Downloaded 80 times
Uploaded byMike Sharples
Designs for Active Learning, Cambridge 2017
The document discusses various topics related to active learning designs and the future of higher education. It begins by predicting that by 2020, higher education will utilize more distance learning and teleconferencing to leverage expert resources. Learning activities will increasingly become individualized and just-in-time. Classes will combine online and in-person components. It then discusses strategies like the flipped classroom model, spaced learning, and conversational learning in small groups. Finally, it discusses how learning analytics can provide insights into how learning design impacts student satisfaction, retention, and performance. Learning designs with assimilative, interactive, and communicative elements saw various benefits for students.
More Related Content
Similar to Designs for Active Learning, Cambridge 2017
More from Mike Sharples
Designs for Active Learning, Cambridge 2017
- 1. Designs for activelearning Mike Sharples Institute of Educational Technology The Open University @sharplm
- 2. 2012: Prediction forHigher Education By 2020, higher education will be quite different from the way it is today. There will be mass adoption of teleconferencing and distance learning to leverage expert resources. Significant numbers of learning activities will move to individualized, just-in-time learning approaches. There will be a transition to "hybrid" classes that combine online learning components with less-frequent on- campus, in-person class meetings. Pew Research Center prediction from 2012 60% of respondents, from 1000 digital learning experts
- 3. Learning for thefuture http://careers2030.cst.org/jobs/ 3
- 4. Learning for achanging world Share of 25-34 year-olds with a tertiary degree (OECD & G20) 4 https://www.oecd.org/edu/50495363.pdf Total: 129 million in 2010, 204 million in 2020 China: 18% in 2010, 29% in 2020
- 5. New science oflearning “Insights from many different fields are converging to create a new science of learning that may transform educational practice” 5 A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (2009) Foundations for a New Science of Learning, Science 325 (5938), 284.
- 6. Evidence-based education ●Learning spacedover time, instead of all at once ●Questioning what you have learned ●Using mnemonics (keys) to remember content ●Summarising what you have learned ●Highlighting and underlining information ●Letting study and practice of topics overlap Which strategies are generally effective for learning? 6
- 7. Evidence-based education ●Learning spacedover time, instead of all at once ✔ ●Questioning what you have learned ✔ ●Using mnemonics (keys) to remember content ✗ ●Summarising what you have learned ✗ ●Highlighting and underlining key information ✗ ●Letting study and practice of topics overlap ✔ Which strategies are generally effective for learning? 7 Paul A. Kirschner & Mirjam Neelan (2015) Learning the smart way. https://3starlearningexperiences.wordpress.com/tag/ineffective-learning-strategies/
- 8. Innovating pedagogy Annual reportfrom The Open University 2015, with SRI International 2016, with NIE Singapore 80,000 downloads per year www.open.ac.uk/innovating
- 9. Pedagogy “Theory and practiceof teaching, learning and assessment.” Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., Mor, Y., Gaved, M. and Whitelock, D. (2012). Innovating Pedagogy 2012: Open University Innovation Report 1. Milton Keynes: The Open University. 9
- 10. New pedagogies 10 Social networked learning Peerlearning through networking Personal inquiry Personally-meaningful investigations Crossover learning Connecting informal and classroom learning Learning to learn Learning how to become an effective learner Geo-learning Learning about the landscape/environment Learning through gaming Learning by playing educational games Productive failure Learning by exploration before instruction Analytics for learning Using data analytics to help students learn Computational thinking Learning to abstract, plan, design, debug Context-based learning Learning by interaction with real objects & locations Incidental learning Learning from everyday incidents Learning by making Learning by creating and sharing objects Bricolage Learning by creative play with objects Embodied learning Learning with and about your body Dynamic assessment Discovering and overcoming learning difficulties
- 11. Explore first Spaced learning Conversationallearning Learning design and analytics 11
- 12. Flipped classroom 12 Image: http://www.washington.edu/teaching/files/2012/11/FlippedClassroomUWcolors-1-1024x242.jpg Inown time, students learn from videos and texts In classroom, students work in groups with a teacher to solve problems and explore misunderstandings
- 13. Flipped classroom 13 Image: http://www.washington.edu/teaching/files/2012/11/FlippedClassroomUWcolors-1-1024x242.jpg Eachstudent is in control: stop/start, speed, make notes Students solve problems together and learn from each other, guided by the teacher Active learning In own time, students learn from videos and texts In classroom, students work in groups with a teacher to solve problems and explore misunderstandings
- 14. Flipped classroom 14 Image: http://www.washington.edu/teaching/files/2012/11/FlippedClassroomUWcolors-1-1024x242.jpg Eachstudent is in control: stop/start, speed, make notes Students solve problems together and learn from each other, guided by the teacher Active learning “average examination scores improved by about 6% in active learning sections, … students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning” Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. “average examination scores improved by about 6% in active learning sections, … students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning” Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. In own time, students learn from videos and texts In classroom, students work in groups with a teacher to solve problems and explore misunderstandings
- 15. Explore first 15 EXPLORE FIRST Groupexploration Video lecture Students start by exploring a new topic and attempting to solve problems together Students then engage with a video presentation, or a teacher-led lesson based on their answers
- 16. Explore first 16 EXPLORE FIRST Groupexploration Video lecture Students start by exploring a new topic and attempting to solve problems together Students then engage with a video presentation, or a teacher-led lesson based on their answers Schneider, B., & Blikstein, P. (2016). Flipping the Flipped Classroom: A Study of the Effectiveness of Video Lectures Versus Constructivist Exploration Using Tangible User Interfaces. IEEE Transactions on Learning Technologies, 9(1), 5-17.
- 17. Spaced learning Synapses linkneurons in the brain Learning is associated with strengthening synaptic connections When neurons are stimulated, long-term chemical connections can form in minutes, across networks of neurons Brain studies with animals and humans indicate that learning is best when short sessions are spaced with ten-minute periods of other activity, to let the synaptic connections grow
- 18. Spaced learning 18 http://www.innovationunit.org/sites/default/files/Spaced_Learning-downloadable_1.pdf Kelley, P.,& Whatson, T. (2013). Making long-term memories in minutes: a spaced learning pattern from memory research in education. Frontiers in Human Neuroscience, 7, 589. GCSE Biology course Three 20-minute learning episodes spaced by 10 minutes of physical activity (e.g. clay modelling) A controlled study found similar learning outcomes from one hour of spaced learning compared to a four-month course of classroom teaching Studies are now being repeated in 15 schools Teacher-led presentation Students recall key concepts 10 minute active break 10 minute active break Students apply knowledge
- 19. Conversational learning: Groupwork People learnbetter when they learn together For groups to work: shared goals each person knows how and when to contribute everyone makes an appropriate contribution share rewards in a fair way opportunity to reflect on progress and to discuss contributions 19 Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379. “Generally, as the group gets larger and larger, members are less likely to see their own personal contribution to the group as being important to the group’s chances of success”
- 20. Conversational learning: FutureLearn ● Platformdesigned to support learning as conversation ● The more people who exchange ideas and perspectives, the better the learning experience ● Conversations linked to content ● Peer review and small group discussions ● Social network techniques to manage the massive scale of conversation Social learning at massive scale 20 www.futurelearn.com
- 21.
- 22. Conversation about content Conversationat massive scale
- 23. Conversation about content Conversationat massive scale
- 24. Social networked learning FilteringFollowing Moderating Roles 35% of FutureLearn learners post comments or replies 35% of FutureLearn learners post comments or replies
- 25. Learning design andanalytics 25
- 26. Student learning Week 1Week2 Week 30+ Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341. Assimilative Finding information Communicative Productive Learning Design 151 modules Experiential Interactive Assessment Learning design had a significant effect on student satisfaction and performance Student Satisfaction Student retention Student success Toetenel, L. and Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology (early view)
- 27. Student learning Week 1Week2 Week 30+ Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341. Assimilative Finding information Communicative Productive Learning Design 151 modules Experiential Interactive Assessment Higher satisfaction from courses with assimilative and interactive learning Student Satisfaction Student retention Student success Toetenel, L. and Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology (early view)
- 28. Student learning Week 1Week2 Week 30+ Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341. Assimilative Finding information Communicative Productive Learning Design 151 modules Experiential Interactive Assessment Higher retention from courses with communicative learning Student Satisfaction Student retention Student success Toetenel, L. and Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology (early view)
- 29. Student learning Week 1Week2 Week 30+ Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341. Assimilative Finding information Communicative Productive Learning Design 151 modules Experiential Interactive Assessment Lower success from courses with assimilative learning Student Satisfaction Student retention Student success Toetenel, L. and Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology (early view)
- 30. Student learning Week 1Week2 Week 30+ Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341. Assimilative Finding information Communicative Productive Learning Design 151 modules Experiential Interactive Assessment Learning design had a significant effect on student satisfaction and performance Higher satisfaction from courses with assimilative and interactive learning Higher retention from courses with communicative learning Lower success from courses with assimilative learning Student Satisfaction Student retention Student success Toetenel, L. and Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology (early view)
- 31. Learning design andanalytics “The potential is emerging for a virtuous circle, where inquiry into the learning process feeds into learning design, which motivates learning analytics, which motivate future inquiry and thus the refinement of the design and analytics.” Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., and Gaved, M. (2013). Innovating Pedagogy 2013: Open University Innovation Report 2. Milton Keynes: The Open University.
- 32. Predictive analytics OU Analyse 32https://analyse.kmi.open.ac.uk/ Predictstudent outcomes based on performance early in the course
- 33.
- 34.
- 35. Changing higher education 35 Open educational resources EnhancedEducation New Education Sustainable Education Mobile learning Blended learning Hybrid courses Flipped classrooms Seamless learning Learning design Dynamic assessment Adaptive teaching Learning analytics Social networked learningMOOCs Lifelong learning support
- 36. Blended learning ●US Departmentof Education 2009 meta- study of comparisons of online and face to face teaching in higher education ●On average, students in online learning conditions performed better than those receiving face-to-face instruction ●Bigger effect in studies that blended online and face-to-face ●Blended conditions often included additional learning time and instructional elements not received by students in control conditions B. Means et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education Distinguish hype from reality
- 37. Blended learning ● Blendingcampus and online ● Blending free and accredited/paid-for ● Connecting locations and settings ● Embracing multiple cultures and languages ● Combining new methods of teaching, learning and assessment Distinguish hype from reality
- 38.
- 39.
- 40.
- 41. 41 MOOC MOOC MOOC MOOC MOOC MOOC EXAM Module Module Module Onlinetutor MOOC MOOC Module Module Module Preparing for higher education Blended and hybrid university courses University B University A MOOC Professional support Module Professional development Module
- 42. New models ofprovision Blended learning Flexibility of study – location, pace New modes of learning (e.g. flipped classroom) Hybrid courses Global access to higher education, including free courses Global conversation and knowledge sharing Credit transfer Broader curriculum Disaggregation Affordable education – pay for use
- 43. “We already knowwhat the college of the future will look like, because the non-traditional students are creating it now. It’s a hybrid of online and in- person classes, centered on the student and not the institution, with credits accruing from multiple schools, and adding up to a degree in alternating periods of attendance and absence.” Clay Shirky http://bit.ly/28KXjMf 43 College of the future
- 44. “We already knowwhat the college of the future will look like, because the non-traditional students are creating it now. It’s a hybrid of online and in- person classes, centered on the student and not the institution, with credits accruing from multiple schools, and adding up to a degree in alternating periods of attendance and absence.” Clay Shirky http://bit.ly/28KXjMf 44 College of the future
- 45.
Editor's Notes
- #27 Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).
- #28 Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).
- #29 Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).
- #30 Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).
- #31 Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).