An approach to innovation: Online learning for Teachers Professional Development

Transcription

1 Connecting the world through Open, Distance, and e-learning Moscow, September 2014 An approach to innovation: Online learning for Teachers Professional Development Diana Laurillard President, Association for Learning Technology

2 What are education s biggest problems? By 2025, the global demand for Higher Education will double to ~200m per year, mostly from emerging economies (NAFSA 2010) By 2030, UNESCO s Education for All movement targets 10 years basic education in all countries 1,600,000 new teaching posts needed for universal primary education by ,300,000 by 2030 (Source: UNESCO 2013) We need technology solutions to meet these challenges

3 A TPD partnership: UOL Institute of Education and UNESCO Institute for IT in Education UNESCO IITE Analytical Survey of ICT in Primary Education International team of 8 authors, from Canada, Chile, Hungary, Hong Kong, Russian Federation, Slovakia, UAE, UK Volume 1: Exploring the origins, settings and initiatives, 2013 Desk-based research Volume 2: Policy, Practices, and Recommendations, 2014 Survey, visits and interviews with 32 leading innovator schools in 19 countries IOE-IITE partnership for a MOOC on ICT in Primary Education May-July weeks, 10 hours per week, Certificate of Attendance

4 May-July 2014: MOOC on ICT in Primary Education An IOE UNESCO IITE partnership >9000 teachers registered, 174 countries

5 The MOOC as professional development IOE-UNESCO MOOC on ICT in Primary Education Doctorate degree Graduate degree Some graduate school College degree Some college Post-secondary school High school graduate Junior high school Coursera average IOE-IITE MOOC Coursera average: 85% have degrees IOE-IITE: 89% Ряд1have degrees Ряд Enrolled participants

6 TPD for teachers is a broader group IOE-IITE MOOC US = 18% Africa = 7% Coursera average MOOC US = 35% Africa = 4%

7 Higher proportion from emerging markets IOE-IITE TPD MOOC % 44% Non-emerging markets Emerging markets % 37% Non-emerging markets Emerging markets Coursera average MOOC

8 A different gender balance IOE-IITE TPD MOOC % Gender 27% 73% Female Male 37% Coursera average MOOC

9 Attracted the target audience IOE-IITE TPD MOOC Education policy maker Class teacher in a primary school Head teacher in a primary school Educational manager in a primary school Teaching assistant in a primary school Further education teacher/lecturer Higher education teacher/lecturer Researcher Private tutor

10 MOOC Pedagogy What does a MOOC look like? Coursera FutureLearn IOE-IITE TPD

11 Standard Coursera format: Collections of resources and forums Announcements describe the schedule of work Resources and forums available

12 FutureLearn format: Sequencing the resources and activities for general interest studies Sequencing of resources and activities Discussion is linked to a video

13 IOE-IITE: Curating and orchestrating the resources and activities for teacher professional development Study guide sequences and orchestrates work with resources and tools linked to forums Study guide defines activities as Core or Optional and duration Building a personal portfolio in their Course Journal

14 MOOC Pedagogy How well did it work? Evidence from the forums and activities Post course survey

15 Survey: On this MOOC, each week had a sequence of timed activities to guide you through the work. Please indicate which statements you agree with below: % agree I prefer not to have a guided sequence I like to have a guided sequence

16 Diigo: >300 shared resources and tools

17 Padlet wall: shared ideas on computational thinking

18 Forum: Teachers sharing ideas to build their own plans

19 Survey: How useful were the following elements of the course material? Doing a peer review for another student Course videos Activities being listed clearly as Core/Optional The community of participants Discussion Forums Assessments/assignments Activities that built on previous activities The Learning Designer tool Receiving a peer review from another student Padlet wall to share ideas Suggestions relating to the Course Journal Diigo to share resources The concept mapping tool Questions to a teacher Suggested timings for each activity Usefulness

20 Comparison with other ULIA MOOCs 120% 100% 80% 60% 40% 20% 0% CNL CP ECL MS ICTPEd Active students Wk 6 Watched video Posted in forums Broke the mould for level of engagement in forums, due to nature of cohort? study guide? History Cr Prog C Law Mal S-w ICTPEd Registrations Active Week Conversion rate 47% 45% 34% 50% 56% Active % Wk6 of Wk1 22% 25% 45% 31% 31% ULIA courses History Creative programming Common Law Malicious software

21 How good was it? Total ULIA ICTPEd 10 0 Excellent Very good Good Fair Poor did not suffer from low production values

22 What business model does this represent? Low fixed costs for development: Used existing books as reading resources Used audio over ppt for videos Used Team s own videos of classrooms and students One professional video (5 mins) for PR Designers 350 per day for total 30 hours each Support staff 150 per day for total 24 hours Low support costs for teaching: Allowed 6 hrs per week each for TA + Designer in Forums Used peer evaluation of assignments (30% total score) Ass t based also on number of contributions, peer reviews and forum posts High levels of peer engagement

23 Course Resource Appraisal Model for CPD MOOC signed up for Signature Track with fee of $49 Assume fee income to university = 16 ($25) Define learner time and teacher time needed for each type of activity: Video lecture Peer discussion Exploring and exchanging resources Assignments Peer reviews Tutor-supported forums

24 Pie chart shows proportion of learning types in the selected activity

25 Estimate hours of preparation and teaching for 1 st, 2 nd, 3 rd runs How many hours study per week? How long to prepare? Does it all have to be done by the higher cost staff? How long to teach?

26 Learning experience and Teaching costs for the ICT in PEd MOOC Break-even by Run 3 on these assumptions

27 Course Resource Appraisal Model for CPD MOOC signed up for Signature Track Break-even price, over 3 runs = 16 ($25) Actual perstudent income = 2.25 ($4)

28 Analysis of a TPD MOOC Teachers get up to date support from experts, on a flexible basis Teachers experience new tools and e-learning methods Teachers build an online collaborative community MOOC platforms reach large numbers and are robust at scale Support for teachers working in the most challenging conditions BUT Per-student income to the university is too low Quality of assessment is not good enough for academic credit

29 The MOOC business model conundrum Why do universities invest so much in free courses for highly qualified professionals, when undergraduates are paying such high fees?

30 One problem MOOCs could solve Professional Open Online Courses to promote online collaborative innovation to professionalise teachers as learning designers operating at scale

31 The technology solution to meet the Education for All Goal 1,600,000 new teaching posts needed for universal primary education by teacher global team Professional development 1000: national teachers on TPD College course based on the 25:1 200,000 regional teacher trainees 1,600,000 local teaching teachers assistants Village support 8:1

32 An Approach to Online Professional Development Use Open Distance e-learning courses for high quality online updating and support for fee-paying professionals using collaborative learning, user-created content, peer evaluation AND some academic accreditation, at premium fee Use the income, resources and experience to invest in innovation in online large-scale teaching and assessment methods higher quality and lower cost undergraduate courses