Mark Freeman Ug Challenges Final With Results
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Transcript of Mark Freeman Ug Challenges Final With Results
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Challenges around the Challenges around the undergraduate experience: undergraduate experience:
Designing programs, units and Designing programs, units and classes for student engagementclasses for student engagement
A/Professor Mark FreemanA/Dean (Learning and Teaching)
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Participant learning outcomes
1. Describe some of the considerations impacting today’s UG students learning
2. Evaluate the potential usefulness of some different in-class learning activities
3. Identify some useful strategies (eg. engaging UG students at the program-level)
4. Value learning as fun and interesting sometimes
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Interactive ‘work’shop
Instructions1. Change tables. Number off 1 to 6 on current
table. All those number ‘1’ move to table 1. Number ‘2’ move to table 2. etc
2. Sit next to someone you don’t know.3. Spend 1 minute each telling your life story.4. After 2 minutes introduce your pair partner to
others on the table5. (Someone may need to facilitate)
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What is your business discipline?
31%
13%
31%
0%
6%
19% 1. Accounting2. Finance3. Marketing4. Management5. Economics6. Other
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What year were you born?
0%
17%
83%
0% 1. Before 1946 (mature)2. 1946 to 1963 (baby boomer)3. 1965 to 1982 (gen X)4. 1983 to 1991 (net gen)
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Baby boomers and Millennials Baby Boomers Generation X Net GenerationBirth Dates 1946–1964 1965–1982 1982–1991
Description Me generation Latchkey generation Millennials
Attributes Optimistic Independent Hopeful
Workaholic Skeptical Determined
Likes Responsibility Freedom Public activism
Work ethic Multitasking Latest technology
Can-do attitude Work-life balance Parents
Dislikes Laziness Red tape Anything slow
Turning 50 Hype Negativity
Oblinger & Oblinger (2005)
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Visual
Digital
Connected
Immediate (gratification)
Multi-task
Experiential
Social
Peers
What’s needed?
Crave interactivity
What matters?
Global
Oblinger & Oblinger (2005)
Millennials at a glance
Internet=Oxygen
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Scratch where itchy!
“Digital Natives accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet are bored by most of today's education, well-meaning as it may be. But worse, the many skills that new technology [has] actually enhanced (for example, parallel processing, graphics awareness, and random access) -- which have profound implications for their learning -- are almost totally ignored by educators”
Prensky (2001)
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In terms of my global experience I did
16%
5%
26%
11%
42% 1. my UG/PG studies in my home country 2. #1 above but visited universities outside3. my UG/PG studies in another country4. my UG & PG studies in another country5. my UG & PG studies in other countries
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Helping Millennials Learn1. Not about the technology
– Face-to-face interaction can’t be missing• Clickers provide anonymity
– Provide convenience• LMS (online syllabus, readings, submission, marks)
– Provide mobility and connectivity• Wireless networking laptops
– Provide social• Blogs and wikis and threaded discussions
– Provide customisation• Podcasts (difficult concepts; feedback)
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Helping Millennials Learn
2. Assessments that matter– Problem based learning – Integrated business experience
3. Encourage community and social networks– Peer mentoring & peer learning– In-class teamwork
4. Design great learning activities– Business games and simulations– Online anonymous role play simulation
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Helping Millennials Learn
5. Design learning spaces for interaction– Encourage informal learning and social– Remove the dominant ‘large passive lecture hall’
• Inverse relationship between distance from lectern and student’s total exam score (Becker 73)
• Forcing students to sit in centre seats when they prefer back seats results in a 40% net gain in probability of receiving an A grade (Benedict & Hoag 04)
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TBL class 1
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TBL class 2
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UQ collab class
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MIT class
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Caledonian flexible space
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Caledonian informal
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Caledonian informal
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Helping Millennials Learn
6. Interactive engagement is the key – Definition: heads on (always) & hands on (usually) – Co-create knowledge in/out, peers, TA, faculty,
administrators, work– Feedback as immediate as possible– US developed National Survey of Student
Engagement (NSSE) in 2000
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Good practice designing for learning
1. Encourages student-faculty contact2. Develops student reciprocity & cooperation3. Uses active learning techniques4. Gives prompt feedback5. Emphasizes time on task6. Communicates high expectations7. Respects diverse talents and ways of learning
(Chickering & Gamson, 87; Chickering & Ehrrmann, 96)
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Complete ‘The Minute Paper’ (page 4)
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Strategic school-level questions
• How can we design better learning spaces?
• How can we harness learning research and technology to improve student interaction and academic efficiency?
• How can we design better programs?
• How can AAPBS work strategically to support academic leaders with these in achieving the AAPBS mission?
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How does SPARK work?
Rating scale: 0 = no contribution 1 = less than team average 2 = contribution per team average 3 = above team average
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How will SPARK affect marks?
Team C: 15/20
15 x 0.9 = 13.5
15 x 1.16 = 17.415 x 0.75 = 11.3
15 x 1.25 = 18.8
Team B: 12/20
12 x 0.9 = 10.8
12 x 1.16 = 13.9
12 x 1.25 = 15.0
12 x 0.75 = 9.0
Aggregate factors produced by SPARK system SAPA factor 1.1 indicates overrate own contribution to team by 110%
SPA factorTeam A: 12/20
12 x 1.0 = 12
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Designing for active learning
Bassey 68
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More on designing for active learning
Bligh 71
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Designing courses: interactive engagement – Hake (98) meta study
• Performance on standardised physics concept tests• Controlled for class size and time spent on concept
– Sample: • >6000 students• 62 intro physics units• IE & traditional teaching
“IE methods had an average gain 0.48 ± 0.14SD, which was two standard deviations above the traditional course which received an average gain of 0.23 ± 0.04SD”
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(Hake, p.4, 1998)
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Approaches to learning
or
(Saljo 79, Ramsden 89, Prosser 06)
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Model of student learning (Prosser 06)
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)
Model of Student Learning
(Prosser, 06)
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Deep learning design when teaching seen as...
0%
100%
0%
0% 1. Transmitting concepts of the syllabus
2. Helping students acquire syllabus concepts
3. Helping students develop conceptions
4. Transmitting the teachers' knowledge
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Impact of L&T activities varies with approach
Information transmission
views of teaching
sface surface)Conceptual
change views of teaching
hhhhhhhhhhhhhhhhhhhhhh
Teacher focussed
design and teaching (eg.
passive)Student
focussed design and
teaching (eg. interactive)
Surface approach to learning
sffface surface)
Deep approaches to
learning hffffffffhhhhhh
h
Teachers perception of context)
ccfffccApproaches to cccc teaching
hhhddddddddddddddd
Approaches to learning
hh
(Prosser & Trigwell, 96; Ramsden 97)
• Class size • Workload • Control • Students • Dept value of teaching
versus research
hhhhhhhhhhhhhhhhhhhh
Teachers prior
experience)
Teachers perception of uni/dept
Model of Academic TeachingImpact of interaction design decisions varies
with approach to teaching
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Team problem
• Employers want business program graduates that meet their needs.
• Identify the top three educational challenges in developing graduates.
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Map & assure program-level outcomes Bachelor of Commerce
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5-23 Unit 24 (Capstone)
Personal autonomy X X X X X
Research & inquiry X X X
Information literacy X X X X
Communication X X X
Ethical, social professional understandings
X X X X
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Designing good program learning goals
Intercultural competenceThe process of acquiring the culture-specific and culture general knowledge, skills, and attitudes required for effective communication and interaction with individuals from other cultures. It is a dynamic, developmental, and on-going process which engages the learner cognitively, behaviourally, and affectively.
Paige et al. (2003)
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Intercultural competence domains
Aspects of Intercultural Competence (Alexander et.al., 2006)
InterculturalKnowledge(Cognitive)
InterculturalSensitivity(Affective)
InterculturalPractical Skills(Behavioural)
InterculturalCompetence
Alexander et al. (2006)
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3333333
Knowledge
Identifies cultural foundations of own and
others’ norms, values, experiences and interactions
Analyses how diversity influences interaction
(and how culturemanifests itself in interaction)
Reflectsand self-evaluates one’s own
and others’ capabilities and limitations in interactions in varying cultural contexts
Attitudes
Acknowledges the practical significance of own and
others’ cultural identity (beliefs, values, norms and biases) and their impact
on behaviour and interactions
Values intercultural interactions and experiences
with those from other cultures to further one’s own
understanding and interactions
Adapts to differences between oneself
and others in interactions in varying cultural contexts
Skills
Implements appropriate processes and behaviours for
interactions with different cultural settings and audiences
Selects or creates complex skill sets in interactions under
conditions of uncertainty, risk and change in professional
business situations
Applies basic skills or directions to
routine tasks and interactionsto accommodate
(a) specifiedcultural difference/s
Aw
ar ene ssU
nde rsta nd ingA
u t on omy
Ridings, Simpson, Leask et al. 2008
Taxonomy DIC
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acctg
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Team problem - application to AAPBSTo achieve its mission of providing leadership to advance the quality of business and management education in the Asia-Pacific region, the best option for AAPBS is
A. Commission a 1 year research project to evaluate optionsB. Develop a website with links to good practice drawing on
Asia-Pacific exemplarsC. Establish a set of standards relating to continuous
improvement and a peer review process like AACSBD. Establish a network for senior academic managers with
educational responsibilities to collaborate and share good practice
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ConveyUnit
Concepts
Apply unit Concepts
Traditional class
Team-Based Class
ReadinessTest
Readings
Lecture
In Class
Out of Class
In Class
Out of Class
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Holistic “Team-Based Learning”– Michaelsen et al (2002) & www.teambasedlearning.org
– Students (eg. Levine et al, 04)• Actively engaged applying not passively listening• Challenges previous groupwork prejudices• Develops collaboration and communication skills• Obvious fun and hum• Achievement and learning (& in national exams)
– Staff (eg. Thompson et al; 07)• Transformation of class time• Job satisfaction • Initial cost and risk of adopting – but can adopt incrementally
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Student perceptions surveyAgree Disagree
In-class indv. test encouraged preparation 99% 1%
Indiv. test ensures all contribute to team 94% 1%
Regular testing helped progressive learning 81% 7%
Team quiz developed team skills 80% 7%
Prefer both indiv & team quiz (not one) 78% 6%
Team problems helped apply quiz learning 80% 6%
Overall recommend TBL next year 80% 7%
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Flexibility with TBL
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Participant learning outcomes
1.Describe some of the considerations impacting today’s UG students learning
2.Evaluate the potential usefulness of some different in-class learning activities
3. Identify some useful school-level strategies to improve learning
4.Value learning as fun and interesting sometimes
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I can describe some of the considerations impacting today’s UG students learning.
7%
0%
0%
20%
73% 1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly Disagree
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I have evaluated the potential usefulness of some different in-class learning activities.
0%
0%
0%
50%
50% 1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly Disagree
I have evaluated the potential usefulness of some different in-class learning activities.
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I have identified some useful school-level strategies for improving learning?
6%
0%
0%
50%
44% 1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly Disagree
I have identified some useful school-level strategies to improve learning.
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This session has helped me to value learning as fun and interesting sometimes.
0%
0%
6%
18%
76% 1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly Disagree
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Thank you ….
Q & AQ & A
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ReferencesPapers and books• Epstein, M.L., Epstein, B.B., & Brosvic, G.M. (2001). Immediate feedback during
academic testing. Psychological Reports. 88, 889-894.• Freeman M, McKenzie J. (2002) ‘SPARK: A Confidential Web-Based Template for Self
and Peer Assessment of Student Teamwork: Benefits of Evaluating Across Different Subjects', British Journal of Educational Technology, vol.33:5, pp. 551 - 569.
• Michaelsen, L.K., Knight, A.B & Fink, L.D. (2004) Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, Sterling VA
• Oblinger, D. and Oblinger, J. (2005) Is it age or IT: First steps toward understanding the Net generation. Educating the net generation. Educause
• Pelaez, N., (2002) “Problem-Based Writing with Peer Review Improves Academic Performance in Physiology,” Advances in Physiology Education, 26, pp174-184.
• Race, P., (2000) 500 Tips on Group Learning. Routledge, London.
Good websites• http://www.heacademy.ac.uk/business/ • http://www.economicsnetwork.ac.uk/ • http://teaching.econ.usyd.edu.au/ • http://ipeer.apsc.ubc.ca/wiki/index.php/IPeer • www.educause.edu/educatingthenetgen
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Learning: case for deep approaches
Saljo (79) then Ramsden (89), Ramsden, Prosser et al (96)– Samples: accounting depts; >8000 students & 51 intro subjects – Validated questionnaires (approaches; perceptions), Final mark– Analysis:
• Individual student as unit of analysis across all first year subjects• Individual student as unit of analysis within first year subjects• First year subjects as unit of analysis• Whole departments
– Results:• A deep approach is associated with perceptions of good teaching &
clear goals and standards • A surface approach is associated with perceptions of an excessive
workload and assessment testing reproduction
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Approaches to learning
Surface Approach• Although I generally remember facts and details, I find it difficult to fit
them together into an overall picture (32)• The best way for me to understand what technical terms mean is to
remember the textbook definitions (35)
Deep Approach• I try to relate ideas in this subject to those in other subjects, wherever
possible (28)• In trying to understand new ideas, I often try to relate them to real life
situations to which they might apply (34)
Approaches not static. All can take deep approach to task/subject. Approach depends on prior experiences, design (eg. assessment) and T&L activities (eg. interaction)
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Good teaching scale – six items
Items• The teaching staff of this course motivated me to do my best work (3)• The staff put a lot of time into commenting on my work (7)• The staff made a real effort to understand difficulties I might be having
with my work (15)• The teaching staff normally gave me helpful feedback on how I
was going (17)• My lecturers were extremely good at explaining things (18)• The teaching staff worked hard to make their subjects interesting (20)
The Good Teaching Scale is characterised by practices such as providing students with feedback on their progress, explaining things, making the course interesting, motivating students, and understanding students' problems.