1. Productivity in HE teaching and learning Workshop Diana Laurillard, IOE

2. 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

3. 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

4. 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.

5. Individual questions
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

6. 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:
[Source: 2009]

7. 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:

8. 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:
Simon Cross, Paul Clark and Andrew Brasher
Institute of Educational Technology
The Open University, UK
Contact:

9. 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

10. 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

11. 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

12. 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

13. 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”

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

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

22. 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

23. 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.

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

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