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Rethinking Teaching Identities
- 1. Rethinking teaching identities: e-portfolios supporting teachers as a professional community Diana Laurillard
- 2. Outline • The pedagogic value of e-portfolios • Individual and social identities • A social identity for teaching professionals • Teachers as design scientists
- 3. The pedagogy of e-portfolios Provides the learner with opportunities to • Collect resources and ideas • Practice presentation of knowledge and skills • Exchange outputs with peers • Offer and respond to feedback with peers • Produce presentations of what learned
- 4. A pedagogical framework Begin with the educational requirements – What does it take to learn? (any subject, any age) - then challenge the technologies to meet them
- 5. The learner learning Acquiring Talk, book, Teacher L L Learner video, Web concepts C C concepts Inquiring Modulate Generate L LearnerL P P practice Learning through acquisition of concepts and ideas Learning through inquiry into resources
- 6. The learner learning Teacher L L Learner concepts C C concepts Productions Modulate Modulate Generate Generate Task/Feedback Design, Game, Learning L LearnerL Simulation environment P P practice Actions Revisions Learning through practice with reflection on meaningful intrinsic feedback Learning through production from reflecting on practice
- 7. The learner learning Acquiring Ideas, critiques Talk, book, Teacher L L Learner Peer video, Web concepts C C concepts concepts Inquiring Ideas, critiques Producing Modulate Modulate Modulate Generate Generate Generate Task/Feedback Productions Design, Game, Learning L LearnerL Peer Simulation environment P P practice practice Actions Productions Revisions Instructivism - Social constructivism – Experiential learning - Constructionism – Collaborative learning (Dewey, Vygotsky, Piaget, Gagné Bruner, Papert, Marton, Bransford…)
- 8. The complexity of the learner learning Acquiring Teacher Peer Teacher L L Learner Peer concepts Inquiring communication C C communication Discussing concepts cycle concepts cycle Producing Modulate Modulate Generate Generate Teacher Peer Learning L LearnerL Peer modelling Practising Sharing modelling environment cycle P P practice cycle practice The teacher needs to use all these types of learning to promote and facilitate the cycles involved in learning
- 9. Representing collaborative learning Teacher L L Learner Peer concepts Producing C C concepts Discussing concepts Modulate Modulate Generate Generate Generate Design, Game, Learning L LearnerL Peer Simulation environment Practising P P practice Sharing practice Collaborative learning (Roschelle, Schwartz, Dillenbourg) Interactions with teacher, peers, environment and peers’ outputs drive the internal reflective cycles of generating and modulating concepts and practice
- 10. Further details… Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012)
- 11. What can e-portfolio environments offer? Podcast Teacher Peer Teacher Web L L Learner Webinar Peer communication communication concepts resources C C concepts Forum concepts cycle cycle Video, PPT, Modulate designs Modulate Generate Generate Teacher Peer Learning Design L LearnerL Collaborative Peer modelling modelling environment tools cycle P P practice design tools cycle practice The teacher must design the e-Portfolio Environment to support all these aspects of the learning process
- 12. Individual and social identities • E-portfolios help students to develop an individual digital identity • Students also interact with online groups, collaboration tools and social networks • E-portfolios can contribute to social learning and collaborative learning • How do teachers learn how to facilitate and support these forms of learning?
- 13. E-portfolios for teacher development • E-portfolios are being used successfully to develop trainee teachers’ individual identity • All teachers need to learn from each other, to develop knowledge of learning technology • For this, we need teachers to be a professional learning community
- 14. Teachers as design scientists Teachers must be a professional learning community • Building on the work of others • Articulating their pedagogy • Adopting, adapting, testing, improving learning designs • Sharing learning design Teachers need to share their teaching ideas
- 15. The Pedagogical Patterns Collector
- 16. Adopt/Adapt a teaching pattern Read, Watch, Listen Investigate Export to Discuss Practice Word Share [Moodle] Produce Add link to a resource, e.g. an e-portfolio to record their practice Adjust the type of learning activity. Edit the Check the instructions. feedback on the overall distribution of learning activity Adopt – Adapt – Import other resources or designs - Export
- 17. Comments on PPC for staff development • You could base its use in PG Cert… this kind of flow, so that it becomes a learned behaviour from the start. • I like the idea of working through this with some new staff and getting them to think before they get pulled into just standing there and lecturing because that's what happened to them when they were at university, getting them to think through how they can shift the patterns of how they're designing their learning
- 18. Comments on reflection and sharing design ideas • “Yes I think that is very useful to see what someone else has done… you get very useful ideas that you hadn’t thought of before that you use in your design”. • “I think it definitely helps you to reflect on what you're doing [...] And then to see the pie chart and then to realise I want some more production and practice in there...” • “This would cause me to think again about my design … if the system tells me that what I am planning has no inquiry element but yet that's what I'm trying to achieve, there must be something wrong”
- 19. Representing teachers’ collaborative learning with e-portfolios Other Pedagogic Teacher’s L L knowledge Producing CideasC Discussing teachers’ ideas Modulate Modulate Generate Generate Generate Pedagogical Other Learning Teacher’s L L Patterns Practising Sharing teachers’ environment P P practice Collector practice
- 20. The ecology of FE teaching community tools College template Strategic goals Personalised assessment Export design to Word template Import designs from Excellence Gateway XML mapping Excellence Gateway Export design to REfLECT for CPD learning designs REfLECT e-Portfolio Build the community knowledge
- 21. Summary The pedagogic value of e-portfolios to support inquiry, practice, discussion, sharing Individual and social identities e-portfolios help to develop both A social identity for teaching professionals e-portfolios for teachers collaborating on e-learning A new identity: Teachers as design scientists design tools for adopting, adapting, sharing ideas www.tinyurl.com/ppcollector3
Notas do Editor
- See Ch4 of Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
- The same cycles can be prompted by interaction with a peer learner – discussing/arguing/explaining in the communication cycle; exchanging their practice in the modelling cycle, and commenting on each other’s work in the practice cycle.Put together, the full picture represents all the different ways of learning, expressed in all the different pedagogical approaches listed.
- Schwartz, D. (1999). The Productive Agency that Drives Collaborative Learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197-218). New York: Elsevier Science/Permagon.Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer supported collaborative learning. (Vol. 128, pp. 69-97). Berlin: Springer.Dillenbourg, P., & Traum, D. (2006). Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving. Journal of the Learning Sciences., 15(1), 121-151.
- Laurillard, D., & Ljubojevic, D. (2011). Evaluating learning designs through the formal representation of pedagogical patterns. In C. Kohls & J. W. Wedekind (Eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (pp. 86-105): IGI Global.
- Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2011). A constructionist learning environment for teachers to model learning designs Journal of Computer Assisted Learning, (Accepted).