs Asking Questions Acting Listening/ Reading Reflection Producing Revising Working to a goal Information LC LP Adaptation ReflectionAdaptation

Learning theories represented in the Conversational Framework LCLC TC LP TP Concepts Action plans Guidance OC OP Articulating ideas Others’ ideas Preparing Outputs Others’ Outputs Asking Questions Acting Listening/ Reading Reflection Producing Revising Working to a goal Information LCLC LP Adaptation ReflectionAdaptation

Learning theories represented in the Conversational Framework LC TC LPLP TP Concepts Action plans Guidance OC OP Articulating ideas Others’ ideas Preparing Outputs Others’ Outputs Asking Questions Acting Listening/ Reading Reflection Producing Revising Working to a goal Feedback LC LP Adaptation ReflectionAdaptation

Learning theories represented in the Conversational Framework LC TC LPLP TP Concepts Action plans Guidance OC OP Articulating ideas Others’ ideas Preparing Outputs Others’ Outputs Asking Questions Acting Listening/ Reading Reflection Producing Revising Working to a goal Feedback LC LP Adaptation ReflectionAdaptation

13 Which theory best describes the Lecture, the Essay, the Practical? Interpreting the theories LectureEssayPractical 1 Social Constructivism 2 Instructivism 3 Situated Learning 4 Constructionism

OUTLINE Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design Modelling changes in learning design

Lecture, Presentation, Book, Educational television, Audio… Powerpoint, Digital video, Animation, Podcast… Teacher’s Concepts Learner’s Concepts Practice environment Learner’s practice Actions Adapt actions Adapt Task practice environment Task goal Reflect Revisions Feedback Other learner(s) Ideas Reflect Other learner(s) Adapt actions Draft outputs Concepts Reflect Questions Outputs Learning through acquisition…

Libraries, Catalogues, Journals, Resource banks…Online resource, Digital library, Website, Search engine… Teacher’s Concepts Learner’s Concepts Practice environment Learner’s practice Actions Adapt actions Adapt Task practice environment Task goal Reflect Revisions Feedback Other learner(s) Ideas Reflect Other learner(s) Adapt actions Draft outputs Concepts Reflect Questions Learning through inquiry…

Tutorial, Seminar, Class discussion, Small group discussion…Online conferencing, Forum, Chat room, Discussion board… Teacher’s Concepts Learner’s Concepts Practice environment Learner’s practice Actions Adapt actions Adapt Task practice environment Task goal Reflect Revisions Feedback Other learner(s) Ideas Reflect Other learner(s) Adapt actions Draft outputs Concepts Answers Reflect Questions Outputs Learning through discussion…

Problem sheet, practice exercises, project work…Interactive simulation, Spreadsheet, Data analysis tool, Game… Teacher’s Concepts Learner’s Concepts Practice environment Learner’s practice Actions Adapt actions Adapt Task practice environment Task goal Reflect Revisions Feedback Other learner(s) Ideas Reflect Other learner(s) Adapt actions Draft outputs Concepts Answers Reflect Questions Outputs Learning through practice… Answers Outputs Feedback Answers Outputs Reflect

Laboratory, Small group work, Fieldwork, Workshop… Teacher’s Concepts Learner’s Concepts Practice environment Learner’s practice Actions Adapt actions Adapt Task practice environment Task goal Reflect Revisions Feedback Other learner(s) Ideas Reflect Other learner(s) Adapt actions Draft outputs Concepts Answers Reflect Questions Outputs Learning through collaboration… CSCL environments, Wikis, Second Life, Multiplayer games… Reflect

Essay, program, solution, design, product, performance… Teacher’s Concepts Learner’s Concepts Practice environment Learner’s practice Actions Adapt actions Adapt Task practice environment Task goal Reflect Revisions Feedback Other learner(s) Ideas Reflect Other learner(s) Adapt actions Draft outputs Concepts Reflect Outputs Learning through production… Ppt, Program, Model, Blog, Website, Design, Digital video…

The Conversational Framework An integrated framework of our collective theories of learning provides a powerful challenge to digital technologies, showing that: 21 To support the learning process fully we need to integrate all the technological capabilities available

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

OUTLINE Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design Modelling changes in learning design

Design principles for formative assessment Good practice will: 1. Clarify what good performance is 2. Facilitates self-assessment 3. Deliver high quality feedback information 4. Encourage teacher and peer dialogue 5. Encourage positive motivation and self-esteem 6. Provides opportunities to close the gap 7. Use feedback to improve teaching. (Nicol & MacFarlane-Dick, 2006) Summative methods Reflective essay E-Portfolio Tests Project work Lab exercises Essay Quiz Group-work presentation Examination

25 Learner’s conception as practice Teacher’s concepts Other learner’(s) concepts Teacher- designed task Other learner’(s) practice Learner’s concepts Use feedback to improve teaching Facilitate self- assessment Provide opportunities to close the gap Encourage teacher dialogue around learning Encourage peer dialogue around learning Deliver high quality feedback information Clarify what good performance is Mapping the principles of formative assessment Which of your assessment methods fit with this analysis?

OUTLINE Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design Modelling changes in learning design

27 1. Provide the opportunity to ask questions of the teacher, or their peers? 2. Provide comment on their ideas from the teacher, or their peers? 3. Set a goal that needs them to put understanding into action? 4. Provide feedback on actions that helps them improve performance? 5. Let them share trial actions with peers, for comparison and comment? 6. Offer repeated practice at achieving the task goal? 7. Enable them to discuss and debate their ideas with other learners? 8. Ask them to produce or present their ideas to their teacher or peers? Does your learning design motivate students be ‘active’ learners? Do you: The Conversational Framework – Challenging a learning design

28 1. Asking questions? 2. Articulating ideas? 3. Preparing ‘outputs’ to share with peers? 4. Acting on a task to achieve some goal? 5. Revising your actions to improve them? 6. Producing an output? Does my learning design for this lecture motivate students be ‘active’ learners? Have I provided you with opportunities for: The Conversational Framework – Challenging MY learning design

OUTLINE Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design Modelling changes in learning design

Modelling learning designs 30 Select teaching methods Set learner groups size Allocate learner time for each method Outputs teacher time needed Outputs proportions of learning experience

31 1. Reduce Lecture time to 10; increase Class group time to 8 2. Reduce Reading time to 1; increase Online Group time to 3 3. Reduce Lecture time to 5; increase Podcast to 8 and Wiki to 9? Which is the best way to change the Blended learning model to achieve more social learning without increasing staff time? Using the model

32 1. Provide the opportunity to ask questions of the teacher, or their peers? 2. Provide comment on their ideas from the teacher, or their peers? 3. Set a goal that needs them to put understanding into action? 4. Provide feedback on actions that helps them improve performance? 5. Let them share trial actions with peers, for comparison and comment? 6. Offer repeated practice at achieving the task goal? 7. Enable them to discuss and debate their ideas with other learners? 8. Ask them to produce or present their ideas to their teacher or peers? Does my learning design motivate students be ‘active’ learners? Did I: The Conversational Framework – Challenging a learning design Set up clickers to promote peer questions, then teacher questions Make sure peers and teacher have opportunity to answer Identify processes on CF; Predict effects of shift to blended learning Give feedback; Show results of actions Set up working groups for these tasks Repeat the tasks Give time to working groups to discuss Ask for output from working groups

SUMMARY Principles of learning and assessment Thinking about active learning Conventional and digital technologies Formative assessment Challenging a learning design - Modelling changes in learning design SUMMARY Principles of learning and assessment - decide on which work for you Thinking about active learning - how to help learners be active Conventional and digital technologies - use each method for what it does well Formative assessment - build in as much as possible Challenging a learning design - develop your checklist – and check! Modelling changes in learning design - experimenting with teaching is good!

34 Thank you for listening! Diana Laurillard, Professor of Learning with Digital Technologies