Ways of fostering student engagement with learning Diana Laurillard London Knowledge Lab Institute of Education 08 July 2013.

Ways of fostering student engagement with learning

Diana LaurillardLondon Knowledge LabInstitute of Education

08 July 2013

The issues

• Global demand for HE

• The aims of HE

• Strategic aims

• The roles of TEL

• Modelling costs and benefits

• Academics as teaching innovators

The Challenges to Higher Education

The global demand for HE

The new UNESCO goals for education:• Every child completes a full 9 years of free

basic education … • Post-basic education expanded to meet needs

for knowledge and skills … (Draft for UNESCO post 2015 goals)

By 2025, the global demand for higher education will double to ~200m per year, mostly from emerging economies (NAFSA 2010)

Implying significant graduate and teacher training growth for this level of schooling and HE

1:25 staff:students??

The aims and purpose of HE

UK Commission on the purposes of higher education:• To inspire and enable individuals to develop their

capabilities to the highest…• To increase knowledge and understanding for their

own sake…• To serve the needs of an adaptable, sustainable

knowledge-based economy…• To play a major role in shaping a democratic,

civilised, inclusive society…

How can large-scale HE achieve that nurturing and engagement of the individual, while reducing the current

1:25 staff:student ratio for student support?

= ‘personal motivation’

= ‘academic motivation’

= ‘vocational motivation’

= ‘social motivation’

What it takes to learn in HE

What does it take to learn:the ways of thinking of very clever peopletheir ways of practisingin the context of formal education?

The learner learning

LC

Teachers’ concepts

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

Learning through acquisition, instruction

Learning through inquiry

Acquiring

Inquiring

LC


Learning environment

LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

Learning through practice with meaningful intrinsic feedback

Task

Actions

GenerateModulate

Feedback


LC


Peer concepts

Peer practice


LC

LP

LP

Learner concepts

Learner practice

GenerateModulate

GenerateModulate

GenerateModulate

Actions

Ideas, questions

Ideas, questions

Outputs

OutputsTask/Feedback

Acquiring

Inquiring

Learning through discussion from peers’ ideas, questionsLearning through collaborating with peers in their practice


LC


Peer concepts

Peer practice


LC

LP

LP

Teacher communication

cycle

Peer communication

cycle

Teacher modelling

cycle

Peer modelling

cycle

Learner concepts

Learner practice

GenerateModulate

Generate

Inquiring Discussing

Acquiring

Practising Collaborating

Producing

Engaging the learner means designing for the active types of learning in this ‘Conversational Framework’ for learning

Representing types of learning

Modulate

What it takes to teach in HE

Engage students in attending to the narrative of the disciplineEngage students in active learning through inquiry, discussion, practice, collaboration and productionPlan for how students will learn in the mix of the physical, digital and social learning spaces designed for them So the teaching workload is increasing in terms of

preparation of teaching that engages the online learner

support that improves on traditional methodsproviding options and flexibility

BUT: Universities and academics do not typically plan for this type of teaching workload in relation to learning benefits…

• Adaptive feedback (sim/modelling tools)

• Expositions (lecture videos)

• Automated grading (MCQs, quizzes)

• Readings (pdfs)

• Collaboration activities (wiki)

• Peer group discussion (forums)

• Peer grading against criteria (tests)

• Tutored discussion (forums)

• Tutor feedback (e-portfolio)




• Readings (pdfs)









• Readings (pdfs)






Understanding high quality T&L

MOOC vs standard online course Preparation time (fixed costs)

Support time (variable costs)

The Duke MOOC

Bioelectricity: A Quantitative Approach Taught in class for over 20 yearsExperimental move to a free and open MOOC12,000 students enrolled from >100 countries• 8 weeks long • 97 ~6 min videos • 22 GB of data • 1052 files • 18 graded exercises, including a peer-graded writing

assignment and final exam (Duke University 2013)

The Duke MOOC

Not for undergraduates

Potential undergraduates

Enrolled students

The Edinburgh MOOCs

Not for undergraduates

Enrolled students

Less than high school

School

College

Degree

PG degree

0% 5% 10%15%20%25%30%35%40%45%

Potential undergraduates

40%

30%

17%

10%

3%

MOOCs @ Edinburgh 2013 – Report #1

The Duke MOOC

Not for the faint-hearted

Comparable with normal online u/g

courses Completed = 2% of enrolment, 25% of ‘engaged’

The Edinburgh MOOCs

Average student numbers per course

Statement of Accomplishment

Week 5 asst's

Engaged Week 1

Accessed Week 1

Enrolled

0 10000 20000 30000 40000 50000 60000

5500

6000

15000

20500

51500

Completed = 10% of enrolment, 37% of ‘engaged’

420 hours to develop materials and course design

Comparing the learning experience:Basic MOOCs vs the Duke MOOC

Videos and pdfsQuizzesWikiPeer discussionsPeer gradingTutored discussionsSummative assessment

High on prep timeZero contact for 42 hours

Low on prep timeHigh contact for 8 hours learning

200 hours to support 8 hours for ~500 students = 1:20 staff student ratio

Basic: 8 weeks, providing 50 hours learning time, no support

Report at http://bit.ly/ZRMbjp

Duke: 8 weeks, providing 50 hours learning time:

http://bit.ly/ZRMbjp

http://bit.ly/ZRMbjp

Comparing teaching hours: Basic MOOC and the Duke MOOC

Support time 50 500 5000Duke MOOC 20 hrs 200 hrs 2000 hrsBasic MOOC 0.00 0.00 0.00

Teaching support time rises to 2000 hours for 5000 students.

2000 hours = 1 year of a tutor for a 5 credit course.

= 24 FT tutors for 120 credit course.

50 500 50000

500

1000

1500

2000

2500

3000

Duke MOOCBasic MOOC

50 500 50000

500

1000

1500

2000

2500

3000

Duke MOOCBasic MOOC

Total teaching time

Preparation time = 420 hrsThe variable cost of high quality support does not achieve economies of scale

Prep time = 420

Modelling the benefits and costs

• It’s important to understand both the pedagogical benefits and teaching time costs of online HE

• What are the new digital pedagogies that will address the 1:25 student support conundrum?

• How do we turn variable-cost pedagogies into fixed-cost?

Large-scale pedagogy (Edinburgh MOOCs)

Academic reads posts selectively and summarises each week

✓ Popular with students✓ Not a variable cost✗ Students still just reading, not engaging

Student engagement in discussion is low

Pedagogies for supporting large classes

Concealed MCQs

The virtual Keller Plan

The vicarious master class

Pyramid discussion groups

Tutorial for 5 representative studentsQuestions and guidance represent all students’ needs

Conceal answers to questionAsk for user-constructed input Reveal multiple answersAsk user to select nearest fit

240 individual students produce response to open questionPairs compare and produce joint responseGroups of 4 compare and produce joint response and post as one of 10 responses...6 groups of 40 students vote on best responseTeacher receives 6 responses to comment on

Introduce contentSelf-paced practiceTutor-marked testStudent becomes tutor for creditUntil half class is tutoring the rest

Teachers as designers need the tools for innovation

Tools for academics as learning designers

To find or create new ideasAdoptAdaptTest

To collect learning analyticsRedesignAnalysePublish

Creating knowledge about effective blended and online pedagogies

http://tinyurl.com/ppcollector


Tools for academics as learning designers



A library of patterns to

inspect

Academics sharing their best designs

Colour-coded text identifies content

parametersBlack text expresses

pedagogy design

Capturing their mixed mode pedagogies

Capturing their mixed mode pedagogies

Assigned metadata on • learning type• group size• duration in minutes• teacher contact/not• resources attached• evidence of learning

Defining the metadata of their pedagogies

Export to Moodle for Ed students

• Interprets metadata to assign activity types in Moodle (or other LMS)

• Attaches resource links• Inserts study guidance• Collects data on student

performance on TEL-based activities

Reversioned for Med students

The cycle of professional collaboration:Search – Find – Adapt – Link resources and tools –

Test – Revise – Annotate – Export to VLE – Publish to repository – Search

• Same pedagogical pattern• Same study guidance except

for subject content terms• Different resources attached• Same type of evidence data (?)

AcquisitionInquiryDiscussionPracticeProduction

Acquisition

Inquiry

Discussion

Practice

Production

Conventional

Blended

Categorised learning activities

Analysis shows more active learning

A computational representation can analyse how much of each learning activity has been designed in

Modelling the pedagogic benefits

Learner hours

Learning activities Group size

Per week Per module Total

Tutored discussion 15 3.3 40Readings 15 6.7 80Formative practice (tutor) 1 22.0 22Formative practice (peer) 1 0Formative practice (computer) 1 0Summative assessment (tutor) 1 23.0 23Building up own notes 15 3.3 40Exploring resources 15 2.1 25Application of concepts 15 5.0 60Personal tuition 1 1.5 1.5Self-directed learning 8.5 8.5Total learning hours 300


PersonalisedSocialOne-size-for-all

Modelling the benefits of blended courses

Academics define the • mix of physical and

digital activities, • type of learning

experience• group size, and• distribution of total

learning hours

Learner hours

Learning activities Group size

Per week Per module Total

Tutored discussion 15 3.3 40Readings 15 6.7 80Formative practice (tutor) 1 22.0 22Formative practice (peer) 1 0Formative practice (computer) 1 0Summative assessment (tutor) 1 23.0 23Building up own notes 15 3.3 40Exploring resources 15 2.1 25Application of concepts 15 5.0 60Personal tuition 1 1.5 1.5Self-directed learning 8.5 8.5Total learning hours 300


PersonalisedSocialOne-size-for-all

Modelling the benefits of blended courses

Supports the academic in designing to engage students

Figure 2(b) Teaching time for a course with 40, 80, 160 students, gives profits of -£12000 £13000 £35000

Figure 2(a) Teaching time for a course with 40 students each year, gives profits of -£12000 £5000 £8000

Modelling the costs of online courses

Modelling an IOE course over 3 years

Prep hrs

Support hrs

Yr1 Yr2 Yr3

Prep hrs

Support hrs

Yr1 Yr2 Yr3

Modelling the costs for increasing student cohort size

Scaling up to large numbers will never improve the per-student support costs…

…unless we come up with some clever pedagogical patterns that support at better than the 1:25 ratio

The question is – what are they, and how do we develop and share them?

What kind of university is going to think this through?

An institutional approach to blended learning

Create a ‘T&L’ learning organisation:

• Changes to T&L are modelled carefully

• Model the University’s T&L principles

• Innovation is designed to collect and use evidence

Invest in academics as teaching innovators

Teaching innovation is rewarded alongside research

Reconceptualise teaching as a knowledge building design science

Engage students in developing pedagogic knowledge

Start from the vision / teaching aim, not the technology

The Senior Team must always ask ‘how can technology help?’

Create a ‘T&L’ learning organisation:

• Changes to T&L are modelled carefully

• Model the University’s T&L principles – Blended learning spaces

• Innovation is designed to collect and use evidence – Learning Analytics

Invest in academics as teaching innovators – ‘E-Learning Incubator’, LTIs

Teaching innovation is rewarded alongside research – Promotion criteria

Reconceptualise teaching as a knowledge building design science – CSHE

Engage students in developing pedagogic knowledge – Student reps

Start from the vision / teaching aim, not the technology – CSHE

The Senior Team must always ask ‘how can technology help?’

Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)

[email protected]

www.ldse.org.uk/

tinyurl.com/ppcollector

Further details…

The ALT MOOC ‘OCTEL’ Open Course in Technology Enhanced Learningat http://octel.alt.ac.uk/ April 2013

mailto:[email protected]

http://www.ldse.org.uk/

http://www.ldse.org.uk/

https://tinyurl.com/ppcollector

http://octel.alt.ac.uk/



The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver

TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio

Academics need the tools to design, test, gather the evidence of what works, model benefits and costs

Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

Teaching as a design science: Tools for academic teaching

The global demand for HE requires investment in pedagogic innovation for MOOCs to deliver

TEL-based pedagogic innovation must support students at a better than 1:25 staff-student ratio

Academics need the tools to design, test, gather the evidence of what works, model benefits and costs

Teachers are the engine of innovation – designing, testing, sharing their best pedagogic ideas

Ways of fostering student engagement with learning Diana Laurillard London Knowledge Lab Institute of Education 08 July 2013.

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