Teaching as a design science: developing reliable knowledge of learning technology. Diana Laurillard London Knowledge Lab Institute of Education

(1)

Teaching as a design

science: developing reliable

knowledge of learning

technology

Diana Laurillard

London Knowledge Lab Institute of Education

(2)

Teachers as an innovative

professional learning community

• Reconceptualising teaching as ‘a design science’

• Teachers building on the designs of others

• Ar8cula8ng their pedagogy

• Adop8ng, adap8ng, tes8ng, improving learning designs

• Co-‐crea8ng and sharing learning designs

(3)

It’s diﬃcult, but it’s worth a try, because…

Teachers need much more support than they get to

make the most of learning technologies

If they can learn together, collaborate, build on the work

of others, they can build this knowledge

Not in just in staﬀ development courses, not from books,

not through exhorta8on, but in the same way as other

designers learn…

That’s why we built

à

Should learning design be

(4)

A ‘pedagogical patterns collector’ for capturing and articulating good pedagogy

A’ learning design support tool’ for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs

By developing design tools

The Learning Designer

A TLRP-TEL project

http://tinyurl.com/ppcollector3

https://sites.google.com/a/lkl.ac.uk/ldse/Home

To help teachers

Articulate their effective teaching ideas for others to adopt

Adopt ‘pedagogical patterns’ of good teaching and open resources Model pedagogical and logistical benefits/disadvantages

(5)

Timings Categorised teaching-‐ learning ac8vi8es Short descrip8on Learning outcome Colour-‐ coded content

Capturing pedagogy as design plans

Black text ar8culates

the teacher’s pedagogy

(6)

(7)

The Pedagogical Patterns Collector

Black text captures pedagogy design Colour-‐coded text iden8ﬁes content A library of

paLerns to inspect, both

generic and speciﬁc versions

(8)

Read, Watch, Listen Investigate Discuss Practice Share Produce

Adjust the type of learning ac8vity. Edit the

instruc8ons.

Check the feedback on the overall

distribu8on of learning ac8vity Add link to an

OER, e.g. a digital tool for prac8ce

Adopt – Adapt – Import resources- Test and re-design - Export

Adopt/Adapt a teaching pattern

Export to Word [Moodle]

Represent the teacher as present or not

(9)

Comments on the PPC

• [The pie-‐chart] is one of the most useful features … it

gives a good overview of the balance between diﬀerent

learning experiences

• I rarely consider how the students' Ame is apporAoned …

it's good to be made to think about this.

• Seeing how the sessions are shaping up in such a visual

medium …. would probably make me think more

carefully about providing a mix of acAviAes

(10)

A Pedagogical Pattern Collector for capturing and articulating good pedagogy

The Learning Designer for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs

By developing design tools

The Learning Designer

A TLRP-TEL project

http://tinyurl.com/ppcollector3

https://sites.google.com/a/lkl.ac.uk/ldse/Home

To help teachers

Articulate their effective teaching ideas for others to adopt

Adopt ‘pedagogical patterns’ of good teaching and open resources Model pedagogical and logistical benefits/disadvantages

(11)

The Learning Designer overview

The start screen: Import or Create Properties: •  Credit hours •  Student numbers •  Learning outcomes •  Description •  Designer reflection •  Student feedback Timeline: •  Select teaching-learning activities,

•  Define what they do

in activity

•  Define timing of

each one, group sizes, sequencing

Analysis:

•  Charts of the overall

learning experience – types of learning, and of experience of personal, social or whole class •  teacher workload –

for initial design and for reuse

(12)

L C Teacher concepts C L L P P L Learner concepts Learner practice Generate Modulate

Learning through acquisition, instruction

Learning through inquiry

Acquiring

Inquiring

Talk, book, video, Web

A theory-based framework of the

learner learning

(13)

L C Teacher concepts Learning environment L C L P P L Learner concepts Learner practice Generate Modulate

Learning through practice with meaningful

intrinsic

feedback

Task/Feedback Actions Generate Modulate Lab, Game, Simula8on

A theory-based framework of the

learner learning

(14)

Instructivism - Social constructivism – Experiential learning – Inquiry learning - Constructionism – Collaborative learning

(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)

L C

Teacher

concepts concepts Peer

Peer prac8ce Learning environment L C L P P L Learner concepts Learner practice Generate Modulate Generate Modulate Generate Modulate Practising Ideas, questions Ideas, questions Outputs Outputs Acquiring Inquiring

A theory-based framework of the

learner learning

(15)

L C

Teacher

Peer prac8ce Learning environment L C L P P L Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle Learner concepts Learner practice Generate Modulate Generate Modulate

The Conversational Framework

Generate Modulate Teacher practice cycle Peer practice cycle

Instructivism Social constructivism Experiential learning Inquiry learning Collaborative learning

(16)

Instructivism - Social constructivism – Experiential learning – Inquiry learning - Constructionism – Collaborative learning

(Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)

L C

Teacher

Peer prac8ce Learning environment L C L P P L Learner concepts Learner practice Generate Modulate Generate Modulate Generate Modulate Practising Acquiring Inquiring Discussing Producing Collaborating

A theory-based framework of the

learner learning

(17)

L C

Teacher

Peer prac8ce Learning environment L C L P P L Learner concepts Learner practice Generate Modulate Generate Modulate

Learning with technology

Inquiring Discussing Acquiring Prac8sing Collabora8ng Producing Web resources Webinar, Forum Podcasts Skills Prac8ce Tools Collabora8on tools Designs Produc8ons

(18)

Co-creating new pedagogies

• Import exis8ng learning designs

• _{Use
advice
and
guidance}

• _{Consider
alterna8ve
designs}

• _{Adapt
the
design
to
own
context}

• _{Analyse
the
designs}

(19)

Import an exis8ng learning design

Co-creating new pedagogies

Adapt an exis8ng learning design

Consider advice and guidance on adapta8on

Consider alterna8ve

(20)

Analysing the design

Interpreted in

terms of the

Conversa8onal

Framework

Contras8ng

teacher workload

for own design

and reuse

(21)

Re-designing

Use drop-‐down menu to

change teaching-‐

learning ac8vi8es and

analyse eﬀect on

learning experience and

teacher 8me

(22)

Sharing…

Once tested and evaluated

with students, export

(with metadata) to shared

folder, website,

community library, open

repository…

(23)

Comments on the approach

• Teachers respond posi8vely to the Learning Designer tools

and see this as a way of improving teaching, and poten8ally of

saving 8me

• The Learning Designer concepts of sharing designs, reuse,

adaptaAon, advice on TEL, analysis of the learning experience,

suggesAons of design alternaAves, and categorisaAon of

designs, were all welcomed by teachers

• Teachers commented on the added value of the detailed

descrip8ons of pedagogy, which enable them to have a more

in-‐depth conversa8on about their prac8ce and what makes a

learning design more eﬀec8ve

(24)

0 5 10 15 20 25 30 35 40 20th C 21st C 0 5 10 15 20 25 30 35 40 20th C 21st C

From 20

th

_{C to 21}

st

_{C teacher?}

Teachers’ activities

(25)

Modelling learning experience

and teacher workload

How can we estimate the effects of the decisions we

make as we plan a course?

We select the set of teaching and learning activities

we intend to use

These have consequences for the

pedagogical

benefits

, and the comparative costs in terms of

teachers’ workload

The next slide shows how the intervening assumptions

join up the decisions and consequences

(26)

Deﬁne the type of learning each TLA oﬀers

Select Teaching-‐Learning Ac8vi8es (TLAs):

wiki, simula8on, e-‐pordolio

Decide group size for each

TLA

Decide Teacher Time needed to prepare and

present each TLA

Distribute learning hours across the

selected TLAs Distribu8on of learner

8me across types of learning experienced

Teacher 8me for: Design and prepara8on Class and online presenta8on

Marking and learner support Input total credit hours, size of cohort

Acquisi8on Inquiry Discussion Prac8ce Produc8on

(27)

Comparison of

pedagogical benefits

, and

costs in terms of

teachers’ workload

Acquisi8on Inquiry Discussion Prac8ce Produc8on Acquisi8on Inquiry Discussion Prac8ce Produc8on

Yr 1 Yr 2 Typical

15 15 30 3.5 1.8 1.2

Yr 1 Yr 2 Typical

15 15 30 5.2 2.3 0.4 Student numbers Teacher hrs per student

Conventional Blended More ac8ve _learning

Lower per capita costs

in a typical year for

large numbers

(28)

Modelling the costs for

increasing student cohort size

0 0.5 1 1.5 2 2.5 3 3.5 30 60 90 120 150 Conven8onal Open Mode Teacher days per student Cohort size

(29)

What issues must the Learning

Designer also address?

• Complexity

• Poten8ally a tool of management control

• Interpretability of analysis

• The need for a topic-‐oriented focus

“It’s very overwhelming … there’s a lot going on and to think about. I’m not sure what all the terms mean. I mean I don’t understand the difference between produc8on and prac8ce. Let’s have a look […] Yes – OK – I get it. Yes I see the difference. Probably we need a bit more help here with explana8ons and examples. But once you get into the tool it isn’t so difficult”

“My only worry is that it [the Learning Designer] turns into an insAtuAonal requisite rather than an opAon. It becomes a measurement tool, rather than a useful organisaAonal tool that allows some criAcal self reﬂecAon on pracAce. I know that the goal is the laLer, but soMware, once out there, can become so seducAve to gather informaAon for departments, policy makers, etc, and the informaAon that is produced is probably ONLY useful for individual teachers, not educaAon ministers, etc”

“I think it's cute to have pie charts, it's neat [...] I would go back and squidge my stuﬀ, reorganise my 8me because I would know that it would be a good thing to have a mix of all of these things (i.e. forms of learning). But that's because I think it's a good thing. If I didn't believe that this was a

good thing, then you would show me a pie chart that was 90% of one thing I would s8ll think it's ok”

“My problem with the tool is that the pedagogy is neutral of

the topic while the approach to teaching and learning requires a topic approach and this tool doesn’t help with this approach”

(30)

Teachers as innovative

co-creators of technology-based

pedagogies

Features of teaching as ‘a design science’:

• Teachers adop8ng, adap8ng, tes8ng, improving,

sharing learning designs

• Teaching as collabora8ve learning, supported by

online collabora8ve design tools and repositories

• A theory-‐based computa8onal representa8on of

pedagogic design and teacher workload that

migrates across subjects

(31)

Further details…