Methodological instructionsfor teaching

METHODOLOGICAL INSTRUCTIONS FOR TEACHING

Document prepared by: prof. Jože Guna & prof. Matevž PogačnikDate: 17.11.2017.Work package: WP2Dissemination level:

Project acronym: DBBT

Project full title: DIGITAL BROADCASTING AND BROADBAND TECHNOLOGIES

Project No: 561688-EPP-1-2015-1-XK-EPPKA2-CBHE-JP

Grant Agreement number: 2015-3763

Coordinator institution: University in Kosovska Mitrovica

Coordinator:

Beneficiaries:

Prof. Dr. Sinisa Ilic, UNIVERSITY OF MITROVICAFaculty of Technical Sciences

Higher Technical Professional School In ZvečanUniverzitet U Banjoj LuciUniverzitet U BihaćuSchool Of Electrical Engineering And Computer ScienceUniverzitet SingidunumVSB-Technical University Of OstravaUniverza V LjubljaniUniversidad Politécnica De MadridTartu UlikoolTV MrezaJp Emisiona Tehnika I VezeAlternativna Televizija

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Table of content

Methodological instructions for teaching..............................................................................................4

Motivation..............................................................................................................................................4

Assesment/Evaluation of Learning.........................................................................................................6

Theory and practice................................................................................................................................6

Learning styles........................................................................................................................................8

Methodological instructions for students’ practice (in short)................................................................9

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Methodological instructions for teachingAccording to the Teaching Method described in [https://en.wikipedia.org/wiki/Teaching_method], “A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Suggestions are there to design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn. In today’s school the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning. This reasoning and original thought enhances creativity.

The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning, teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

In Student-Centered Approach to Learning, while teachers are the authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is continuously measured during teacher instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these.”

Given the nature of the Multimedia oriented engineering work, a more practical Student-Centered approach would be suggested. Group problem based learning and discussion would benefit the students as well the teachers, as they would learn from each other hot best to conduct the learning process. The pace of the learning and the amount of the information given at the time are crucial for successful learning and good students’ motivation. By utilizing the student approach model, the teachers can actively adapt the pace as well as the content of the teaching process.

MotivationMotivation is one of the key factors of successful learning. Motivation can be divided into two different theories known as intrinsic (internal or inherent) motivation and extrinsic (external) motivation. Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge. It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for consideration. On the other hand, the external motivation is primarily driven by the external consequences of reaching a particular goal (e.g. learning outcome). Extrinsic motivation comes from influences outside of the individual. In extrinsic motivation, the harder question to answer is where do people get the motivation to carry out and continue to push with persistence. Usually extrinsic

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motivation is used to attain outcomes that a person wouldn't get from intrinsic motivation. Extrinsic motivation also encourages the (healthy) competition. It is complementary to the intrinsic motivation. [Nathan C. Hall, Thomas Goetz, Emotion, Motivation, and Self-Regulation: A Handbook for Teachers, Emerald Group Publishing, 2013.; Richard E. Mayer, Incorporating motivation into multimedia learning, Learning and Instruction, Elsevier 2013; Jennifer S. Mills, Kirk R. Blankstein, Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning: a multidimensional analysis of university students, Personality and Individual Differences 29, pp. 1191±1204, Elsevier 2000.]

Emotions play an important part for achieving good motivation and thus enhance the learning process, as shown in [Hall, Nathan C., and Thomas Goetz. Emotion, motivation, and self-regulation: A handbook for teachers. Emerald Group Publishing, 2013]. According to the book, positive emotions, stemming from students’’ own accomplishments, can have a great influence on the motivation.

Figure 1: Classification of achievement emotions

Consequently, appropriate teaching methodologies will be used to increase the students’ motivation. Methodological instructions for teaching comprise the principles and methods used for instructions to be implemented by teachers in the scope of proposed study programmes to achieve the desired learning effect by the students. These strategies will be determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristics of the learner and the type of learning it is supposed to bring about. For every course there are going to be some similar and some different kind of instructions. Group methods, where applicable, are especially suitable. Examples of such activities are: pair/group work, pro-et-contra debate, “fish bowl” method, students’ presentations on specific topics, etc.

Additionally, positive motivation can be achieved by using various means of information presentation, as in the case of multimedia learning [Mayer, Richard E. "Incorporating motivation into multimedia learning." Learning and Instruction 29 (2014): 171-173]. Multimedia learning involves learning from words and pictures and includes learning from textbooks that contain text and illustrations, computer-based lessons that contain animation and narration, and face-to-face slide presentations that contain graphics and spoken words. Overall, motivational features can improve student learning by fostering generative processing.

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Assesment/Evaluation of LearningAn important part of the learning process is the evaluation as it enables learning from mistakes and correcting them. There are various approaching to assessment, ranging from traditional written and oral exams, to more goal oriented project based assesments. Learning Assessment can be a valuable tool for students, showing them where they have possible knowledge matter shortcomings and can thus be used as a learning tool [Earl, Lorna M. Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press, 2012, Gardner, John N., and John Gardner, eds. Assessment and learning. Sage, 2012].

Different approaches will be used, based on the situation. However, mixed evaluation approaches, where teachers as well the students provide the feedback and evaluations, are particularly effective. [Zgaga, Pavel, and Barica Marentič-Požarnik. European Dimensions of Teacher Education: Similarities and Differences. Eds. Milena Valenčič Zuljan, and Janez Vogrinc. Ljubljana: University of Ljubljana, 2011.]

Theory and practicePractical work supplements the theoretical lectures. According to dr. Dale [Dale, Edgar. "Audiovisual methods in teaching." (1969)], the learning experience is greatly enhanced when the practical work is part of the learning process. The original “Cone of Experience” is shown in Figure 2.

Figure 2: Edgar Dale Cone of Experience [Dale, Edgar. "Audiovisual methods in teaching." (1969)]

The idea of the “Cone of Experience” classifies various types of instructional materials according to the relative degree of concreteness that each can provide. Dale presents his Cone of Experience as “only a model,” a “visual analogy,” comparing it to the analogy of the computer for understanding

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the functioning of the brain. It stems from his overall perception of learning, similar to, he notes, modes of learning discussed earlier by Jerome Bruner. It is not based on empirical evidence of any kind, and Dale makes no such claims [Masters, Ken. "Edgar Dale's Pyramid of Learning in medical education: A literature review." Medical teacher 35.11 (2013): e1584-e1593].

However, it can be interpreted as a model, where a direct purposeful experience and practical work have a significant impact on the learners’ process outcomes. The “Cone of Experience” has been interpreted also as a “Cone/Pyramid of Learning”, showing great importance of not only theoretical, but also practical experience in the learning process, having a direct impact on the learner’s understanding and retention of the material. The percentages are shown for orientation, but they do convey the message. The interpretation is shown in Figure 3.

Figure 3: Cone of Learning [Dale’s Cone of Experience, Heidi Milia Anderson, Ph.D., Assistant Dean for Education Innovation, University of Kentucky, http://www.queensu.ca/teachingandlearning/modules/active/documents/

Dales_Cone_of_Experience_summary.pdf]

Learning stylesResearch shows that student motivation and performance improves when instruction is adapted to student learning preferences and styles. Educators have a responsibility to understand the diversity of their students and to present information in a variety of ways in order to accommodate all

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learners' preferences [Miller, Pamela. "Learning Styles: The Multimedia of the Mind. Research Report." (2001)].

The various learning styles have a direct impact on the learners’ performance and can be categorized in several groups [https://www.learning-styles-online.com/overview/]:

Visual (spatial): You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal): You prefer to learn in groups or with other people. Solitary (intrapersonal): You prefer to work alone and use self-study.

The lectures and teaching material should be multimedia supported as to provide different types of stimuli (video, audio, kinesthetic, …) in order to satisfy different learning styles. Thus the teaching process is much more effective.

The research [Felder, Richard M., and Linda K. Silverman. "Learning and teaching styles in engineering education." Engineering education 78.7 (1988): 674-681.] also shows the importance of learning and teaching styles in engineering education, and is now considered as the base reference in the field.

Some key conclusions of the paper are summarized:

“A student’s learning style may be defined in large part by the answers to five questions:

1) What type of information does the student preferentially perceive: sensory (external)—sights, sounds, physical sensations, or intuitive (internal)—possibilities, insights, hunches?

2) Through which sensory channel is external information most effectively perceived: visual—pictures, diagrams, graphs, demonstrations, or auditory—words, sounds? (Other sensory channels—touch, taste, and smell—are relatively unimportant in most educational environments and will not be considered here.)

3) With which organization of information is the student most comfortable: inductive—facts and observations are given, underlying principles are inferred, or deductive—principles are given, consequences and applications are deduced?

4) How does the student prefer to process information: actively— through engagement in physical activity or discussion, or reflectively— through introspection?

5) How does the student progress toward understanding: sequentially—in continual steps, or globally—in large jumps, holistically?

Teaching style may also be defined in terms of the answers to five questions:

1) What type of information is emphasized by the instructor: concrete—factual, or abstract—conceptual, theoretical?

2) What mode of presentation is stressed: visual—pictures, diagrams, films, demonstrations, or verbal— lectures, readings, discussions?

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3) How is the presentation organized: inductively—phenomena leading to principles, or deductively— principles leading to phenomena?

4) What mode of student participation is facilitated by the presentation: active—students talk, move, reflect, or passive—students watch and listen?

5) What type of perspective is provided on the information presented: sequential—step-by-step progression (the trees), or global—context and relevance (the forest)?”

Methodological instructions for students’ practice (in short)The teachers and the tutors in companies, where practical work will be undertaken will assume the roles of the mentor or coaches and help to guide the students to learn on their own. Innovative and out-of-the box thinking will be encouraged.

Laboratory work can be done individually or in pairs/groups, depending on the goals and situations. The laboratory work is designed in a way to provide the real-life experience that will be required in the students’ professional careers. Laboratory handbooks are going to be written for DBBT courses and students are going to follow the tasks and instructions that are prepared for them. Complementing the experience working on the physical equipment, the simulations and virtual laboratories are also highly effective in larger groups of students as well as for individual distance learning, where the students do not have access to expensive equipment at their homes.

[Perrott, Elizabeth. Effective teaching: A practical guide to improving your teaching. Routledge, 2014; De Jong, Ton, Marcia C. Linn, and Zacharias C. Zacharia. "Physical and virtual laboratories in science and engineering education." Science 340.6130 (2013): 305-308; De Jong, Ton, Marcia C. Linn, and Zacharias C. Zacharia. "Physical and virtual laboratories in science and engineering education." Science 340.6130 (2013): 305-308.]

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