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Supporting teacher development of competencies in the use of learning technologiesDiana LaurillardLondon Knowledge LabInst...
Outline<br />Teachers’ development needs for ICTs<br />Academic collaboration in teaching<br />Supporting the design of te...
Teacher development in use of ICTs<br />Teachers need to have  - support from their institution<br />… awareness of studen...
Beyond conventional staff development<br />Teachers are best placed to design good pedagogy<br /><ul><li> Provide tools fo...
 Give them time to invest in learning about technology
 Promote teacher collaboration
 Make teaching innovation like science</li></ul>“scientific criticism is the engine of science … the criticism of teaching...
The promise of academic collaboration in teaching<br />Common aims of CPD for teachers in HE:<br />To improve the quality ...
Supporting teacher collaboration<br />A Learning Design Support Environment (LDSE) for teachers<br />Ends<br />Means<br />...
Knowledge management to support innovation<br />Sharing<br />Innovating<br />Evaluating<br />Expanding knowledge<br />Impl...
Knowledge management to support innovation in teaching and learning<br />Analyse patterns<br />Adapt patterns<br />Sharing...
Pedagogical patterns: Form and Content<br />Content<br />Black text is pedagogy<br />Colouredtext is content-specific<br /...
Sharing pedagogical patterns<br />Tutorial:Using a search engine<br />Learning Outcome: A clear understanding of the role ...
Sharing pedagogical patterns<br />Tutorial:On a system or process<br />Learning Outcome: A clear understanding of the role...
Education asa learning system<br />Teachers must be able to ‘learn by doing’ – to experiment, share and collaborate<br />C...
A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project<br />Build on the work of others – find re...
Carrying out a learning design<br />Types of ‘Session’<br />Tutor-supported class<br />Tutor-supported group work<br />Tut...
Analysing costs and learning benefits<br />The designed learning experience<br />Effect of design on <br />the learning ex...
Analysing costs and learning benefits<br />The designed learning experience<br />The designed learning experience<br />Ada...
Evolution of a pedagogical pattern <br />topic<br />outcome<br />resource<br />From Conventional lab to Virtual lab<br />
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Supporting Teacher Development of Competences in the Use of Learning Technolofies By Diana Laurillard (2011)

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

  1. 1. Supporting teacher development of competencies in the use of learning technologiesDiana LaurillardLondon Knowledge LabInstitute of EducationUniversity of Catalunya UNESCO Roundtable01 Feb 2011<br />
  2. 2. Outline<br />Teachers’ development needs for ICTs<br />Academic collaboration in teaching<br />Supporting the design of teaching with ICT<br />Analysing costs and learning benefits<br />www.lkl.ac.uk <br />
  3. 3. Teacher development in use of ICTs<br />Teachers need to have - support from their institution<br />… awareness of students’ capabilities and needs in ICT<br />… professional development<br />… peer interaction<br />“Faculties should have innovation funds to support academics in developing new ways of using ICT”. (Student perspectives on technology, NUS, 2010)<br />“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)<br />“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)<br />“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)<br />
  4. 4. Beyond conventional staff development<br />Teachers are best placed to design good pedagogy<br /><ul><li> Provide tools for design, development and sharing
  5. 5. Give them time to invest in learning about technology
  6. 6. Promote teacher collaboration
  7. 7. Make teaching innovation like science</li></ul>“scientific criticism is the engine of science … the criticism of teaching practices is the engine of progress in teaching” (Benedet, 2010)<br />
  8. 8. The promise of academic collaboration in teaching<br />Common aims of CPD for teachers in HE:<br />To improve the quality and effectiveness of student learning<br />To achieve this by making better use of learning technologies, through promoting collaboration across the academic teaching community<br />What is the unit of exchange between teachers?<br />Open educational resources – content and structure<br />Pedagogical patterns – separable structure and content<br />McAndrew and Weller (2005)<br />
  9. 9. Supporting teacher collaboration<br />A Learning Design Support Environment (LDSE) for teachers<br />Ends<br />Means<br />Building on the work of others<br />Import existing ‘pedagogical patterns’ of good teaching<br />Search for OER ‘content resources’ to populate the patterns<br />Adapt to own context – Test – Redesign – Re-test - Publish<br />Improving student learning using TEL<br />Offer TEL versions of conventional designs<br />Model pedagogical and logistical benefits/disadvantages<br />A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs<br />
  10. 10. Knowledge management to support innovation<br />Sharing<br />Innovating<br />Evaluating<br />Expanding knowledge<br />Implementing<br />Validating<br />(Nonaka 1994)<br />
  11. 11. Knowledge management to support innovation in teaching and learning<br />Analyse patterns<br />Adapt patterns<br />Sharing learning<br />designs<br />Innovating pedagogic patterns<br />Evaluating learning designs<br />Research findings, design advice, patterns<br />Existing pedagogical patterns<br />Expanding knowledge of T&L<br />Implementing course<br />Validating course<br />OER content resources<br />LDSE project<br />(Nonaka 1994)<br />
  12. 12. Pedagogical patterns: Form and Content<br />Content<br />Black text is pedagogy<br />Colouredtext is content-specific<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: Using a search engine<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: Using a search engine<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: Using a search engine<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />‘capturing pedagogy’ (Laurillard, 2008)<br />
  13. 13. Sharing pedagogical patterns<br />Tutorial:Using a search engine<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial:On a system or process<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Patterns library<br />Tutorial: Using a search engine<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial:On a system or process<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />
  14. 14. Sharing pedagogical patterns<br />Tutorial:On a system or process<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial:Using a search engine<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial:On a system or process<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />Tutorial: The water cycle<br />Learning Outcome: A clear understanding of the role of the critical factors in the system<br />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<br />and collaborating to produce a better animation to post on their website<br />
  15. 15. Education asa learning system<br />Teachers must be able to ‘learn by doing’ – to experiment, share and collaborate<br />Collaboration on form (pedagogical patterns) should generate a demand for collaboration on content (OERs)<br />Teachers need the means to experiment, share and collaborate on using ICTs – a microworld for learning design<br />12<br />
  16. 16. A Learning Design Support Environment A prototype for LDSE – a TLRP-TEL project<br />Build on the work of others – find relevant designs and patterns<br />Edit and trial the learning design<br />
  17. 17. Carrying out a learning design<br />Types of ‘Session’<br />Tutor-supported class<br />Tutor-supported group work<br />Tutor-supported individual work<br />Independent group work<br />Independent individual work<br />Summative assessment<br />Choice of teaching and learning activities<br />Dragged and dropped onto a timeline<br />
  18. 18. Analysing costs and learning benefits<br />The designed learning experience<br />Effect of design on <br />the learning experience, and<br />the cost of teaching<br />Teacher time = 125 hours   <br />Learner time in class = 50 hours  <br />Other contact = 5 hours <br />[Laurillard 2006]<br />
  19. 19. Analysing costs and learning benefits<br />The designed learning experience<br />The designed learning experience<br />Adaptive tool<br />Teacher time = 80 hours   <br />Learner time in class = 30 hours  <br />Other contact = 5 hours <br />Teacher time = 125 hours   <br />Learner time in class = 50 hours  <br />Other contact = 5 hours <br />- a microworldwhere teachers can learn, design, test and share ideas<br />
  20. 20. Evolution of a pedagogical pattern <br />topic<br />outcome<br />resource<br />From Conventional lab to Virtual lab<br />
  21. 21. Comparing pedagogy<br />Compare the effects of <br />group size<br />alternative teaching methods<br />use of TEL<br />on <br />the learning experience<br />types of learning,<br />teacher time, <br />learner time in class, independent learning…<br />to focus attention on the quality of learning design and the appropriate use of TEL<br />
  22. 22. Summary: Supporting teacher development<br />Teachers need to ‘learn by doing’, become a network<br />Give them tools to design and share new teaching<br />Use pedagogical patterns to exchange good ideas<br />Use OERs to populate the well-designed pattern<br />Improve the use of ICTs in teaching and learning<br />http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html<br />https://sites.google.com/a/lkl.ac.uk/ldse/Home<br />
  23. 23. Some issues for discussion<br /><ul><li> What kinds of constraints does a pedagogy pattern place on teachers’ designs?
  24. 24. Could this process help teachers see how to adapt conventional teaching to online teaching appropriately?
  25. 25. How do teachers feel about this way of sharing their teaching ideas?
  26. 26. Will teachers be able to innovate more easily in this way?
  27. 27. Do we need to create micro spaces to engage teachers in using ICT? – a unit is costly</li></ul>http://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODCTest/ODC.html<br />d.laurillard@ioe.ac.uk<br />

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