1. Supporting teacher development of competencies in the use of learning technologiesDiana LaurillardLondon Knowledge LabInstitute of EducationUniversity of Catalunya UNESCO Roundtable01 Feb 2011

2. Outline Teachers’ development needs for ICTs Academic collaboration in teaching Supporting the design of teaching with ICT Analysing costs and learning benefits www.lkl.ac.uk

3. Teacher development in use of ICTs Teachers 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)

5. Give them time to invest in learning about technology

6. Promote teacher collaboration

7. 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)

8. 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)

9. Supporting teacher collaboration A Learning Design Support Environment (LDSE) for teachers Ends Means Building on the work of others Import existing ‘pedagogical patterns’ of good teaching Search for OER ‘content resources’ to populate the patterns Adapt to own context – Test – Redesign – Re-test - Publish Improving student learning using TEL Offer TEL versions of conventional designs Model pedagogical and logistical benefits/disadvantages A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs

10. Knowledge management to support innovation Sharing Innovating Evaluating Expanding knowledge Implementing Validating (Nonaka 1994)

11. Knowledge management to support innovation in teaching and learning Analyse patterns Adapt patterns Sharing learning designs Innovating pedagogic patterns Evaluating learning designs Research findings, design advice, patterns Existing pedagogical patterns Expanding knowledge of T&L Implementing course Validating course OER content resources LDSE project (Nonaka 1994)

12. Pedagogical patterns: Form and Content Content Black text is pedagogy Colouredtext is content-specific Tutorial: 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 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 engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofusing 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 Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe 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 Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing 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 Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofusing 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 ‘capturing pedagogy’ (Laurillard, 2008)

13. Sharing pedagogical patterns Tutorial:Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing a search engine, to demonstrate the role of the critical factors, usingthe 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 Tutorial:On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 Patterns library Tutorial: Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own account ofusing 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 Tutorial:On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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 Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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

14. Sharing pedagogical patterns Tutorial:On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animationofthe water cycle, to demonstrate the role of the critical factors,usingthe OER cycle; presenting it to their group; defending it against questions and comments; and collaborating to produce a betteranimation to post on their website Tutorial:Using a search engine Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their ownaccountofusing 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 Tutorial:On a system or process Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own accountofthe system/process, to demonstrate the role of the critical factors, usingthe 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 Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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 Tutorial: The water cycle Learning Outcome: A clear understanding of the role of the critical factors in the system Summary: through preparing their own animation ofthe water cycle, to demonstrate the role of the critical factors,usingthe 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

15. Education asa 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 12

16. 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

17. Carrying out a learning design Types of ‘Session’ Tutor-supported class Tutor-supported group work Tutor-supported individual work Independent group work Independent individual work Summative assessment Choice of teaching and learning activities Dragged and dropped onto a timeline

18. Analysing costs and learning benefits The designed learning experience Effect of design on the learning experience, and the cost of teaching Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours [Laurillard 2006]

19. Analysing costs and learning benefits The designed learning experience The designed learning experience Adaptive tool Teacher time = 80 hours Learner time in class = 30 hours Other contact = 5 hours Teacher time = 125 hours Learner time in class = 50 hours Other contact = 5 hours - a microworldwhere teachers can learn, design, test and share ideas

20. Evolution of a pedagogical pattern topic outcome resource From Conventional lab to Virtual lab

21. Comparing pedagogy Compare the effects of group size alternative teaching methods use of TEL on the learning experience types 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

22. Summary: Supporting teacher development Teachers 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 http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html https://sites.google.com/a/lkl.ac.uk/ldse/Home

24. Could this process help teachers see how to adapt conventional teaching to online teaching appropriately?

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

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

27. Do we need to create micro spaces to engage teachers in using ICT? – a unit is costlyhttp://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html d.laurillard@ioe.ac.uk