Supporting Teacher Development of Competences in the Use of Learning Technolofies By Diana Laurillard (2011)

Supporting teacher development of competencies in the use of learning technologies

Diana LaurillardLondon Knowledge LabInstitute of Education

University of Catalunya UNESCO Roundtable01 Feb 2011

October 2010 cc: by-nc-sa

OutlineTeachers’ development needs for ICTs

Academic collaboration in teaching

Supporting the design of teaching with ICT Analysing costs and learning benefits

www.lkl.ac.uk

http://www.lkl.ac.uk/


Teacher development in use of ICTsTeachers need to have - support from their institution

… awareness of students’ capabilities and needs in ICT

… professional development

… peer interaction

“Faculties should have innovation funds to support academics in developing new ways of using ICT”. (Student perspectives on technology, NUS, 2010)

“students are appropriating technologies to meet their own personal, individual needs – mixing … ICT tools and resources, with official course or institutional tools and resources” (Student experiences of TEL Report, JISC, 2006)

“in institutions where student engagement and educational gains are found to be high, one finds a higher than average investment in resources… such as faculty development” (UK HE survey of quality in teaching, Gibbs, 2010)

“faculty members recognize… that peer interactions and collegiality are significant in helping them learn new innovations and strategies” (US survey, 117 staff in 3 colleges. Nicolle, 2008)


Beyond conventional staff development

Teachers are best placed to design good pedagogy

Provide tools for design, development and sharing

Give them time to invest in learning about technology

Promote teacher collaboration

Make teaching innovation like science

“scientific criticism is the engine of science … the criticism of teaching practices is the engine of progress in teaching” (Benedet, 2010)


The promise of academic collaboration in teaching

Common aims of CPD for teachers in HE:

To improve the quality and effectiveness of student learning

To achieve this by making better use of learning technologies, through promoting collaboration across the academic teaching community

What is the unit of exchange between teachers?

Open educational resources – content and structure

Pedagogical patterns – separable structure and content

McAndrew and Weller (2005)


Supporting teacher collaborationA Learning Design Support Environment (LDSE) for teachers

Building on the work of othersImport existing ‘pedagogical patterns’ of good teachingSearch for OER ‘content resources’ to populate the patternsAdapt to own context – Test – Redesign – Re-test - Publish

Improving student learning using TELOffer TEL versions of conventional designsModel pedagogical and logistical benefits/disadvantages

A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs

Ends

Means


Expanding knowledge

Sharing Innovating Evaluating

ImplementingValidating

Knowledge management to support innovation

(Nonaka 1994)


Expanding knowledge of

T&L

Sharing learningdesigns

Innovating pedagogic patterns

Evaluating learning designs

Implementing course

Validating course

Knowledge management to support innovation in teaching and learning

(Nonaka 1994)LDSE project

OER content

resources

Existing pedagogical

patterns

Research findings, design advice, patterns

Adapt patterns

Analyse patterns


Tutorial: The water cycleLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own animation

of the water cycle, to demonstrate the role of the critical factors, using their lecture notes; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion

Tutorial: Using a search engineLearning Outcome: A clear understanding of the

role of the critical factors in the systemSummary: through preparing their own account

of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion


role of the critical factors in the systemSummary: through preparing their own animation

of the water cycle, to demonstrate the role of the critical factors, using their lecture notes and book; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion




Pedagogical patterns: Form and ContentContent




‘capturing pedagogy’ (Laurillard, 2008)

Black text is pedagogyColoured text is content-specific


Patterns library




Sharing pedagogical patterns

Tutorial: On a system or processLearning Outcome: A clear understanding of the


of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion


role of the critical factors in the systemSummary: through preparing their own

animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and revising their account in the light of the tutor’s summary of the discussion











Sharing pedagogical patternsTutorial: On a system or processLearning Outcome: A clear understanding of the


of the system/process, to demonstrate the role of the critical factors, using the resources provided; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website









animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their websiteTutorial: The water cycle

Learning Outcome: A clear understanding of the role of the critical factors in the system

Summary: through preparing their own animation of the water cycle, to demonstrate the role of the critical factors, using the OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a better animation to post on their website

and collaborating to produce a better animation to post on their website



of using a search engine, to demonstrate the role of the critical factors, using the Library guidelines; presenting it to their group; defending it against questions and comments; and collaborating to produce a better account to post on their website


12

Education as a learning system

Teachers must be able to ‘learn by doing’ – to experiment, share and collaborate

Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)

Teachers need the means to experiment, share and collaborate on using ICTs – a microworld for learning design


A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project

Build on the work of others – find relevant designs and patterns

Edit and trial the learning design


Types of ‘Session’

Choice of teaching

and learning activities

Carrying out a learning design

Tutor-supported class

Tutor-supported group work

Tutor-supported individual work

Independent group work

Independent individual work

Summative assessment

Dragged and

dropped onto a

timeline

October 2010 cc: by-nc-sa[Laurillard 2006]

Analysing costs and learning benefits

Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours

Personalised

Social

Standard

The designed learning experience

Acquisition

Inquiry

Discussion

Practice

Production

Effect of design on the learning experience, andthe cost of teaching


Analysing costs and learning benefits

Adaptive tool


Personalised

Social

Standard


Acquisition

Inquiry

Discussion

Practice

Production

- a microworld where teachers can learn, design, test and share ideas



Personalised

Social

Standard

Acquisition

Inquiry

Discussion

Practice

Production


From Conventional lab to Virtual lab

Evolution of a pedagogical pattern

topic

outcome

resource


Comparing pedagogy

Compare the effects of group sizealternative teaching methodsuse of TELon the learning experiencetypes of learning,teacher time, learner time in class, independent learning…

to focus attention on the quality of learning design and the appropriate use of TEL


Summary: Supporting teacher developmentTeachers need to ‘learn by doing’, become a network

Give them tools to design and share new teaching

Use pedagogical patterns to exchange good ideas

Use OERs to populate the well-designed pattern

Improve the use of ICTs in teaching and learning

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

http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html

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




Some issues for discussion What kinds of constraints does a pedagogy pattern place on teachers’

designs?

Could this process help teachers see how to adapt conventional

teaching to online teaching appropriately?

How do teachers feel about this way of sharing their teaching ideas?

Will teachers be able to innovate more easily in this way?

Do we need to create micro spaces to engage teachers in using ICT? –

a unit is costly


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