a collaborative constructionist learning environment for teachers diana laurillard (ioe) george...
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A collaborative constructionist learning environment for teachers
Diana Laurillard (IOE)
George Magoulas (Birkbeck)
Elizabeth Masterman (Oxford)London Knowledge Lab
AERA 2010
OutlineHow might we speed up high quality innovation in TEL?
LDSE: a Learning Design Support Environment to help with this
Seeing teaching as a design science
Teachers discover their epistemologies for TEL
Teachers also need to learn through collaboration
And through practice, experiences – constructionism
System features attempt to emulate an iterative design process
www.lkl.ac.uk
Theoretical backgroundConstructionist learning as ‘building knowledge structures… in
a context where the learner is consciously engaged in constructing a public entity’ (Papert and Harel 1991)
Social constructivism: ‘the members of the community serve as active agents in the construction of outcomes and activities that produce a developmental cycle’ (Shaw & Shaw, 1999)
Collaboration: ‘a coordinated synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem’ (Roschelle and Teasley 1995)
Knowledge building: “the capacity to create new knowledge and ideas… collaborative problem-solving… needs optimal environments for knowledge-building” (Scardamalia, 2010)
Building designs of Modules and
Sessions
Context-sensitive help provided on
what Session Types to choose, given LOs
Learning Outcomes for this session have
been selected
Teaching methods selected are online tutorial,
discussion and game
LDSE has interpreted the nature of the learning experience as ‘social’
A working model of the LDSE engine
Timeline for the learning designRepresentation of
learning experience as ‘social
• building on the work of others in their field;• seeking new insights and ways of rethinking their
field; • constructing ideas, to experiment, investigate and
reflect on results;• sharing ideas with collaborative teams of respected
peers;• disseminating findings for peer review and use by
others
Emulating features of a design science
"This is where people start to get keen because they can build from what other people have built. That's when people start to say ‘Wooh: I’m not reinventing the wheel.’ That's what people like."
"You don’t want a tool just to reflect what you do now. I would like a tool that would cover what I do now so I feel confident, but it would also help me to develop my own learning. […] to make me think out of the box a bit more."
Practising constructive alignment
[Laurillard 2006]
T-L activities
Conventional model,
classroom based
Blended model, real and virtual,
local and global
Model returns effect of
design on ‘type of
learning’ elicited, ‘learning
experience’, ‘teacher
time’, and ‘learner time in class’
Modelling time costs and learning benefits
Model
"I like the idea of ‘what if’ […] What I want is something I can play with."
• building on the work of others in their field;• seeking new insights and ways of rethinking their
field; • resourced to test ideas, experiment, investigate and
reflect on results;• constructing ideas, to collaborative teams of
respected peers;• disseminating findings for peer review and use by
others
Emulating features of a design scienceCapturing a pedagogical pattern
Computationally interpretable representation of a pedagogical pattern
“this one is better for thinking, because I think linear, to make me think what aspects of the Conversational Framework I am doing… I want to know if I am providing opportunities in terms of [those categories]”
• building on the work of others in their field; search• seeking new insights and ways of rethinking their
field; • resourced to experiment, investigate and reflect on
results; • constructing ideas, to collaborative teams of
respected peers;• disseminating findings for peer review and use by
others “it is good this, it is really structured, to help you think through what you’re doing… “
Emulating features of a design science
User requirementsThe importance of being able to adapt and customise:
“I don’t know anybody who has stuck with the same thing from what they’ve borrowed: there is this desire to edit it and make it yours because your areas of focus will be different“
The importance of beginning where they already are:
“you learn about the unfamiliar through the familiar. So if you can have a familiar element that means people still think they’re safe, you can challenge them that bit more so they will go a bit further”
The importance of an iteration between theory and practice:
“I’d regard theories as ways of critiquing something that I’d built in the first place, which would then possibly lead me to redesign it quite a lot, but… I don’t see the theories as being… sufficiently constraining to actually generate a design”
SummaryDeveloping the ‘microworld’ for learning design
Make teaching more like design research: a learning process
Give academics the means for exploring new pedagogies
Planning, modelling, experimentation, evaluation, sharing
academics as digital innovators,
treating teaching as a design science
Dejan Ljubojevic
Patricia Charlton
Brock Craft
Steve Ryan
Kim Whittlestone
Marion MantonTom Boyle
Notes• Kapur, 2008, 2010: productive failure – fficacy to get
students to engage in ill-structured problems, provided there is follow-up structured to which they can transfer p-s ideas. Contrast didactic with s generate mult reps, with later instruction or structured problems, etc.
• Problem: from data on sports, who is the most consistent player over time – used familiar stats, and graph reps.
• Important to combine didactic with constructive and p-s, rather than contrast
Notes• Jacobson – assumptions about pedagogical sequences – tend
to be structured then unstructured open-ended – like cognitive apprenticeship (structured – ‘but not highly’ – Collins), guided inquiry – tend to minimise frustration.
• NetLogo model of Ohms Law – compared prod failure and non-prod failure
• Trad: Worksheet – lab – explain observation• Prod F: Work on problem• Then both have same worksheet• H-H-L vs L-H-L –big effect size for PF group• Tested also with teachers.
Notes• Think – ask – understand – similar to PF but also collaboration
phase at start• Nikol Rummel• Delay of content-related support _ collaboration script to
support stdents’ interaction• Begin with collab phase where students ask, etc.• Compared TAU with didactic – one solution
Notes on TEL sessionEnsemble – supporting case-based pedagogies with SemWebMachine-readable meaningful representations of content +
aggregate different resources, and display visuallyCBL: how are cases used within a pedagogy – for bringing reality
into the classroom, role of technology here - microworlds? Involves collaborative, and exploratory learning? But being reduced versions of the world, do not actually model reality
Give the web a definition of what you want and it finds the content you want.
Want to find a common way to describe the pedagogy and the technology that could support it
Notes on TEL sessionAndy diSessaEpistemological effects on techThemes – representation and thought; tacit knowledgeGalileo – Two new sciences – you need algebra – Representations we use are infrastructure for
thinking ‘material intelligence’Education is about knowledge – what is the nature of knowledge. Not necessarily propositional
knowledge. Not good terminology for epistemology.Tacit knowledge – the frontier in our epistemological u/sNoss – generalisation is not in the curriculum – not the same thing as abstraction; you see
variables vary; BUT how get to algebra? Could they design their own representations?San Diego et al – success-based feedback vs substantial feedback – converts technical symbolic
displays into action and perception – how do you help them learn the feel?Mercer et al – collaboration as knowledge-drivenScanlon et al – do scripts suggest the right things to think about Laurillard et al – good on learning by design, AC – logo like but not Boxer like – as that is tool-sets
for people to design their own – could be a toolkit for them to assemble their own