Using pedagogy to challenge
technology to be smarter
Diana Laurillard
Professor of Learning with Digital Technologies
London Knowledge Lab
Institute of Education
Outline
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Why we need SMART Learning Environments
Which technologies will help?
The case for MOOCs – for teachers
The case for Crowd Learning – by teachers
The case for Learning Analytics
Which pedagogies will help?
CPD MOOCs + Crowd Learning + Learning Analytics
The SMART Learning Environments we need
Some of education’s big problems
By 2025, the global demand for higher education will double to
~200m per year, mostly from emerging economies (NAFSA 2010)
40% Student loan debt in UK will never be repaid
1,600,000 new teaching posts needed for
universal primary education by 2015.
3,300,000 by 2030 (UNESCO 2013)
We need SMART Learning Environments to meet such challenges
Future-gazing: Horizon Reports for HE
Where will SMART Learning Environments come from?
2011
2012
2013
Electronic Books
Mobiles
Augmented Reality
Game-Based Learning*
Gesture-Based Computing
Learning Analytics*
Mobile apps
Tablet Computing*
Game-Based learning*
Learning Analytics*
Gesture-Based Computing
Internet of Things
MOOCs
Tablet computing*
Gaming and Gamification*
Learning Analytics*
3D printing
Wearable technology
Future-gazing: OU Report for HE
Which will contribute to the SMART Learning Environments?
2013 (NMC)
2013 (OU)
MOOCs
Tablet computing
Gaming and Gamification
Learning analytics
3D printing
Wearable technology
MOOCs
Badges to accredit learning
Learning analytics
Seamless learning
Crowd learning
Digital scholarship
Geo-learning
Learning from gaming
Maker culture
Citizen inquiry
The case for MOOCs
MOOCs do not yet solve the problem of
higher education at scale
Average student numbers per course - UoL
Registered
53250
Week 1
23367
Week 2
17275
Week 3
11377
Week 4
31%
9592
Week 5
7730
Week 6
6747
SoA
2211
0
10000
20000
30000
40000
50000
60000
Compare OU’s first online course in 1995: 10,000 students, ~70% completion
MOOC Report 2013: University of London
The MOOC as undergraduate education?
Not for undergraduates (Edinburgh)
PG degree
40%
Degree
30%
College
Enrolled students
70%
have
degrees
17%
10%
School
Less than high school
3%
0%
10%
20%
30%
40%
50%
MOOCs @ Edinburgh 2013 – Report #1
The MOOC as undergraduate education?
Not for undergraduates (London)
Doctorate
4%
Masters
29%
Bachelors
35%
Professional
68%
have
degrees
8%
11%
A level
8%
GCSE
3%
Schooling
0%
10%
20%
30%
40%
Enrolled students
MOOC Report 2013: University of London
The MOOC as undergraduate education?
Not for undergraduates (all Coursera)
85%
have
degrees
MOOCs are not teaching us how to do undergraduate education
MOOCs: Higher Education’s Digital Moment? 2013: UUK
The MOOC as professional development
Coursera average
IOE-UNESCO MOOC
IOE-UNESCO MOOC on ICT in Primary Education
Coursera
average:
85% have
degrees
IOE: 89%
have
Series1
degrees
Series2
Doctorate degree
Graduate degree
Some graduate school
College degree
Some college
Post-secondary school
High school graduate
Junior high school
0
5
10
15
20
25
30
35
40
45
Mainly teachers in primary schools
– supporting teachers learning about learning environments
May-July 2014: MOOC on ICT in Primary
Education (with UNESCO)
https://www.coursera.org/course/ictinprimary
> 9000
teachers
registered,
173 countries
Curating and orchestrating the resources and activities
for teacher professional development
Study guide sequences
and orchestrates work
with resources, tools
and forums
Study guide defines
activities as Core or
Optional and duration
Padlet: shared ideas on computational thinking
http://padlet.com/wall/ho8667b77501
Diigo: shared resources and tools discovered
https://groups.diigo.com/group/ict-in-primary-education
CPD teachers do collaborate online
120%
100%
Active students Wk 6
80%
60%
Wached video
40%
Posted in forums
20%
Broke the mould for
level of engagement
in forums, due to
nature of
• cohort?
• study guide?
0%
CNL
CP
ECL
MS
ICTPEd
History Cr Prog C Law Mal S-w
ICTPEd
Registrations
48648
80127 41715
41620
5891
Active Week 1
23051
36268 14207
20966
3321
31%
31%
Active % Wk6 of Wk1
22%
25%
45%
ULIA courses
History
Creative programming
Common Law
Malicious software
Forums embedded in the study guide activities
encourage participation
Direct click to link
activity to forum post
The case for crowd learning for
teachers
How can teachers share their best ideas?
Build teaching community knowledge
Contribute to
community
knowledge
What would
be a SMART
collaborative
learning
environment
for teachers?
Build on others’
tested designs
Browse
Adopt
Publish
Adapt
Create
Test with
students
Self
review
Redesign
SMART Learning Environments
‘Self-Monitoring, Analysis and Reporting Technology’
- a technology that can learn and self-correct
Can a SMART Learning Environment support
a student to learn about and self-correct their learning?
a teacher to learn about and self-correct their teaching?
Supporting the learning process
Teacher
concepts
Teacher
communication
cycle
Peer
communication
cycle
Peer
concepts
Peer
modelling
cycle
Peer
practice
Modulate
Modulate
`
Learner
concepts
` Generate
Generate
Learning
environment
Teacher
modelling
cycle
Learner
practice
Supporting the learning process
Acquiring
Teacher
concepts
Teacher
communication
Inquiring
cycle
Producing
Modulate
`Generate
Learning
environment
Teacher
modelling
Practising
cycle
L
L
Learner
C
C
concepts
Peer
communication
Discussing
cycle
Peer
concepts
Peer
modelling
Collaborating
cycle
Peer
practice
Modulate
`Generate
L
L
Learner
P
P
practice
The teacher must design learning sessions that use all these
types of learning in the Conversational Framework
Teaching as a design cycle
Question:
What is the
teaching design
equivalent of the
journal paper?
Browse
Adopt
Publish
Adapt
Create
Test
Review
Redesign
Building learning technology knowledge
The Learning Designer: Browse
A power tool for teachers: The Learning Designer
A lesson using a Cornerstone simulation
Tool elicits
structured details
of the teaching
idea, built around
the simulation
Analysis of the learning
experience updating as
you design
The Learning Designer: Adapt
(experimental design for Psychology)
Note the designed time is
much greater than the
allotted time – learning
about design
Every section of the
learning design can be
edited, and new
resources attached
Analysis of the learning experience
adapts to your edits – supports
teacher learning about design
The Learning Designer: Adapt
Another teacher adapts it for their students
Add your
own
resource
Export for students
and other teachers
Teaching as a design cycle
Question:
What is the
teaching design
equivalent of the
journal paper?
Answer:
A learning
design that can
be reviewed,
adapted,
improved,
published,
reused…
Browse
Adopt
Publish
Adapt
Create
Test
Review
Redesign
Building learning technology knowledge
The case for Learning Analytics
Coursera data on learning activity
Learner activity
Visits
Types of activity
Lecture watching
Watched
lecture
Submitted
exercise
Joined a
discussion
Learner data tells
us where to look,
not why and what
to do
Visitors turning
into participants?
Why did it peak
here?
The Learning Designer Community
Crowd-Sourced Local Data
Which pedagogies will help?
Teachers track logins to test effect of BYOD
Testing independent learning
Posting to forums
+68%
Mahara for schoolwork +120%
Messages to teachers
-56%
Pedagogies for supporting large classes
The virtual Keller Plan
The vicarious master class
Pyramid discussion groups
Introduce content
Self-paced practice
Tutor-marked test
Tutorial
for
5 representative
students
Student
becomes
tutor for
credit
240 individual
students
produce
Questions
and
guidance
represent
Until
half to
class
is tutoring
the rest all
response
open
question
students’
needsand produce joint
Pairs compare
response
Groups of 4 compare and produce
joint response and post as one of 10
responses...
6 groups of 40 students vote on best
response
Teacher receives 6 responses to
comment on
Pedagogies for supporting large classes
The (virtual) Keller Plan
Keller, 1974
The vicarious master class
Mayes et al, 2001
Pyramid discussion groups
Gibbs et al, 1992
The traditional pedagogies for large classes can be
redeveloped as digital formats for collaborative learning
Can we use MOOC technology to
crowd-source the learning
analytics that provide evidence of
effectiveness?
How can teachers share their best ideas?
Build teachers’ community knowledge
Contribute to
community
knowledge
Build on others’
tested designs
Browse
Adopt
Publish
Adapt
Create
Test with
students
Self
review
Redesign
A power tool for teachers: The Learning Designer
Each production
activity based on
the simulation is
an opportunity to
collect learning
analytics about
what students do
Crowd learning via the Learning Designer?
CPD MOOC has a high proportion from
emerging markets
%
44%
Non-emerging markets
Emerging markets
%
37%
Non-emerging markets
Emerging markets
The technology solution to meet the
Millennium Goal challenge
1,600,000 new teaching posts needed for
universal primary education by 2015.
8 teacher global team
Professional development MOOC @ 1000:1
8000 national teachers on CPD
College training course @ 25:1
200,000 regional teacher trainees
Village support groups @ 8:1
1,600,000 local teachers
teaching assistants
Could that work?
One problem MOOCs could solve now
Mini-MOOCs as courses to
promote online collaborative
innovation
to professionalise teachers as
learning designers
at scale
SMART Learning Environments
‘Self-Monitoring, Analysis and Reporting Technology’ - a
technology that can learn and self-correct
The SMART Learning Environment we need:
enables the teacher to orchestrate collaborative learning
enables the teacher to monitor and analyse their teaching
enables teachers to do collaborative learning about teaching
- Don’t neglect support for teachers innovating in learning
environments!
Further details…
http://learningdesigner.org/
http://buildingcommunityknowledge.wordpress.com
https://www.coursera.org/course/ictinprimary
Teaching as a Design
Science: Building
pedagogical patterns for
learning and technology
(Routledge, 2012)
d.laurillard@ioe.ac.uk
IOE MOOC:
ICT in Primary
Education