Arousing curiosity
Stimulating
Simulating
Safe practice
Immersive Learning
Inspiring Teaching
Collaborative learning
Inspiring Learning
Pedagogy and the Learning Design:
Integrating simulations effectively into the design and delivery of online
courses.
Brian Smith
#UELPL
Arousing curiosity
Stimulating
Inspiring Teaching
Inspiring Learning
Introduction
Head of Technology Enhanced Learning, Edge Hill University
Higher Education Academy National Teaching Fellow
Technology Enhanced Learning - ‘The Study off’
My focus is on ‘Immersive Learning’ and ‘Education without Walls’
www.edgehill.ac.uk
smithb@edgehill.ac.uk
01695 65 7061
Skype:smithbh116
Image courtesy of http://www.stuartrayner.com/
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Arousing curiosity
Stimulating
Inspiring Teaching
Inspiring Learning
This session
Three parts to this session:
Scene setting - Outline
Act 1 - Revisiting what we mean
by Pedagogy
Act 2 - Adding the ‘e’ into
Pedagogy
Sound courtesy of http://soundjax.com/drum_sounds-1.html
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Pedagogy and the Learning Design:
Integrating simulations effectively into the design and delivery of online courses.
Outline
Pedagogy - Literature
Fast growing amount of
technology available to teachers
The pedagogical application of
technology
Design principles - what are the
principles we are using with
technology to simulate or to
stimulate learning
Image courtesy of http://blogs.earthlink.net/living-with-social-media/
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Arousing curiosity
Stimulating
Inspiring Teaching
Inspiring Learning
Origin - 'Pedagogy'
Pedagogical origin – Greek
historical connections meaning
‘leading the child’
Today, 2013 - It has a morphic
meaning; how content is
delivered, engagement, use of
video and teaching artifacts.
Freire (1998) - Critical Pedagogy - Education
Movement to guide passion and principles to
help students develop their skills and freedom
to take constructive action.
Gagne (1985) - identified five major
categories of learning: verbal information,
intellectual skills, cognitive strategies, motor
skills and attitudes.
Vygotsky (1978)- Zone of Proximal Distance;
the acquisition of new knowledge based on
previous learning.
Laurillard (2002) - Conversational
Framework;
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Arousing curiosity
Inspiring Teaching
Stimulating
Inspiring Learning
Models and Principles
1. Clarify what good performance is
2. Facilitate self-assessment
• Nicol, D. & Macfarlane-Dick
(2006) Formative assessment
and self-regulated learning: A
model and seven principles of
good feedback practice.
3. Deliver high quality feedback information
4. Encourage teacher and peer dialogue
5. Encourage positive motivation and selfesteem
6. Provide opportunities to close the gap
7. Use feedback to improve teaching
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Arousing curiosity
Stimulating
Inspiring Teaching
Inspiring Learning
Models and Principles
• Nicol, D. & Macfarlane-Dick
(2006) Formative assessment
and self-regulated learning: A
model and seven principles of
good feedback practice.
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Arousing curiosity
Stimulating
Inspiring Teaching
Inspiring Learning
Origin of my pedagogy
Pedagogical origin – childhood;
watching others when playing
games; monopoly, backgammon,
chess, then the Rubik cube.
Images courtesy of http://www.giftedpenguin.co.uk
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Arousing curiosity
Stimulating
Inspiring Teaching
Inspiring Learning
Clinical Education - 'purpose'
Saving lives - immersion into the
culture, organisation, profession,
community of practice, timely
feedback.
Images courtesy of http://www.edgehill.ac.uk
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Inspiring Teaching
Inspiring Learning
Arousing curiosity
Stimulating
Images courtesy of http://www.vision.ee.ethz.ch
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Inspiring Teaching
Inspiring Learning
CONCENTRATION
ENGAGED
EMOTIONAL RESPONSES
Arousing curiosity
DESIRE TO SUCCEED
Stimulating
Images courtesy of http://www.nbcwashington.com
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Self-posed Questions
What behaviours do I hope to elicit it in the learning process?
What emotions are likely to be provoked?
What rewards does a learner need?
How do you keep the student engaged and communicative?
How do you keep the ‘story’ going?
How do I know they are learning?
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Learning design
Tutor planned stimulus
Arousing curiosity
Modelling behaviour
Story telling
c
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c
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Contextual Voice
Reflection
Critical thinking
Emotional responses
Communication
Smith B, Reed P & Jones C (2008) ‘Mode Neutral’ pedagogy. European Journal of Open, Distance and E-learning. June 2008
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Interconnecting
Interconnection
Classroom
Images courtesy of http://www.google.co.uk
Online/Distance
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Findings
Findings and benefits
35% move towards online in the first
three weeks.
High communication among participants
Modelling good practice
Application of knowledge into practice
Centre point for support
Fairness and Equality
Accessed 22 hrs out of 24hrs
(3am-5am!)
Smith B, Reed P & Jones C (2008) ‘Mode Neutral’ pedagogy. European Journal of Open, Distance and E-learning. June 2008
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Published - Model Neutral pedagogy
Three key principles that underpin
Mode Neutral Pedagogy
Role of the Tutor
1. Changing the locus of control from an
externally perceived entity to internal for
the learner (Rotter 1966).
2. Create a convergence among the
constellation of mode of delivery to one
of mode of learning.
3. Ensure the learning is context-centric
fostering situated learning and student
generated learning.
Context-centric
Curriculum
Design
Communication for Learning
Smith B, Reed P & Jones C (2008) ‘Mode Neutral’ pedagogy. European Journal of Open, Distance and E-learning. June 2008
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Arousing curiosity
Stimulating
Simulating
Safe practice
Immersive Learning
Inspiring Teaching
Collaborative learning
Inspiring Learning
Curiosity
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Inspiring Teaching
Inspiring Learning
Immersion
Arousing curiosity
Stimulating
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Virtual: ‘Place’
AGREED TIMES
CONFIDENTIALITY
RESPECT
SHARING FOR SUCCESS
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Inspiring Teaching
Virtual: ‘Creative’
Inspiring Learning
Double-tap to edit
Immersion
Arousing curiosity
Stimulating
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Inspiring Teaching
Virtual: ‘Practice’
Inspiring Learning
Double-tap to edit
Immersion
Arousing curiosity
Stimulating
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Inspiring Teaching
Virtual: ‘Connecting’
Inspiring Learning
Double-tap to edit
Immersion
Arousing curiosity
Stimulating
BUILDING EFFECTIVE RELATIONSHIPS
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Inspiring Teaching
Virtual: ‘Reflecting’
Inspiring Learning
Double-tap to edit
Immersion
Arousing curiosity
Stimulating
AFFORDING TIME TO REFLECT
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Inspiring Teaching
Inspiring Learning
CONCENTRATION
Immersion
ENGAGED
EMOTIONAL RESPONSES
Arousing curiosity
DESIRE TO SUCCEED
Stimulating
All rights preserved - Images courtesy of http://www.mrtoledano.com/gamers/02
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Making the real world
more like the virtual
world
How do I inspire my students to:
•look and feel like this?
•Immerse themselves in an epic
adventure?
•provide a marvellous experience?
•stimulate the need to explore
collaboratively?
All rights preserved - Images courtesy of http://www.mrtoledano.com/gamers/02
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Candy Crush
14.4 million daily players
King.com believe the game is ‘so family friendly and social’.
Meant for everyone on any platform
Images courtesy of http://news.cnet.com/8301-1023_3-57576461-93/crushing-competition-candy-crush-creator-crowns-itself-king/
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Many unanswered questions
Have many of us understand the
‘game’ elements?
Have there been any successes
in implementing the virtual world
design into the real world?
Does it success depend upon
physical rooms or can Education
take place Without Walls?
Is the technology developed
enough to keep people immersed
in what they are doing?
Is the Virtual World a red herring
to what should happen in the real
world?
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Technology in Education - 'confusion'
Blurred Terminology - Virtual
Words, Virtual Reality, Virtual
Environment, Blended learning,
Distance Education, Hybrid
education, trans-model learning
and more.
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Activity 1
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Your pedagogy and learning design
In groups, use the flip chart to draw a visual representation of how you
structure one of your teaching sessions.
List the pedagogical principles you integrate into your diagram; getting the
students to become independent learners, etc
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Plenary 1
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Key learning points from Activity 1
They may include
1. Knowing your learning design and pedagogical principles helps to plan a constructively
aligned session
2. Inspire to collaborate, to engage and interact with others
3. Enter into the learning at the correct level, giving you a chance to achieve,
4. Having something specific to do, no sitting back doing nothing or staring into space.
5. Knowing others are waiting to help you achieve your epic mission.
6. Inspiring story, positive feedback and encouragement.
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Activity 2
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Simulating elements of your learning
design
In the same groups, use your visual representation from activity 1 and ask
each other where can technology simulate/enrich the pedagogical principles
within the learning experience.
What technology might you consider using: Facebook, Twitter, Video,
Google Glass or something else?!
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Plenary 2
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Key learning points from Activity 2
They may include
1. Game-based activity that is fun and increases in difficulty as levels are met.
2. Embedding social media to foster the need for feedback with one another.
3. Delivery of high-fidelity media for learning and stimulating engagement.
4. Knowing others are waiting to help you achieve your epic mission.
5. Inspiring story, positive feedback and encouragement.
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Further reading
Cogill J (2008). Primary teachers’ interactive whiteboard practice across one year: changes in pedagogy and influencing factors. EdD thesis King’s
College University of London.
Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher
education: A meta-analysis. The American Journal of Distance Education, 16, 83-97.
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.
Beetham, H. (2002). Design of learning programmes (UK).
Dewhurst, D. G., & Williams, A. D. (1998). An investigation of the potential for a computer-based tutorial program covering the cardiovascular system to
replace traditional lectures.
Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Clarke, P., Trans.). Maryland: Rowman & Littlefield.
Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263-276.
Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston.
Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc.
Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth TX.: Harcourt Brace Jovanovich.
Hannon, P. and Umble, C (2002) Gagne and Laurillard's Models of Instruction Applied to Distance Education: A theoretically driven evaluation of an
online curriculum in public health. The International Review of Research in Open and Distance Learning. 3, 2.
Kulik, C. L. C., & Kulik, J. A. (1986). Effectiveness of computer-based education in colleges. AEDS Journal, 19, 81 – 108.
Laurillard, D. (1993). Rethinking University Teaching: A framework for the effective use of educational technology. London: Routledge.
Laurillard, D., Stratfold, M., Luckin, R., Plowman, L. & Taylor, J. (2000) Affordances for Learning in a Non-Linear Narrative Medium. Journal of
Interactive Media in Education, 2, [www-jime.open.ac.uk/00/2]
Laurillard, D. (2002). Rethinking university teaching. A conversational framework for the effective use of learning technologies. London: Routledge
Russell, T. R. (1999). The no significant difference phenomenon. Montgomery, AL.: International Distance Education Certification Center.
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Further reading
(2)
Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page.
Schulz, K. C., & Dahale, V. (1999). Multimedia modules for enhancing technical laboratory sessions. Campus-Wide Information Systems 16, 81 – 88.
Twigg, C. (2001). Innovations in online learning: Moving beyond no significant difference. Troy, NY: Center for Academic Transformation, Rensselaer
Polytechnic Institute.
Vygotsky, L.S. (1978) Mind in Society The Development of Higher Psychological Processes. Harvard University Press. Cambridge: Massachusetts.
Links
http://www.jisc.ac.uk/digiemerge
http://www.jisc.ac.uk/whatwedo/programmes/elearning/digilifelong.aspx
http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies.aspx
http://www.jisc.ac.uk/uploaded_documents/sb%20conversational%20framework.pdf
Laurillard (2010) Conversational Framework https://www.youtube.com/watch?v=97NjUUAdyq0
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