Effective Pedagogy at Scale – Social Learning and Citizen Inquiry
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Keynote talk at Learning@Scale conference - Edinburgh
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Effective Pedagogy at Scale – Social Learning and Citizen Inquiry
- 1. Effective Pedagogy at Scale – Social Learning and Citizen Inquiry Mike Sharples Institute of Educational Technology The Open University
- 2. Outline Pedagogy for massive scale Effective pedagogy Massive scale social learning Evidence Citizen inquiry
- 3. Technology for massive scale Streaming Social network File sharing Microbloggging Community answers 3
- 4. The Horizon Report Innovative technology for education 4
- 5. Innovating Pedagogy Reports Explores new forms of teaching, learning and assessment for a digital world To guide teachers and policy makers in productive innovation www.open.ac.uk/innovating
- 7. FORMATIVE ASSESSMENT AND MASTERY LEARNING SOCIAL LEARNING REVIEW AND FEEDBACK REPUTATION AND REWARD VISIBLE LEARNING AND GOAL SETTING PERSONALISED LEARNING We have to rethink for online learning massive scale sustainability a wide variety of learners with different abilities and cultures self-motivation rather than learning for credit multiple devices Effective pedagogy
- 8. “What is most important is that teaching is visible to the student, and that the learning is visible to the teacher. The more the student becomes the teacher, and the more the teacher becomes the learner, then the more successful are the outcomes ” Visible learning Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
- 9. “A key component is the role of ‘the social’ in learning. What makes social interaction such a powerful catalyst for learning?” Social learning A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (2009) Foundations for a New Science of Learning, Science 325 (5938), 284.
- 10. Pedagogy for massive scale?
- 11. FORMATIVE ASSESSMENT AND MASTERY LEARNING SOCIAL LEARNING REVIEW AND FEEDBACK REPUTATION AND REWARD VISIBLE LEARNING AND GOAL SETTING PERSONALISED LEARNING We have to rethink for online learning massive scale sustainability a wide variety of learners with different abilities and cultures self-motivation rather than learning for credit multiple devices Effective pedagogy at scale
- 12. Scaling learning Some educational methods get worse with scale e.g. personal tutoring, sports coaching Some educational methods don’t change with scale e.g. lecturing Which educational methods improve with scale? 12
- 13. FutureLearn
- 14. Massive scale social learning Understanding IELTS, British Council, May 2015 14 270,000 learners From 190 countries For many, their first time learning online 35% contributed to discussions 25% on mobile devices
- 15. Metcalfe’s Law For some networked systems the value of a product or service increases with the number of people using it Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007. http://www.forbes.com/forbes/2007/0507/052.html 15 The telephone system becomes more valuable to users as more people are connected
- 16. Personal networks Networks enable learning if they support conversations that are new, important, timely, usable, understandable, appropriate, trusted Develop effective social networks for learning Downes, S.: The Personal Network Effect. Blog posting, 4th November 2007. http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html. 16
- 17. Andrew Gordon Speedie Pask
- 18. Gordon Pask, learning as conversation ● A theory of how we come to know ● Derived from cybernetics ● A conversation is the minimum necessary structure to enable learning - Multiple conversations within one mind - One conversation across multiple minds ● Can involve technology as a conversational partner ● Conversations about the how and why of a topic ● Conversations about the how of learning (for example discussing study skills and reflecting on experiences as a learner) ● Conversations about purposes, the why of learning, where the emphasis is on encouraging personal autonomy and accepting responsibility for one’s own learning
- 19. Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘what?’ and ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Conversational framework Gordon Pask, Diana Laurillard
- 20. Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Conversational framework
- 21. Social learning
- 22. Massive scale social learning
- 23. Social learning
- 24. Social networked learning Filtering Following Moderating Roles
- 25. Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘what’ and ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Discussion steps
- 26. Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘what?’ and ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Study groups
- 27. Learner • demonstrates understanding • proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘what?’ and ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt Personal annotation and reflection
- 28. Data provided by FutureLearn from all 51 courses starting between 29 July 2013 and 1 December 2014, lasting 5 weeks or more, and offering tests. Coursera: N. Gillani, R. Eynon, Communication Patterns in Massively Open Online Courses. The Internet and Higher Ed 23, 18-26 (2014). EdX: A.D. Ho et al., HarvardX and MITx: “The first Year of Open Online Courses” (Working paper no. 1, HarvardX and MITx, Cambridge, MA, 2014). Edinburgh Coursera data provided by University of Edinburgh for 22 Coursera courses to 1st March 2015 Group Description FutureLearn Coursera Coursera (Edinburgh) edX Registrants Mean number of people who register for a course 12,753 87,000 44,373 52,605 Learners (% of registrants) Registrants who visit the course 53% 54% 54% 65% Active learners (% of learners) Learners who engage with course material 83% 83% 78% N/A Social learners Learners who post at least one comment 36% 9% 12% 12% Completing learners Learners who complete the course 17% 5% 15% 8% FutureLearn data 2013-2014 for courses of 5 weeks or longer, with tests Comparison with other platforms
- 29. Scalable pedagogy Diversity Availability Opportunity Ability Experience Demographics Location Time Technology Resources Skills Shared interests Immediacy Motivation Multiplayer gaming Mobile group learning Social networked learning ??
- 30. Citizen Inquiry Citizen science + inquiry learning + shared creativity = citizen inquiry 30
- 33. 33 Collaborative inquiry “I noticed these little globules on what looked like a spider’s web inside a small cup fungus about 1.5 cm in diameter. They were spherical and quite pretty looking. Could it be water, or might it be some kind of egg?” “There are some fungus gnats which have predatory larvae which spin silk webs. In a similar way to spiders, they add droplets of glutinous liquid to the web to trap the insects.”
- 38. FORMATIVE ASSESSMENT AND MASTERY LEARNING SOCIAL LEARNING REVIEW AND FEEDBACK REPUTATION AND REWARD VISIBLE LEARNING AND GOAL SETTING PERSONALISED LEARNING We have to rethink for online learning massive scale sustainability a wide variety of learners with different abilities and cultures self-motivation rather than learning for credit multiple devices Effective pedagogy
- 39. Pedagogy at scale research challenge 39 How can we combine social networked with personalised learning at massive scale? http://www-static.dreambox.com/wp- content/uploads/2014/01/adaptive- learning-systems.png
Notes de l'éditeur
- • But we are also helping universities to open up new relationships – providing links to other cultural bodies such as the British Library – our landlord - , British Council and British Museum who have also joined FutureLearn …
- • But we are also helping universities to open up new relationships – providing links to other cultural bodies such as the British Library – our landlord - , British Council and British Museum who have also joined FutureLearn …
- Courseras – data from a single course on Business Strategy Coursera learners: Registrants who “logged into the course’s website at least once” active learners - Learners who “viewed or downloaded at least one of the lecture segments” Social learners: Learners who “created at least one post or comment in the online discussion forums”