Diana Laurillard

Diana Laurillard
University College London | UCL · UCL Knowledge Lab

Doctor of Philosophy

About

138
Publications
84,059
Reads
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11,030
Citations
Additional affiliations
January 2015 - May 2016
University College London
Position
  • Professor
September 2005 - December 2014
Institute of Education, London
Position
  • Professor of Learning with Digital Technology
August 1982 - July 2002
The Open University (UK)
Position
  • Professor of Educational Technology

Publications

Publications (138)
Chapter
Global, organisational and technological changes are transforming the world of work. To respond to these changes, professionals need to be able to adapt and upskill flexibly, elevating the need for lifelong professional learning. Technological systems are being used to provide professional learning at scale, supported by learning analytics to scaff...
Article
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During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leade...
Article
The use of massive open online courses (MOOCs) for teacher professional development (TDP) has increased in the past decades. This study explored the key factors that influenced teachers’ online course completion as a significant indicator of their success in a TPD MOOC. Six key influencing factors (self-efficacy, interaction with curriculum content...
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Teachers continue to experience change in education policy, societal trends, and cultural shifts in pedagogical thought, which all require a continual adaptation and innovation of their own practice. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards...
Article
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In January 2019, the Government Office for Science commissioned a series of 4 rapid evidence reviews to explore how technology and research can help improve educational outcomes for learners with Specific Learning Difficulties (SpLDs). This review examined: 1) current understanding of the causes and identification of SpLDs, 2)the support system for...
Chapter
Changing Higher Education for a Changing World draws on the outcomes of the cutting-edge research programmes of the UK-based Centre for Global Higher Education, the world’s largest social science research centre focused on higher education and its future. In countries with incomes at European levels, the majority of all families now have connection...
Chapter
This chapter focuses on the way digital interventions are opening up new roles for universities. In particular we report on the potential of MOOCs (massive open online courses) as a powerful form of digital intervention transforming the University’s relationship to professional development and knowledge exchange, and helping to deliver on the UN’s...
Article
Teachers in contexts of mass displacement respond to unique needs of learners, and observe and experience situations that require responses beyond teaching and learning activities. In addition to the lack of resources and poor infrastructure, learners and teachers in crisis contexts deal with a variety of difficulties: psychosocial problems, langua...
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The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for l...
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This paper reports on an iterative design-based research project to develop an online design tool (the Learning Designer) to support ‘teachers as designers’. The aim is to evaluate the potential of the tool to develop and support a knowledge-building teaching professional community. (Laurillard, 2012) The Learning Designer was embedded and evaluate...
Conference Paper
Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from...
Chapter
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This paper focuses on online methods for formal learning via open universities, distance learning courses, Massive Open Online Courses (MOOCs), and courses from private providers as a type of learning at scale; considers the extent to which online learning at scale achieves equity, the issues this raises, and the policy actions needed; and clarifie...
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The paper proposes a new interdisciplinary approach to helping low attaining learners in basic mathematics. It reports on the research-informed design and user testing of an adaptive digital game based on constructionist tasks with intrinsic feedback. The approach uses findings from the neuroscience of dyscalculia, cognitive science research on con...
Article
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to play in informing education, which he equates with classroom teaching. Neuroscience, he suggests, adds nothing to what we can learn from psychology. In this commentary, we argue that Bowers? assertions misrepresent the nature and aims of the work in t...
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In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to play in informing education, which he equates with classroom teaching. Neuroscience, he suggests, adds nothing to what we can learn from psychology. In this commentary, we argue that Bowers’ assertions misrepresent the nature and aims of the work in t...
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This paper highlights the importance of supporting FE teachers to help them improve the teaching and learning of digital skills, given the increasing demand for digital skills across the UK workforce. Digital skills are increasingly being considered as a crucial complement to essential English and maths skills. This applies to all learners, not jus...
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The demographics of MOOC analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most profession...
Article
In order to facilitate their teaching design, more teachers are beginning to engage in collective efforts, with some Chinese teachers also now sharing their resources online to plan their teaching. The learning design support tool described here (the Learning Designer), resulting from an interdisciplinary research project in the UK, provides a new...
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This article reports on a design-based research project to create a modelling tool to analyse the costs and learning benefits involved in different modes of study. The Course Resource Appraisal Model (CRAM) provides accurate cost-benefit information so that institutions are able to make more meaningful decisions about which kind of courses?online,...
Chapter
New technologies and high user adoption rates are pushing developers of social and educational tools to unprecedented productivity rates. When a teacher plans to employ these new tools and technologies, he/she will find an abundance of uses and design options. This has resulted in the teacher’s design task becoming increasingly complex.
Chapter
The setting is a large course on ‘software architecture’ at the Accidental College of Europe (ACE). The course is held for the first time, because a new bachelor study program on ‘Sustainable Information Technology’ is just being rolled out. We are in the fourth semester of the new study program, and the program director tells us we will have about...
Article
The Learning Designer sets out to help teachers keep up with the pace of technology innovation, build the evidence of what works, and use technology to enable every learner to achieve their learning potential. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE resea...
Conference Paper
The field of Learning Design now has an interesting challenge. With the prominence of MOOCs and the related field of Learning Analytics, there is an expectation that learning technology will now be able to solve the problem of the worldwide demand for higher education (currently estimated as ~ 100 m per year). This is a problem that all of us in LD...
Conference Paper
This workshop illustrates how a digital tool, the Learning Designer, facilitates a new way of designing teaching and learning. It enables teachers to: build on the work of others, adopt and adapt learning designs, analyse and test their designs, and then share their own teaching ideas and experience using the tool. The Learning Designer is one of t...
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An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere i...
Technical Report
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The report provides an insight and analysis of the opportunity and potential of simulation tools for Education.In VET learning and assessment are primarily practice-based. Consequently many colleges build simulations of real world locations, such as kitchens, hairdressing salons, garages, building sites, and farms in land-based colleges. A wide-ran...
Article
Teachers using open learning, who wish to make good use of digital technologies in their teaching and learning designs, have some difficult issues to confront. The chapter begins with the idea that only teachers have the knowledge, experience, and appropriate context for developing digital learning methods. It makes the case for giving teachers suf...
Chapter
Book synopsis: Educational Neuroscience presents a series of readings from educators, psychologists, and neuroscientists that explore the latest findings in developmental cognitive neurosciences and their potential applications to education. Represents a new research area with direct relevance to current educational practices and policy making Feat...
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The paper advocates an approach to learning design that considers it as creating digital artefacts that can be extended, modified and used for different purposes. This is realised through an ‘act becoming artefact’ cycle, where users’ actions in the authors’ software environment, named Learning Designer, are automatically interpreted on the basis o...
Article
Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively
Article
The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a le...
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Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated in structural...
Conference Paper
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This paper outlines a pedagogical rationale for a new range of analytic features within learning platforms such as LAMS and Moodle, based on the Learning Designer tool. The new tool could bring new elements into contemporary learning platforms, such as the pedagogical approach, type of thinking engaged, and the optimal allocation of learner and tea...
Article
The article summarizes the key technological changes that affected the accessibility, use of technology in higher education (HE) from the 1970s until the early years of the twenty-first century. It then discusses the range of effects that digital technologies can have on the HE curriculum, in terms of both the opportunities presented, and the deman...
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One important factor in the failure to learn arithmetic in the normal way is an endogenous core deficit in the sense of number. This has been associated with low numeracy in general (e.g. Halberda et al. in Nature 455:665–668, 2008) and with dyscalculia more specifically (e.g. Landerl et al. in Cognition 93:99–125, 2004). Here, we describe straight...
Article
In recent years, technological advancements have raised expectations of teaching in HE, but these have not been matched with support or provisions for teachers to meet those expectations. This chapter presents the thinking and the work behind the three-year research project titled 'A Learning Design Support Environment for lecturers' (LDSE - www.ld...
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Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners’ needs. New technologies invariably excite a creative explosion of new ideas for ways of doing...
Conference Paper
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The 14th International Conference on Artificial Intelligence in Education (AIED2009) is being held July 6--10 2009 in Brighton, UK. AIED2009 is part of an ongoing series of biennial international conferences for top quality research in intelligent systems ...
Chapter
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In this chapter, we look at the implementation perspective from the starting point of the fundamental educational aims that unite the academic community. We argue that interactive and cooperative digital media have an inherent educational value as a new means of intellectual expression. Our primary concern is not the optimisation of knowledge trans...
Article
This chapter focuses on supporting university teachers in the UK in the more innovative use of digital technologies. Although the use of these technologies is now widespread and increasing, it is not always optimised for effective learning. It is important that teachers' use of technology should be directed towards innovation and improvement in tea...
Article
The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagog...
Article
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Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially 19th century m...
Article
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The article argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers (the ‘teaching community’), and to consider how they could...
Article
Full-text available
The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagog...
Article
Full-text available
The introduction of technology enhanced learning (TEL) methods changes the deployment of the most important resource in the education system: teachers’ and learners’ time. New technology promises greater personalization and greater productivity, but without careful modeling of the effects on the use of staff time, TEL methods can easily increase co...
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The objective for this document is to develop a reference text for the Network's scientific development, and for communication to others of the shared perspective of its participants. For its internal focus, it will lead to a stronger integration of the disciplines and cultures represented by the scientific communities within the Network. For its e...
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This paper argues for a pedagogical analysis of what the new multimedia systems can offer that will impose on them a more ambitious objective than they currently have. It begins by summarising a framework for analysing educational media, in terms of how well they each support the teaching-learning process. The different types of media are then rela...
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The author argues that computer-based simulations can help students to enhance their conceptual and intuitive understanding of theoretical concepts. Intuitive understanding of scientific concepts goes beyond conceptual understanding; attaining a sense of familiarity with ideas that cannot be directly experienced requires opportunities for student-d...
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This document is the Department for Education and Skill's first cross-sector e-learning strategy. The strategy focuses on what the technology can do for informing and advising citizens, for supporting children and learners of all ages in their encounters with the system, and for transforming the experience of learning. To make this happen, it ident...
Conference Paper
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Discusses Gordon Pask’s contributions to educational technology and his influences on the author’s own work.
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Learners do not always enjoy productive interactions with Multimedia Interactive Learning Environments. Their attention can be distracted away from the educational focus intended by designers and teachers through poor design and operational inadequacy. In this paper we describe a study of groups of learners using a multimedia CD-ROM research tool c...
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The paper argues that, for e-learning to be successful, academics need to remain close to the capabilities of the media, as they must design the learning experience to help students engage with the knowledge and skills they are teaching. This means that the teaching tools we create for academics must embody the experience of what works for the lear...
Article
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The World Wide Web has become a widely available platform for learning with hypermedia. However, WWW hypermedia is often limited in both guidance and navigation support. To improve hypermedia in these aspects, we propose a spatial hypermedia browser for educational purposes. A prototype browser, named HyperMap, has been designed to integrate guid...
Article
The emergence of the internet and the World Wide Web (WWW) have profound implications for the dissemination of scholarly work, particularly in the area of submission, review, and publication of journals. However to date, much of the impact of these new technologies has been on digitising the products of journal publication; the scholarly processes...
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The paper sets out to test whether our understanding of the individual learning can be used to help us understand better the concepts of ‘the learning organisation’ and ‘the learning society’. It begins with a systems-oriented description of one model for the learning individual, the ‘conversational framework’, and extends Laurillard's earlier fram...
Conference Paper
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Narrative is fundamental to the ways we make sense of texts ofall kinds because it provides structure and coherence, but it isdifficult to see how this works in the context of multimediainteractive learning environments (MILES). We tested our hypothesesabout the form and function of narrative in MILES by developingthree versions of material on CD-R...
Article
A college or university's investment in information technology (IT) makes possible more effective teaching methods using both traditional and IT-based techniques, as well as making both student learning and faculty use of time more productive. A possible plan for making the transition from traditional to mixed teaching methods is presented. (MSE)
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This paper begins by setting a theoretical framework for analysing educational media in terms of a description of the learning process as consisting essentially of iterative cycles through the activities of discussion, interaction, adaptation and reflection. The framework is used to test the extent to which `interactive multimedia' is capable of su...
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This presentation will describe work carried out within the MENO (Multimedia, Education and Narrative Organisation) project, which has investigated the role that narrative plays in a non-narrative medium. Our findings show that the commercially-produced multimedia CDs which are predominant in the school curriculum, lack the kind of task structure a...