Digital support for teaching as a design science - Resources

Diana Laurillard, April 20, 2012

This post provides the links to the web resources mentioned in the previous post, that relate to what was in the Introduction.

Here are the four propositions I wanted to cover over the course of the week, with the relevant resources and links that elaborate each one.

Proposition 1
1. The fundamental nature of the learning process in formal education is not likely to change much, but the means by which we do it will.
Resources 1
See Chapter 4: What it takes to learn, in Laurillard (2012) Teaching as a Design Science - see below.

Proposition 2
2. Digital technologies have much to offer formal education, but have been badly under-exploited so far, so we must look to teachers to drive more interesting forms of pedagogy using technology
Resources 2
• www.numbersense.co.uk - look at the Time program and compare with other games and apps for helping people learn to tell the time. If the program models the movement of the hands on the clockface, then it can give useful feedback, not just right/wrong but 'this is the time you made'. This helps learners work out how to improve their answer. It is more like the feedback we get from the world as we try to learn from it. Digital technologies can provide small models of the world for learners to interact with. They can also adapt to learner needs – pace, content, level of difficulty – but rarely do so. The most common format is multiple choice with randomly generated tasks – no help for learning.

Proposition 3
3. Teachers, like other design professionals, need to build on each others' best ideas for how to teach to intended learning outcomes. The Pedagogical Patterns Colletor is a website for exchanging, designing and sharing your best ideas of ways of helping learners achieve a given learning outcome
Resources 3
• At http://tinyurl.com/ppcollector3 try browsing and adapting existing patterns, or designing your own.
• Video available from initial page of the Pedagogical Patterns Collector

Proposition 4
4. The digital support teachers need includes (i) an ontology for pedagogical patterns; (ii) a user-oriented interface for expressing pedagogic ideas; (iii) a common repository where pedagogical patterns can be published, organised, and accessed; (iv) a knowledge base that is capable of responding to the community of users; (v) an advice and guidance wiki that the teaching community can develop, and the design tool can draw upon for advice on designs.
Resources 4
Links to the url for downloading the Learning Designer:
Learning Designer for Windows:
• http://www.dcs.bbk.ac.uk/~dionisis/LDSE/downloads/download.php?win3-leeds
Learning Designer for Mac/Linux:
• http://www.dcs.bbk.ac.uk/~dionisis/LDSE/downloads/download.php?mac3-leeds
The Learning Design Support Environment project website
• https://sites.google.com/a/lkl.ac.uk/ldse/Home

Suggested readings
Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2012). A constructionist learning environment for teachers to model learning designs Journal of Computer Assisted Learning, (Accepted) - describes the research on the 'Learning Designer' tool for teachers.

Morris, A., & Hiebert, J. (2011). Creating Shared Instructional Products : An Alternative Approach to Improving Teaching. Educational Researcher, 40(1), 5-14. – An Educational Reseacher paper proposing a teacher community for sharing instructional products

Laurillard chapter (2012) – Chapter 1 of Laurillard, D (2012) 'Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology', New York: Routledge.
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