Online and Blended learning courses of high pedagogical quality for professionals/adult learners.
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This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
Online and Blended learning courses of high pedagogical quality for professionals/adult learners.
- 1. www.researchcghe.or g Online and Blended learning courses of high pedagogical quality for professionals/adult learners Nordic Network for Adult Learning March 2021 Diana Laurillard UCL Knowledge Lab
- 2. www.researchcghe.or g Outline • Developments in the EU • School Education Gateway for Teacher Professional Development • What counts as high quality online PD? • The Conversational Framework • How do we share the burden of innovation? • The Learning Designer tool • Massive open online collaborations • The Blended and Online Learning Design course • Digtital pedagogies for all sectors
- 3. Professional learning online across the EU The EU’s School Education Gateway: Teacher Academy Erasmus+ funded Extensive online learning for teacher professional development Designed on the principles for TPD from research
- 4. Effective online TPD – findings from literature • Allows for teacher exchanges in learning communities (Schleicher 2016) • Gives teachers ownership (Laurillard 2016) • Addresses concrete classroom problems (Dede et al 2009) • Includes authentic tasks and activities (Huang 2002, Reeves & Pedulla 2013, Vrasidas & Zembylas 2004) • Promotes reflection about own teaching practice (Huang 2002, Scott & Scott 2010, Vrasidas & Zembylas 2004) • Incorporates an effective intersectionality of technology, content, pedagogy, and learners (Whitehouse et al 2006) • Offers some form of mentorship (Prestridge & Tondeur 2015)
- 5. 6 Principles of the TA Instructional Design Drawn from findings in the research literature 1. Facilitating peer exchange 2. Communit y building 4. Content as Trigger for discussion and new practice 5. Flexible scheduling 6. Facilitating transfer to practice 3. Peer review
- 6. Image credits: avian /Shutterstock.com The Teacher Academy • Launched 2016 by the European Commission • Offers MOOCs for teachers on the School Education Gateway • Developed with the support of a Pedagogical Advisory Board • 31 courses with 50,000 unique registered users www.schooleducationgateway.eu
- 7. Facilitating Peer Exchange • A sense of European co-design is cultivated • Respecting ownership and expertise of other participants • Sharing ideas and reflections and commenting on those of peers • Peer review of course products
- 8. TA Evaluation Results - Completion • On average 44% of those starting a course complete it • On average 25% of those enrolled to a course complete it * Data from 2019
- 9. www.researchcghe.or g What counts as high quality online learning?
- 10. www.researchcghe.or g What counts as high quality learning? The Conversational Framework 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 - in any context, primary to professional education, any subject area, and wherher face-to-face, online, or blended (Laurillard, 2002, 2012)
- 11. What does it take to learn in formal education? L C L C L P L P Learner concepts Learner practice
- 12. 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 Role-play session Mock exhibition What does it take to learn in formal education?
- 13. The Conversational Framework 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 Discussion All these types of learning work together to complement and enhance each other
- 14. How does technology help? Conventional and digital methods Teacher concepts Peer concepts Peer practice Learning environment Teacher communication cycle Teacher modelling cycle Peer modelling cycle Inquiring Practising Collaborating These learning types are encouraged through a variety of conventional and digital methods Acquiring Producing L C L C L P L P Learner concepts Learner practice Lectures/ Videos Library/ Internet Workshops/ Digital tools Group outputs, physical/digital Produce real / virtual output Discussion Discussion groups/ Forums
- 15. POLL For each of these learning types could you rate how much learning time your learners spend on each one during wholly online learning? 1 = ‘the least time’ to 5 = ‘the most time’
- 16. The Conversational Framework for Learning Design Discussion points 1 Why were those the least used learning types? 2 Are any of the learning types particularly difficult to use with digital or online methods?
- 17. www.researchcghe.or g How do we share the burden of innovation?
- 18. 18 Building teaching community knowledge The Learning Designer A free open online design tool to help with moving your teaching online. Based on the six learning types from the Conversational Framework – a model of what it takes to learn. Supports teachers and educators to • design a sequence of blended and online teaching and learning activities • analyse their pedagogic design • share their learning designs with each other https://www.ucl.ac.uk/learning- designer
- 19. Adapting a learning design
- 20. Adapting a learning design
- 21. The pie-chart analyses the distribution of types of learning in the design, in this case, acquisition, collaboration and production, but mostly discussion. There are no rules about what it should be, but now you have the opportunity to consider if that looks appropriate. It is entirely online (pale blue), no f2f. There is some trainer presence (dark brown) to respond to questions, and conduct the plenary discussion. More than half is synchronous (dark pink) - with a group and with the trainer There is mostly individual work (pale green), then groups, then whole class. Analysing a learning design
- 22. How does this help us plan the optimal mix across all the learning types?
- 23. www.researchcghe.or g The Blended and Online Learning Design course
- 24. From 05 April 2021 https://bit.ly/BOLDcours e http://bit.ly/Learning- Designer Large-scale online course to orchestrate collaborative knowledge development by education professionals
- 25. Week 1: Rethinking your current teaching • Builds on current teaching • Introduces the Conversational Framework for the underpinning pedagogic principles • Introduces the Learning Designer as the means to take these into your new digital practices • Prepares the groundwork for collaboration
- 26. Step 2.3: Designs for the learning outcome ‘to explain a concept' • Principles for a good design: Constructive Alignment • Activities to motivate and encourage learning • Exercise to compare two versions of a learning design and adapt or create your own • Share on the Padlet wall
- 27. Week 2 Activity 2: Peer review to share and critique learning designs Week 2 Activity 3: Developing students’independent learning In-depth collaborative examination of what it takes to develop a good learning design
- 28. Week 3 Activity 3: Collaborative knowledge-building Building a collaborative community of teaching and learning innovation
- 29. Step 3.8: A bold future for teaching
- 30. The bold future for teaching? If we work together, we can share the great innovations needed to guide the transformation to a bold new future for teaching, and not allow others to guide it for us. If we do this, it will also empower the teaching profession to be more powerful consumers of the way technology is used in education. I’ve got lessons to plan lined up for the Learning Designer – the last I gave was observed formally towards a PGCE and was very well received for the balance, variety and methodology. (Jonathan Vernon) Sharing the best practice is the best way to learn. As teachers, we are learners, and it gives others an idea of time invested in the design and how interactive the lesson could be. (Sasi Antony) Indeed sharing my designs with other participants has been useful and I have received valuable feedbacks from them. I would definitey return to learning designer to get inspired from other's designs. Can it work?
- 31. www.researchcghe.or g The Conversational Framework illustrates 6 contrasting ways in which students engage with learning Teachers enjoy using the Learning Designer to create opportunities for blended and online learning and to exchange ideas and outputs We will do much better if we share new ideas for blended and online learning designs, working to the principles derived from research To summarise Please join us in the Blended and Online Learning Design course at https://bit.ly/BOLDcourse