Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).

1. The critical role of teachers in optimizing technologies for open learning Diana LaurillardLondon Knowledge LabInstitute of EducationSydney17 Feb 2011

2. The givens 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 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 www.lkl.ac.uk

3. Outline Teachers’ development needs for TEL Models of innovation Supporting academic collaboration in teaching Analysing costs and learning benefits www.lkl.ac.uk

4. Teacher development in use of TEL Teachers need to have - support from their institution … awareness of students’ capabilities and needs in ICT … professional development … peer interaction “Faculties should have innovation funds to support academics in developing new ways of using ICT”. (Student perspectives on technology, NUS, 2010) “students are appropriating technologies to meet their own personal, individual needs – mixing … ICT tools and resources, with official course or institutional tools and resources” (Conole et al, Student experiences of TEL Report, JISC, 2006) “in institutions where student engagement and educational gains are found to be high, one finds a higher than average investment in resources… such as faculty development” (UK HE survey of quality in teaching, Gibbs, 2010) “faculty members recognize… that peer interactions and collegiality are significant in helping them learn new innovations and strategies” (US survey, 117 staff in 3 colleges. Nicolle, 2008)

6. Lack of time to devote to pedagogy

7. Lack of time to reflect on learning and teaching practice.

8. Lack of confidence to change learning and teaching practices.

10. additional training,

11. cultural change,

12. senior staff involvement,

14. Maths in schools, US - Griffin 2004

15. Higher education, UK - Knight, Tait, and Yorke2006

18. Adaptive iteration: top middle bottom

19. Trust the professionals

20. Focus on supporting teachers as collaborating innovators

21. Give them aLearning Design Support Environment What to do?

22. Knowledge management to support innovation Sharing Innovating Evaluating Expanding knowledge Implementing Validating (Nonaka 1994)

23. Innovation in teaching and learning Sharing Innovating Evaluating Expanding knowledge Implementing Validating

24. Knowledge management to support innovation in teaching and learning Sharing Innovating Evaluating Expanding knowledge Implementing Validating

25. Knowledge management to support innovation in teaching and learning Adapt patterns Analyse patterns Sharing learning designs Innovating pedagogic patterns Evaluating learning designs Research findings, design advice, patterns Student feedback Theory into practice Existing pedagogical patterns Implementing courses Expanding knowledge of T&L Implementing course Validating course OER content resources LDSE project

27. Give them time to invest in learning about technology

28. Promote teacher collaboration

29. 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)

30. Requirements analysis for a design tool Expanding knowledge – encouraging progression to new methods “It encourages thinking outside the teaching box” “Good to have the prompt for learner needs. I’ve been thinking about this ever since”. “…encouraged reflection and changing practice in terms of mix of delivery/pedagogic methods.” Sharing – building on the work of peers “ community needs useful resources that are easily searchable and adaptable.” “… there is this desire to edit it and make it yours because your areas of focus will be different” “There’s sort of an increasing need as well, in terms of developing a design, to do it as a community practice, to share and critique ideas and to get the students’ feedback on those”

31. Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Ends Means Building on the work of others Import existing ‘pedagogical patterns’ of good teaching Search for OER ‘content resources’ to populate the patterns Adapt to own context – Test – Redesign – Re-test - Publish Expanding knowledge of using TEL Offer TEL versions of conventional designs Model pedagogical and logistical benefits/disadvantages A microworldfor teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs Supported by a learning design ontology, structured pedagogical patterns, and a self-configuring system to represent the developing community knowledge base

32. Pedagogical patterns: Form and Content Content Black text is pedagogy Colouredtext is content-specific 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 accountofusing 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 ofthe 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 ofusing 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: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofusing 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)

33. Sharing pedagogical patterns 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 ofusing a search engine, to demonstrate the role of the critical factors, usingthe 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 accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 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 ofusing 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 accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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 ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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

34. 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 accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animationofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a betteranimation 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 ownaccountofusing 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 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 accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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 ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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

35. Education asa learning system Teachers must be able to ‘learn by doing’ – to experiment, share and collaborate Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs) Teachers need the means to experiment, share and collaborate on using ICTs – a knowledge-supported microworld for learning design 19

36. A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project Build on the work of others – import relevant designs and patterns

37. A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project Drag and drop sample learning outomes Edit properties of the learning design

38. Carrying out a learning design Types of ‘Session’ Tutor-supported class Tutor-supported group work Tutor-supported individual work Independent group work Independent individual work Summative assessment Choice of teaching and learning activities Dragged and dropped onto a timeline

39. Analysing costs and learning benefits The designed learning experience Effect of design on the learning experience, and the cost of teaching Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours [Laurillard 2006]

40. Modelling costs and benefits of teaching Plan learner hours for each teaching-learning activity Define TLAs Set group sizes Set teacher times

41. Analysing costs and learning benefits The designed learning experience The designed learning experience Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours Adaptive tool Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours - a microworldwhere teachers can learn, design, test and share ideas

42. Structure of a pedagogical pattern Short description Colour-coded content Learning outcome Timings Teaching-learning activities

43. Evolution of a pedagogical pattern topic outcome resource From Conventional lab to Virtual lab

44. Capturing pedagogical patterns thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html

45. 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

46. Conceptual model of innovation Analyse patterns Adapt patterns OER library of learning designs and ontologies Teachers innovating pedagogic patterns Teachers evaluating learning designs Sharing learning designs Innovating pedagogic patterns Evaluating learning designs Research findings, design advice, patterns Student feedback Theory into practice Existing pedagogical patterns Teachers implementing courses Expanding knowledge of T&L Community knowledge of T&L Validating course Institutions validating courses Implementing courses OER content resources OER content resources The LDSE project

47. Conceptual model of innovation Analyse patterns Adapt patterns OER library of learning designs and ontologies Teachers innovating pedagogic patterns Teachers evaluating learning designs Research findings, design advice, patterns Student feedback Theory into practice Existing pedagogical patterns Community knowledge of T&L Teachers implementing courses Institutions validating courses OER content resources The LDSE project

48. Summary: Supporting teachers in optimising TEL for open learning Teachers also need to ‘learn by doing’ Need to become a collaborativecommunity of experts Give them tools to design and share new teaching Use structured pedagogical patterns to exchange good ideas Use quality OERsto populate the well-designed pattern Improve the use of blended and distance learning http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html https://sites.google.com/a/lkl.ac.uk/ldse/Home

50. What constraints do they place on teachers’ designs?

51. Could this process help teachers to adapt conventional teaching to online teaching appropriately?

52. How do teachers feel about this sharing of ideas?

53. Will teachers be able to innovate more easily in this way?

54. How does our community learn how to support them?