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Pedagogy of FutureLearn
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
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Pedagogy of FutureLearn
- 1. Mike Sharples The OpenUniversity Pedagogy of FutureLearn How our learners learn
- 2. Pedagogy “Theory and practiceof te aching, learning and asse ssment” 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. www.open.ac.uk/innovating
- 3. How do welearn? For me learning is ….
- 4. Learning is… Making connectionsNeuroscience Cognitive sciences Changing behaviour Behavioural science Enhancing skills Cognitive development Gaining knowledge Epistemology Making sense of the world Social sciences Socio-cultural and activity theory Interpreting the world in a new way Phenomenology Personal change Psychoanalysis
- 5. New science oflearning A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (2009) Foundations for a New Science of Learning, Science 325 (5938), 284. “Insights from many different fields are converging to create a new science of learning that may transform educational practice.”
- 6. New science oflearning “A key component is the role of ‘the social’ in learning. What makes social interaction such a powerful catalyst for learning? Can key elements be embodied in technology to improve learning?”
- 7. Evidence-based pedagogy 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? Paul A. Kirschner & Mirjam Neelan (2015) Learning the smart way. https://3starlearningexperiences.wordpress.com/tag/ineffective-learning-strategies/
- 8. Evidence-based pedagogy 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? Paul A. Kirschner & Mirjam Neelan (2015) Learning the smart way. https://3starlearningexperiences.wordpress.com/tag/ineffective-learning-strategies/
- 9. Telling stories Storytelling providesa unifying framework around which we build and think about courses Provoking Conversation Conversational learning is at the core of our belief about how people come together and learn Celebrating progress Step completion, peer interaction, timed emails, quizzes and tests with meaningful and formative feedback FutureLearn Pedagogy
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- 11. Storytelling and narrative León,C. (2016). An architecture of narrative memory. Biologically Inspired Cognitive Architectures, 16, 19-33. Figure 10 Overall architecture of the narrative memory. PS stands for procedural-semantic memory and NG stands for narrative generation. “Narrative is central to our cognition … It helps us think, remember, communicate, and make sense of the world” Plowman et al. (1999) Designing multimedia for learning: Narrative guidance and narrative construction. CHI ’99.
- 12. All human learninginvolves conversation We converse with ourselves to reflect on experience We converse with teachers to understand their expert knowledge We converse with other learners to try and reach shared understanding How can I understand what you are thinking? How can I understand what you are thinking? Let’s try to reach agreement http://clipart-library.com/images/Biarp5X4T.jpg Learning as conversation
- 13. Visible progress “What ismost important is that teaching is visible to the student, and that the learning is visible to the teacher. The more the student becomes the teacher, and the more the teacher becomes the learner, then the more successful are the outcomes ” John Hattie, Visible Learning p.17
- 14. What pedagogy worksbest at massive scale?
- 15. Some educational methodsget worse with scale e.g. personal tutoring, sports coaching Some educational methods don’t change with scale e.g. lecturing, testing Which educational methods improve with scale?
- 16. Pedagogy Learners… Technology-basedexample Assessing give or receive constructive feedback engaging in online peer review Browsing seek and collate information using search engines to find educational materials Case-based investigate individual cases investigating medical cases online Collaborative construct shared understanding creating a shared Google doc Construction create artefacts engaging with big construction set, e.g. Minecraft Conversation converse with others engaging in online discussion Cross-context learn across different settings learning between classroom and home with tablet Delivered comprehend information watching an online video Embodied use their bodies to learn motor skills monitoring exercise with Fitbit activity tracker Game-based engage with game environments multiplayer educational game, e.g. Endless Ocean Inquiry-driven investigate authentic situations using digital probes to collect and analyse data Networked interact with networks of peers educational social networking Performative present for an audience creating a video blogs of learning activities Problem-solving try to solve problems working in online teams to solve problems Reflective reflect on information and activities reviewing e-portfolio of learning activities Simulation interact with a simulated tool learning science in a virtual world
- 17. Pedagogy Learners… Technology-basedexample Assessing give or receive constructive feedback engaging in online peer review Browsing seek and collate information using search engines to find educational materials Case-based investigate individual cases investigating medical cases online Collaborative construct shared understanding creating a shared Google doc Construction create artefacts engaging with big construction set, e.g. Minecraft ✔ Conversation converse with others engaging in online discussion ✔ Cross-context learn across different settings learning between classroom and home with tablet Delivered comprehend information watching an online video Embodied use their bodies to learn motor skills monitoring exercise with Fitbit activity tracker Game-based engage with game environments multiplayer educational game, e.g. Endless Ocean ? Inquiry-driven investigate authentic situations using digital probes to collect and analyse data Networked interact with networks of peers educational social networking ✔ Performative present for an audience creating a video blogs of learning activities Problem-solving try to solve problems working in online teams to solve problems Reflective reflect on information and activities reviewing e-portfolio of learning activities Simulation interact with a simulated tool learning science in a virtual world
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- 19. Act Experience Check Effect How do wedo that? Human adaptivity
- 20. Reflect Understand Plan Act Experience Check Effect Level of actions Levelof descriptions How do we do that? Why are we doing that? Human adaptive learning
- 21. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘what?’ and ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 22. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 23. Vicarious learning fromconversation Comment posted by Karen Carmichael Timson, Learner on Ecosystems course I read through the above article and thought "that's interesting" then I read the comments below, particularly the discussion of niches, and suddenly thought a whole lot more… … it’s almost as if the basic course is in 2D but the postings lift it to 3D and really make it come alive
- 24. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 25. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 26. Learner • demonstrates understanding •proposes solutions to problems Learner • acts to develop models • acts to solve problems Partner • demonstrates understanding • elaborates solutions to problems Partner • acts to develop models • helps to solve problems Level of descriptions Level of actions Shared medium • enables learners and partners to represent arguments and reach agreements Shared medium • enables learners and partners to access information, develop models and solve problems ‘how?’ questions and responses ‘why?’ questions and responses offering conceptions and explanations proposing goals and modifying actions reflect adapt reflect adapt
- 27. How to improvestudy group conversation?
- 28. For groups towork: 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 Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
- 29. Why do wehave weeks, activities and steps?
- 30. Weeks Personally meaningful studyperiods. ‘Each week I will…?’ Activities Elements of pedagogy – each with a defined goal, learning methods, and outcome. Design learning around activities. Steps Pedagogic ‘Lego bricks’ that form an activity Learning design
- 31. Activity Steps What isgood learning? 1.1 DI Discussion 1.2 VI Video 1.3 AR Article 1.4 AR Article High level course design 1.5 DI Discussion 1.6 AR Article 1.7 DI Discussion 1.8 DI Discussion Diving straight in 1.9 VI Video 1.10 AS Assignment 1.11 RV Review 1.12 RE Reflection What have we learnt so far about learning? 1.13 AR Article 1.14 AR Article 1.15 VI Video 1.16 DI Discussion How to Create a Great FutureLearn Course Week 1
- 32. Activity Steps What isgood learning? 1.1 DI Discussion 1.2 VI Video 1.3 AR Article 1.4 AR Article High level course design 1.5 DI Discussion 1.6 AR Article 1.7 DI Discussion 1.8 DI Discussion Diving straight in 1.9 VI Video 1.10 AS Assignment 1.11 RV Review 1.12 RE Reflection What have we learnt so far about learning? 1.13 AR Article 1.14 AR Article 1.15 VI Video 1.16 DI Discussion How to Create a Great FutureLearn Course Week 1 Pedagogy from Learning Design Studio, Hong Kong University http://ilap- sdls.cite.hku.hk/ld_alpaca/in dex.php?lang=en
- 33. Activity Pedagogy Steps Whatis good learning? Receive Discuss 1.1 DI Discussion 1.2 VI Video 1.3 AR Article 1.4 AR Article High level course design Receive Reflect Discuss Create 1.5 DI Discussion 1.6 AR Article 1.7 DI Discussion 1.8 DI Discussion Diving straight in Receive Practice Discuss Reflect 1.9 VI Video 1.10 AS Assignment 1.11 RV Review 1.12 RE Reflection What have we learnt so far about learning? Receive Investigate Discuss 1.13 AR Article 1.14 AR Article 1.15 VI Video 1.16 DI Discussion How to Create a Great FutureLearn Course Week 1 Pedagogy from Learning Design Studio, Hong Kong University http://ilap- sdls.cite.hku.hk/ld_alpaca/in dex.php?lang=en
- 34. Why are FutureLearnsteps 20 minutes?
- 35.
- 36. Synapses link neurons Learningis associated with strengthening synaptic connections Lasting chemical connections can be formed in minutes, for networks of neurons Neural learning works best when short sessions of stimulation are spaced with periods of other activity, to let the synaptic connections grow Spaced learning
- 37. 20 minute teacher-led presentation 20 minutes studentsrecall key concepts 10 minute active break 10 minute active break 20 minutes students apply knowledge 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 Trials in UK schools of short spaces, plus longer 24 hour spaces 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.
- 38. Why do weask our learners big questions?
- 39. 39 Active learning: Flippedclassroom In their own time, students learn from videos and texts Then students work together to solve problems and explore misunderstandings Image: http://www.washington.edu/teaching/files/2012/11/FlippedClassroomUWcolors-1-1024x242.jpg Each student is in control: stop/start, speed, make notes Students solve problems together and learn from each other, guided by the teacher Active learning
- 40. 40 Active learning: Explorefirst 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.
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- 42. Learning analytics Analysis of learning Learning design Learning activity Linkinglearning design and learning analytics
- 43. Learning by construction Co-creating andsharing artefacts
- 44. Professional development Team learning Companycohorts Mentoring Competency learning Case-based learning Reflective portfolio https://www.cipd.co.uk/learn/cpd/cycle
- 45. Reputation management Supporting advancers togain long-term expertise and reputation https://www.ispotnature.org/view/user/19634
- 46. What next forpedagogy? Personalised and social learning at massive scale How to combine the learning benefits of social and personal learning Lifelong professional development Connecting learning in workplaces and online Distributed accreditation Blockchain technologies for education Formative analytics Big data analytics to support learning Neuroscience and learning High and low focused thinking, spaced learning, neural plasticity and game-based learning, intelligent tutoring, stealth assessment, citizen inquiry, seamless http://blockchain.open.ac.uk/