August, 2014

Diane Salter, Vice Provost Teaching and Learning

Basics and Beyond

Day 2

Recap of Day 1

Overview of Day 2

- 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:

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

Changing the time and space for learning

Flexible Learning?

Engaging Faculty With Rethinking Learning and Teaching With Technology

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)

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?

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

Key ideas from the Web

Leveraging Web Ideas?

Social Bookmarking

CiteULike

Digg.com edtags

Social Repositories

Social Networking

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

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??

Content resources:- Lecture Notes- Power Points- Syllabus

Thinking about Online Course Design.

Early thoughts:

Problems??

Encourages ‘learning for replication’ vs ‘learning for meaning’

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

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

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

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’

Outcome-based Approach

Intendedoutcome

ContentTeaching& LearningActivities

Technology?

Why? What type? When?

Assessment

(Consider alignment)

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

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)

Interaction with: - Content - Peers - Instructor

Importance of Interactions

Can we harness Web technologies to do more???

In Class Out of Class

What the learner does

What the teacher does

What the learner does

What teacher does

FLIPPING Means Changes to:

Challenge: Poor Quality of Essays

Task:1 Final EssayTask:2 Task:3

With Feedback to Work in Progress

Online support – rubrics, examples, specific tasks

Challenge: Class Prerequisite knowledge varies

800 students

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

Learning Mapping Activity

Flipping your class

What will students do prior to attending class?

How will this change class time?

Will you use technology?

Lunch Panel

Your Questions for the Panel

Technology Supported Feeedback

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?

Learning Tasks/Tutoring Assignments

Conference Teamwork

Topics & Tools:- lectures- resources - reuse of learning objects

Improved View of Online Course Design.

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?

Task

FTask

Task

Task

Task

Task

Task

Task

Task

Homework Patterns

Weeks Time SpentA

F

A

Pre Class Tasks

How do we introduce the paradigm shift ?

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/

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

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

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

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

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

Your Plan