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[OOFHEC2018] Day 1 KEYNOTE Diana Laurillard: Blended and Online Learning - Changing the Pedagogical Landscape

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Diana Laurillard (UCL Knowledge Lab) presented Blended and Online Learning - Changing the Pedagogical Landscape at OOFHEC2018 in Aarhus, Denmark

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[OOFHEC2018] Day 1 KEYNOTE Diana Laurillard: Blended and Online Learning - Changing the Pedagogical Landscape

  1. 1. B l e n d e d a n d o n l i n e l e a r n i n g : C h a n g i n g t h e p e d a g o g i c a l l a n d s c a p e D i a n a L a u r i l l a rd U C L Kn o w l e d g e L a b The Online, Open and Flexible Higher Education Conference 2018 "Blended and online Learning: Changing the Educational Landscape"
  2. 2. UCLKnowledgeLab D o e s p e d a g o g y n e e d t o c h a n g e f o r a d i g i t a l w o r l d ? H o w d o w e c h a n g e t h e l a n d s c a p e o f p e d a g o g y ? Outline
  3. 3. UCLKnowledgeLab D o e s p e d a g o g y n e e d t o c h a n g e f o r a d i g i t a l w o r l d ?
  4. 4. UCLKnowledgeLab What it takes to learn… Derived from theories and research on learning and teaching (Laurillard, 2002, 2012) To represent the teaching-learning process as • a series of iterative exchanges • between the learner and a ‘teacher’ and • between a learner and their peers • at two levels of concepts and practices The Conversational Framework
  5. 5. What does it take to learn in formal education? L C L C L P L P Learner concepts Learner practice
  6. 6. What does it take to learn in formal education? Teacher concepts Peer concepts Peer practice Learning environment Teacher communication cycle Peer communication cycle Teacher modelling cycle Peer modelling cycle L C L C L P L P Learner concepts Learner practice
  7. 7. Types of learning mapped to the framework Teacher concepts Peer concepts Peer practice Learning environment Acquiring L C L C L P L P Learner concepts Learner practice
  8. 8. Teacher concepts Peer concepts Peer practice Learning environment Inquiring L C L C L P L P Learner concepts Learner practice Types of learning mapped to the framework
  9. 9. Teacher concepts Peer concepts Peer practice Learning environment Practising L C L C L P L P Learner concepts Learner practice Types of learning mapped to the framework
  10. 10. Teacher concepts Peer concepts Peer practice Learning environment Discussing L C L C L P L P Learner concepts Learner practice Types of learning mapped to the framework
  11. 11. Teacher concepts Peer concepts Peer practice Learning environment Collaborating L C L C L P L P Learner concepts Learner practice Types of learning mapped to the framework
  12. 12. Teacher concepts Peer concepts Peer practice Learning environment Producing L C L C L P L P Learner concepts Learner practice Types of learning mapped to the framework
  13. 13. Discussion Teacher concepts Peer concepts Peer practice Learning environment Teacher communication cycle Teacher modelling cycle Peer modelling cycle Inquiring Practising Collaborating Acquiring Producing L C L C L P L P Learner concepts Learner practice What does it take to learn in formal education? Part of a theory of learning design is to design the support for each type of learning
  14. 14. How does technology help? Conventional methods Teacher concepts Peer concepts Peer practice Learning environment Teacher communication cycle Teacher modelling cycle Peer modelling cycle Investigating Practising Collaborating These learning types are encouraged through a variety of conventional methods Acquiring Producing L C L C L P L P Learner concepts Learner practice Watch the blackboard Go to the library Answers at the back Work in pairs in the lab Write an essay Discussion Discussion groups
  15. 15. How does technology help? Digital methods Teacher concepts Peer concepts Peer practice Learning environment Teacher communication cycle Teacher modelling cycle Peer modelling cycle Investigating Discussion Practising Collaborating The same learning types are encouraged also through a variety of digital methods Acquiring Producing L C L C L P L P Learner concepts Learner practice Watch a screencast Search the internet Use a virtual tool Join an online forum Create a joint product Make an animation
  16. 16. UCLKnowledgeLab D o e s p e d a g o g y n e e d t o c h a n g e f o r a d i g i t a l w o r l d ? N o t t h e f u n d a m e n t a l s o f l e a r n i n g , p e r h a p s , b u t t h e r a n g e o f m e a n s b y w h i c h w e s u p p o r t l e a r n i n g t y p e s
  17. 17. UCLKnowledgeLab H o w d o w e c h a n g e t h e l a n d s c a p e o f p e d a g o g y ?
  18. 18. UCLKnowledgeLab Use online learning for professional development in digital pedagogy on the large scale • MOOCs reach very large numbers globally (>7m on FutureLearn) • A valuable mechanism for addressing the big education challenges → MOOCs do not support the personal nurturing of students • MOOCs can support professionals: • free access to new knowledge - video windows into a professional world • social learning - peer discussion forums • automated testing - quiz-style questioning with feedback • peer review - orchestrating reviews of submitted contributions → These are good pedagogies for professional development
  19. 19. Blended Learning Essentials - Getting Started - Embedding Practice - Developing Digital Skills - Digitally-Enriched Apprenticeships TPD@Scale: Over 25,000 teachers have actively engaged with this series of MOOCs
  20. 20. Video presentation of new approaches and methods in the field Dynamic links to other resources and tools Discussion and debate with their peers Video update and social learning: on blended learning
  21. 21. Social collaboration on Padlet: ‘VLEs for blended learning’
  22. 22. Peer review : collaborative learning and knowledge building Teachers are sharing tested digital practices: • building on the work of others • reviewing against criteria • collecting exemplary practice Building community knowledge Form to submit learning design Form about learning design Website for collecting exemplars of TET competences Progressing Technology- Enhanced Teaching - MENTEP
  23. 23. UCLKnowledgeLab H o w d o w e c h a n g e t h e l a n d s c a p e o f p e d a g o g y ? Te a c h e r s n e e d s u p p o r t t o i n n o v a t e c o l l a b o r a t i v e l y, s h a r i n g p e d a g o g i c d e s i g n s
  24. 24. UCLKnowledgeLab depit.eu/ For teachers: to design and implement learning paths at different levels; to plan both modules and individual sessions; visual graphical editing.
  25. 25. UCLKnowledgeLab CRAM The Learning Designer An online design tool to support teachers experimenting and sharing designs for blended learning and online learning
  26. 26. https://tpdatscalecoalition.org /
  27. 27. UCLKnowledgeLab D o e s p e d a g o g y n e e d t o c h a n g e f o r a d i g i t a l w o r l d ? Not the fundamentals, just the means by which we support learning H o w d o w e c h a n g e t h e l a n d s c a p e o f p e d a g o g y ? Support teachers to innovate collaboratively, sharing pedagogic designs Summary Not the fundamentals, just the means by which we support learning Support teachers to innovate collaboratively, sharing pedagogic designs
  28. 28. UCLKnowledgeLab T H A N K Y O U • The Learning Designer • BLE program of MOOCs • Teaching as a Design Science DIANA LAURILLARD +44 7789 111965 d.laurillard@uclac.uk

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