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Supporting academics in the effective use of digital technologies for learning and teaching Diana Laurillard, IOE
Supporting academics in the effective use of digital technologies for learning and teaching
Diana Laurillard, IOE
OUTLINEDeveloping the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
OUTLINEDeveloping the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
The 21st Century UniversityBroader knowledge base and wider choice of subjects
Critical thinking and problem-solving
Creativity and innovation
Independent learning
Communication / language skills
Global outlook
Leadership and teamwork skills
Entrepreneurship
Cultural appreciation
Social and national responsibility
Healthy lifestyle and lifelong learning capability
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More subject areasMore subject areasSkill mixes for all subjectsSkill mixes for all subjectsValues perspectives for all subjectsValues perspectives for all subjectsFlexibilityFlexibilityDiversityDiversityOptionalityOptionality All create pressure on staff timeAll create pressure on staff time
Developing the 21st learner
Characteristics of the new undergraduate curriculumEnhanced communication skills
Active learning
Global learning experience
Work-integrated learning
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Online discussion forum - Practice in an asynchronous contextUser content generation tools – Multimedia presentation skills
- Using technology?
Digital libraries – Inquiry-based learning with online supportModelling tools – Understanding a system through experiment
Online courses – Flexible study in time and placeLanguage broker sites – Learning and teaching with a ‘friend’
Virtual environments – Role-play simulations of real-world decisionsMobile learning tools – Digitally-supported site-specific learning
“The key picture that emerges is that students are appropriating technologies to meet their own personal, individual
needs – mixing use of general ICT tools and resources, with official course or
institutional tools and resources” [Student experiences of TEL Report, JISC, 2006]
OUTLINEDeveloping the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
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Technologies for transforming teaching?
They are good for Presentation
Access to informationAdministration
- powerpoint, whiteboards…- digital libraries, search engines…- data management systems…
Technology tools are not optimised for teaching
Technology tools are optimised for business
They are not good forGuiding inquiry
Structuring discussionOrchestrating collaborationAdapting learners’ practice
Designing learning activities
- still in the research labs- little commercial interest in develoment and rollout
5 reasons for lack of technology innovation
[Laurillard, in Opening Up Education, 2008, MIT Press]
1) Digital technologies are too new, and they do everything
2) Education is a complex system of powerful, stable drivers, which do not embrace technology
3) Education leaders are not comfortable with technology as a component of strategy
4) Education is national, political, public service - not so subject to market forces, or investment in innovation
5) Lecturers have neither the power nor the means to innovate
New media and delivery technologies for education – Recent history
Interactive computersLocal drives & discsWIMP interfacesInternetMultimediaWorldwide WebLaptopsEmailSearch enginesBroadband3G mobilesBlogs
1970s
1980s
1990s
2000s
- new medium for articulating ideas- local storage with the user- devices for ease of access to content- mass production / distribution of content- elaborated forms of content- wide access to extensive content- personal portable access to the medium- mass delivery of messages- easier access to extensive content- rich content / immediate communication- low-cost access to elaborate content- personal mass publishing
WritingPaperIndexes, paragraphsPrintingPhotos, sound, filmLibrariesPublished booksPostal servicesBibliographiesTelevision, phonesPaperbacksPamphlets
01400s 1600s1400s1800s1900s1500s1800s1900s1940s1950s1700s
- new medium for articulating ideas- local storage with the user- devices for ease of access to content- mass production / distribution of content- elaborated forms of content- wide access to extensive content- personal portable access to the medium- mass delivery of messages- easier access to extensive content- rich content / immediate communication- low-cost access to elaborate content- personal mass publishing
Old media and delivery technologies for education– Not so recent history
WritingPaperIndexes, paragraphsPrintingPhotos, sound, filmLibrariesPublished booksPostal servicesBibliographiesTelevision, phonesPaperbacksPamphlets
01400s 1600s1400s1800s1900s1500s1800s1900s1940s1950s1700s
Interactive computersLocal drives & discsWIMP interfacesInternetMultimediaWorldwide WebLaptopsEmailSearch enginesBroadband3G mobilesBlogs
1970s
1980s
1990s
2000s
Old media and delivery technologies against the new
Interactive computersLocal drives & discsWIMP interfaces
WritingPaperPrintingPublished booksIndexes, paragraphsPamphlets Photos, sound, filmPostal services LibrariesBibliographiesTelevision, phonesPaperbacks
01400s1400s1500s1600s1700s 1800s1800s1900s1900s1940s1950s
Interactive computersLocal drives & discsWIMP interfacesInternetMultimediaWorldwide WebLaptopsEmailSearch enginesBroadband3G mobilesBlogs
1970s
1980s
1990s
2000s
30 years
Old media and delivery technologies against the new
1970s2000s
Harnessing Technology (Government Strategy for cross-sector transformation of learning, UK, 2005)
Education leaders not using technology strategically
• Technology is fundamental to the ‘business’ of education- Research, administration, and teaching and learning
• Digital technology needs long-term strategic planning- It is complex, far-reaching, specific to education
• Education needs long-term investment in technology change- Technologies will continue to set new challenges
• Investment must be managed- To improve both quality and scale, and give clear ROI
Senior leadership must include e-learning expertise
DriversStrategic plansFunding imperativesLearner needsStakeholder demandsCareer opportunitiesCurriculum requirementsAssessment requirementsQuality standards
What does it take to improve teaching?
We need to address all these drivers
= things you can’t ignore
TeachersLeaders
We need to provide all these enablers
Training and developmentInformation & guidanceShareable resourcesCommunities of practiceLearning design supportResource modellingR&D on pedagogiesICT systems and servicesRights and IPR advice
Enablers = things you can’t do without
What does it take to improve teaching?
TeachersLeaders
Drivers
Enablers
Planning for e-learning – key elementsStrategy – systemic, managedCurriculum reformAssessment reform Quality standards focusResource planning for T&L improvementCareer rewardsOrientation to learner needsFunding – for adoptionSupport for teachersEngagement of teachers in designA community of practice for improvement
Senior teamAcademic leadersCross sectorCross sectorSenior teamAcademic leadersAcademicsFaculty leadersCentral unitsCentral unitsAcademic leaders
[DfES. Harnessing Technology, 2005]
“Strategies are becoming much more embedded, with the biggest
change since 2005 being the rise to prominence of e-learning strategies”
[UCISA Survey, 2008]
Strategic aims Impact on staff time
Increases
Increases
Increases
Increases
How could all this be achievable without exploiting and managing the capability of digital technologies to improve both quality and efficiency?
paradigm shift from “teaching” to “facilitating learning”
wider use of blended-learning to enhance quality
students will be provided with greater flexibility
smooth implementation of the double cohort in 2012
Staff need for use of e-learning
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Teachers have few resources to innovate
• To be adaptive to a changing environment, teachers need to be like researchers, discovering how best to support the 21st C learner• But teachers lack the resources to build on others’ work, re-design, experiment, share, reflect, and collaborate
OUTLINEDeveloping the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
fully trained through an apprenticeship program;
highly knowledgeable in their specialist area;
licensed to practice as practitioner and mentor to others;
building on the work of others in their field;
resourced to experiment, investigate and reflect on results;
working in collaborative teams of respected peers;
seeking new insights and ways of rethinking their field;
disseminating findings for peer review and use by others
Teachers as reflective practitioners?
?
Researchers as reflective practitioners?
With a 21st C Teaching and Learning Strategy?
Can teachers ‘build on the work of others’?
Biology: “achieve interconnective and synoptic understanding”
Economics: “bring appropriate concepts and research findings to bear in developing solutions “
History: “understand how evidence is used in argument” (Entwistle, 2005)
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Learning outcomes across disciplines
43 similar statements from Biology, Economics, History, Music, Media Studies and Engineering Academics from Maths, Philosophy, Cognitive science, Computer science, and Sociology, asked to classify as ‘relevant for their subject’ 19 out of 43 were classed as ‘relevant’ for >66% of academics
Study of academics’ shared outcomes
Can teachers ‘build on the work of others’?
If lecturers share the same learning outcomes
they could share the same learning designs
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Can teachers ‘build on the work of others’?
If lecturers share the same learning outcomes
they could share the same learning designs
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What support will this patient need when she goes home?
What support will this patient need when she goes home?
Can teachers ‘build on the work of others’?
If lecturers share the same learning outcomesthey can share and customise the same learning designs
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A different model of teaching - building on the work of others – reuse, adapt, share
- with support staff, and tools, to design new pedagogies
- an opportunity to innovate and discover
- collaborating to improve quality and scale
- teaching as a learning experience
OUTLINEDeveloping the 21stC learner
Technology to support the learner
Supporting the 21stC lecturer
Teaching as a learning experience
Teaching as a design science
The context of formal learning design
TEACHERS
STUDENTS
Aims
MotivationsAmbitions
CreditsQualification
KnowledgeSkills
RequirementsPre-requisites
ApproachesLearning needs
Intended Learning Outcomes
TopicsTeaching Methods and Assessment
Learning Activities
Actual Learning Outcomes
PoliciesMotivationsAmbitions
Logistics
COURSE
The learner learning
LCTC
LPTP
Thoughts
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,
The Conversational Framework
Learning Outcomes Learning Activities Teaching Methods
Learners learn
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Acquisition
Inquiry
Practice
Discussion
Production
through Learning Activities
Lecture, book, video, podcast, website, mcq
Library catalogue, web search engine
Lab, field trip, virtual world, simulation
Seminar, online forum, wiki, network
Essay, design, blog, ppt, website, model
usingprofessionally-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 leadershipCollaboration Group project online
forum, blog, ppt, website, model
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Designing the quality learning experienceUse the technology’s capability
to give intrinsic feedback
to promote student collaboration
Teacher’s Concepts
Learner’s Concepts
Picture of equipment
Learner’s practice
Select control
Adapt actions
Adapt Task practice environment Reflect
New control
Learning through practice with extrinsic feedback
Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – nothingTry again
Operate
Reflect
Wrong, try again
Teacher’s Concepts
Learner’s Concepts
Picture of equipment
Learner’s practice
Select control
Adapt actions
Adapt Task practice environment Reflect
New control
Feedback
Learning through practice with intrinsic feedback
Sample designPicture of equipmentOperate to produce goal XClick on controlCorrect – shows gaugeIncorrect – shows gaugeTry again
Operate
Reflect
Gauge result
Teacher’s Concepts
Learner’s Concepts
Video case studies
Learner’s practice
Interpretations
Adapt actions
Adapt Task practice environment
Compare
Reflect
Other learner(s)
Ideas
Ideas
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Outputs
Learning through interpretation practice…
Sample design: Video cases, observe, compare, interpret, submit
Theory
Teacher’s Concepts
Learner’s Concepts
Video case studies
Learner’s practice
Interpretations
Adapt actions
Adapt Task practice environment
Compare
Reflect
Other learner(s)
Comments
Comments
Reflect
Other learner(s)
Adapt actions
Draft outputs
Draft outputs
Reflect
Outputs
Learning through collaboration…
Sample design: Videos, observe, compare, interpret, share, comment, re-try, submit
Re-Interpretations
The context of formal learning design
TEACHERS
STUDENTS
Aims
MotivationsAmbitions
CreditsQualification
KnowledgeSkills
RequirementsPre-requisites
ApproachesLearning needs
Intended Learning Outcomes
TopicsTeaching Methods and Assessment
Learning Activities
Actual Learning Outcomes
PoliciesMotivationsAmbitions
Logistics
COURSE
Productivity
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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.
Modelling learning designs
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Select teaching methods
Set learner groups size
Allocate learner time
for each method
Outputs teacher time
needed
Outputs proportions of learning experience
Comparative models for teacher trainingDEFINE Number of students 50
Black numbers can be edited; red numbers are derived.
LectureTutorialProject groupTMA Web Online tutorialOnline groupICMA Total hoursASSIGN Group size 100 5 0 1 0 20 0 0Model 1: Conventional methods ALLOCATE Learner time 200 100 100 200 600Teacher time 400 1000 10 1000 2410Model 2: Blended learningALLOCATE Learner time 100 50 50 100 100 50 50 100 600Teacher time 200 500 5 500 10 15 2.5 10 1243Model 3: Distance learningALLOCATE Learner time 10 10 50 100 150 100 80 100 600Teacher time 20 100 5 500 15 30 4 10 684
AssumptionsTeacher preparation time / student hour 1.0 0.0 0.1 0.0 0.1 0.0 0.1 0.1Teacher presence needed / student hour 1.0 1.0 n/a 0.1 n/a 0.1 n/a n/a
Model 1: teacher time needed is 2410 hours = 3 fulltime staff for the half-year
Modelling teaching timeConventional methods are assigned a maximum group size, and learner contact + study hours
Assumptions about teacher preparation time, and contact time, could be edited
Comparative models for teacher trainingDEFINE Number of students 50
Black numbers can be edited; red numbers are derived.
LectureTutorialProject groupTMA Web Online tutorialOnline groupICMA Total hoursASSIGN Group size 100 5 0 1 0 20 0 0Model 1: Conventional methods ALLOCATE Learner time 200 100 100 200 600Teacher time 400 1000 10 1000 2410Model 2: Blended learningALLOCATE Learner time 100 50 50 100 100 50 50 100 600Teacher time 200 500 5 500 10 15 2.5 10 1243Model 3: Distance learningALLOCATE Learner time 10 10 50 100 150 100 80 100 600Teacher time 20 100 5 500 15 30 4 10 684
AssumptionsTeacher preparation time / student hour 1.0 0.0 0.1 0.0 0.1 0.0 0.1 0.1Teacher presence needed / student hour 1.0 1.0 n/a 0.1 n/a 0.1 n/a n/a
Model 2: teacher time needed is 1243 hrs = 1.5 fulltime staff for the half-year
Shift lecture time to web tutorial to online project group to online marking to computerto halve the teaching time
Modelling teaching time
Comparative models for teacher trainingDEFINE Number of students 50
Black numbers can be edited; red numbers are derived.
LectureTutorialProject groupTMA Web Online tutorialOnline groupICMA Total hoursASSIGN Group size 100 5 0 1 0 20 0 0Model 1: Conventional methods ALLOCATE Learner time 200 100 100 200 600Teacher time 400 1000 10 1000 2410Model 2: Blended learningALLOCATE Learner time 100 50 50 100 100 50 50 100 600Teacher time 200 500 5 500 10 15 2.5 10 1243Model 3: Distance learningALLOCATE Learner time 10 10 50 100 150 100 80 100 600Teacher time 20 100 5 500 15 30 4 10 684
AssumptionsTeacher preparation time / student hour 1.0 0.0 0.1 0.0 0.1 0.0 0.1 0.1Teacher presence needed / student hour 1.0 1.0 n/a 0.1 n/a 0.1 n/a n/a
Model 3: teacher time needed is 684 hrs <1 fulltime staff for the half-year
Shift more lecture time to web more tutorial to online project group to online marking to computerto halve the teaching time
Modelling teaching time
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Doubling student numbers doubles staff costs on both models.
However: shifting from conventional to blended is possible on same staff hours.
Technology is used:• to improve the fixed:variable costs• for re-use• for program feedback• for peer feedback
Conventional
Blended
Modelling teaching time
Teaching as a design science
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We need to model the effects of all our learning designs onHow learners use their timeThe true costs of staff timeThe cognitive learning experienceThe personal and social aspects of learningThe effects on classroom usage
to understand how best to use the technology – old and new
Experiment, test, re-design, share, adapt – like a designerBuild on the work of others – like a researcherThe University as a’ learning organisation’
SUMMARYDeveloping the 21stC learner Technology to support the learner Supporting the 21stC lecturer
Teaching as a learning experience Teaching as a design science -
SUMMARYDeveloping the 21stC learner - new skills for developing knowledgeTechnology to support the learner - quality, flexibility, productivitySupporting the 21stC lecturer - investing for quality, flexibility, productivityTeaching as a learning experience - planning, collaborating, modelling Teaching as a design science - innovating, testing, publishing
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Thank you for listening!Diana Laurillard, Professor of Learning with Digital Technologies
Supporting academics in the effective use of digital technologies for learning and teaching
