August, 2014 Diane Salter, Vice Provost Teaching and Learning Basics and Beyond Day 2.
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Transcript of August, 2014 Diane Salter, Vice Provost Teaching and Learning Basics and Beyond Day 2.
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August, 2014
Diane Salter, Vice Provost Teaching and Learning
Basics and Beyond
Day 2
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Recap of Day 1
Overview of Day 2
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- changes in thinking about learning spaces / course design
- an instructional design model (T5) that provides a framework
- the connection to OBASL
- how technology can provide interactive features based on pedagogical choices
- educational implications – ‘learning time’ / ‘learning space’
-technology supported assessment and Feedback
During this session participants will consider:
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To foster a ‘deep’ approach to learning and achievement of LO’s Biggs and Tang (2007) suggest a shift:
From To
Coverage mode Assignment/Task Centred Mode
What am I going to teach? What do I want the students to learn?
I must cover … They must do…
Teaching Tasks Learning Tasks
Monologue Dialogue
Teach content Engagement with content/class as assess for mastery dialogue/assess for deep learning
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Changing the time and space for learning
Flexible Learning?
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Engaging Faculty With Rethinking Learning and Teaching With Technology
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Curriculum as Conversation
Knowledge arises from: “ongoing conversations about things that matter, conversations that are themselves embedded within larger traditions of discourse that we have come to value (science, the arts, history, literature, and mathematics, among many others).” (Applebee, 1996, p.3)
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Large and Larger……50… 100 ….500…..1000…
OK – not at KPU!! But what should we know?
Are some challenges the same whether large or small class size?
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What is Innovation?
Doing old things in new ways?
Doing new things in new ways?
‘Rethinking’ old and new things to use new tools in new ways?
Pedagogy Technology Pedagogy
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Key ideas from the Web
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Leveraging Web Ideas?
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Social Bookmarking
CiteULike
Digg.com edtags
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Social Repositories
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Social Networking
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Portals/Repositories/Possibilities
Collection, management and sharing of digital assets developed by our community
Support of teaching and learning
Community center (not just a place to pick up or drop off stuff)
Conversation about resources reuse, benefits, pedagogical application
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Content resources:- Lecture Notes- Power Points- Syllabus
Past Experience with Online Learning Spaces (Delivering ‘Content’)
Early use of online:
(Why do you think this model was so common?)
Problems??
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Content resources:- Lecture Notes- Power Points- Syllabus
Thinking about Online Course Design.
Early thoughts:
Problems??
Encourages ‘learning for replication’ vs ‘learning for meaning’
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T-5
- a learning-centred instructional design structure where learning outcomes define the framework for a unit of study.
- learning tasks and feedback are the primary vehicles for learning.
The T5 Model
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T5 Model: Components of a learning environment
ReuseOwnership
- Tasks (learning activities)- Tutoring (feedback)- Teamwork (collaboration)
-Topics (course resources)- Tools (resources/social networking/repositories)
Learning Outcomes ….. Tasks/feedback ….. Assessment
Followed by Reflection – Next iteration
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What you want your students to learn:
Aims and Learning Outcomes
How you want your students to learn:
Teaching and Learning Activities aligned with LO
How you will judge how well your students have learned:Assessment methods and Standards aligned with LO
Model of OBASL
T5 Model
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What is the relationship of the learning task to the content?
Tasks (learning activities)
are open questions which students respond by engaging with the content.
Contentresources to help the student to resolve the task.
Encourages ‘learning for meaning’ vs ‘learning for replication’
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Outcome-based Approach
Intendedoutcome
ContentTeaching& LearningActivities
Technology?
Why? What type? When?
Assessment
(Consider alignment)
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Learning Mapping
Provides a framework for considering the course Learning Outcomes and designing appropriate Learning Activities
Can be paper based (with templates) and/or
With ‘web-based tools’ with online templates
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Mapping
Unit of Studycontentcontentcontent
Timeline
Unit of Study Unit of Study
Content (Topic)Activity:- what does the learner do?
- what does the teacher do?
- what are the deliverables?
- what is the feedback? (how deliverable evaluated)
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Interaction with: - Content - Peers - Instructor
Importance of Interactions
Can we harness Web technologies to do more???
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In Class Out of Class
What the learner does
What the teacher does
What the learner does
What teacher does
FLIPPING Means Changes to:
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Challenge: Poor Quality of Essays
Task:1 Final EssayTask:2 Task:3
With Feedback to Work in Progress
Online support – rubrics, examples, specific tasks
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Challenge: Class Prerequisite knowledge varies
800 students
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Before deciding on the use of a technology option
Consider
What types of Learning Activities might be appropriate to help the student achieve the outcome?
Audio Visual PresentationsField Trips/guests/panels Demonstration and Practice Small group Discussions Case Studies
Interviews Lectures
OtherThen – consider online options to support student learningALL OF THE ABOVE CAN BE REAL OR VIRTUAL
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Learning Mapping Activity
Flipping your class
What will students do prior to attending class?
How will this change class time?
Will you use technology?
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Lunch Panel
Your Questions for the Panel
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Technology Supported Feeedback
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Task
Task 1
Studentssubmit
Task 2student completes online tasks/visits a virtual space
engages in online discussion … other
May be automatically ‘marked’ by online system Student receives online feedback
Professor reviews and determines common problems – lecture Deals with students misconceptions – inclass FEEDBACK
Prior and/or Post Class Social Collaboration Tools Reflection Tools (ie Portfolio/BLogs/Discussion)
How does IN CLASS time change?
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Learning Tasks/Tutoring Assignments
Conference Teamwork
Topics & Tools:- lectures- resources - reuse of learning objects
Improved View of Online Course Design.
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Homework Patterns
2nd test
Final
Weeks Time Spent
1st test
Prior to class – Who is working?What does the teacher do? What does the student do?
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Task
FTask
Task
Task
Task
Task
Task
Task
Task
Homework Patterns
Weeks Time SpentA
F
A
Pre Class Tasks
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How do we introduce the paradigm shift ?
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What activity for what learning space?
Electronic access to library resources
Brilliant lectures/ responding to misconceptions
Flexible communication discussion forums
Motivation and socializing
Virtual labs Personal contact Live demonstrations
Digitized lectures Live questions and feedback/
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STUDENT APPROACHES TO LEARNING
Why is a ‘Deep’ approach important?
Surface Approach
Intention to reproduce
- rote memorise information needed for assessment
- failure to distinguish principles from examples
- treat tasks as external impositions
- focus on discrete elements without integration
Deep Approach
Intention to understand
- meaningfully memorize information for later use
- relate new ideas to previous knowledge
- relate concepts to everyday experiences
- relate evidence to conclusions
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Factors Relating to Approaches
- Students’ Perceptions
If students think the
• teaching is good
• goals and standards are clear
• students get help and advice on how to study
• subject is well organised
then they are likely to be adopting deep approaches to study
If students think the
• assessment is inappropriate
• workload is inappropriate
then they are likely to be adopting surface approaches to their studies.Ramsden, 2003
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Ramsden, 1992
SURFACE approaches encouraged by:• Assessment methods emphasising recall or the application of trivial; procedural
knowledge• Assessment methods that create undue anxiety• Excessive amount of material in the curriculum (Too much content)• Poor or absent feedback on progress• Lack of interest in and background knowledge of the subject• Previous experiences that encourage such approachesDEEP approaches encouraged by• Teaching methods that foster active and long term engagement with the learning
tasks• Stimulating and considerate teaching - demonstrating the lecturers personal
commitment to the subject matter - stresses its meaning and relevance to the students
• Clearly stated academic expectations and learning outcomes• Interest in and background knowledge of the subject matter• Previous experiences that encourage such approaches
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Overview of the student learning perspective Figure 1: Model of Student Learning
CHARACTERISTICS OF THE STUDENT (e.g. previous experiences, current understanding) STUDENTS'
PERCEPTIONS OF CONTEXT (e.g. good teaching, clear goals)
COURSE AND DEPARTMENTAL LEARNING CONTEXT (e.g. course design, teaching methods, assessment)
STUDENTS' APPROACHES TO LEARNING (how they learn e.g. surface/deep)
STUDENTS' LEARNING OUTCOMES (what they learn quantity/quality)
Prosser, M. and Trigwell, K. (2001). Understanding learning and teaching: The experience in Higher Education. Philadelphia, USA. The Society for Research into Higher Education & Open University Press.
Note: there is not a direct link from course/departmental learning context to achievement of LO’s – rather mustconsider students’ perception of the context and this Influences their approach to learning
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Alignment Outcomes-based Approach
Intendedoutcomes
What do we expect ourstudents tobe able to door demonstrateas a result ofthe learning?
Content
What specificknowledge,skills, and attitude dothey need tolearn to achieve theoutcomes?
Teaching& Learning
What are themost appropriateteaching andlearning methodfor helping students to achieve theoutcomes?
Assessment
What methods of assessment are most suitable for measuring students’ attainment of the outcomes?
Ensure alignment
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Your Plan