Session 4 –Learning Activitiesapplied-science-cisdev.sites.olt.ubc.ca/files/2018/06/CEEA2018-IET4-Activities... · •Students learn more and retain more when active learning methods

Canadian Engineering Education Association Conference June 3 – 6 2018 Institute of Engineering Education Teaching

CEEA-ACEG Institute for Engineering Education Teaching

Session 4 – Learning ActivitiesMarnie Jamieson, University of Alberta

Peter Ostafichuk, University of British ColumbiaJillian Seniuk Cicek, University of Manitoba


Task: Initial ReflectionCapture your reaction to the following:

“Learning results from what the student does and thinks, and only from what the student does and thinks.

The teacher can advance learning only by influencing what the student does to learn.”

- Herb Simon 2001


IntroductionsPlease quickly introduce yourself to others at your table (name, institution, role).

Once everyone has introduced themselves, briefly share your thoughts on the quote from the last slide.


Learning Outcomes - by the end of this session, you should be able to…A. Describe a range of different types of classroom learning activitiesB. Plan learning activities by employing the Set-Body-Close

framework, Zone of Proximal Development, and detailed lesson plans

C. Differentiate between active and passive learning activitiesD. Evaluate the effectiveness of a learning activityE. Apply principles of constructive alignment in selecting and creating

learning activitiesF. Value that student learning results from what a student does, and

the teacher’s role is to guide and influence student learning activities


An Experiential Learning Activity


A Sample Learning Activity*In a moment, a list of words / phrases will appear.

Activity: count the number of vowels in the list.

Note: There will be a test after!

*Activity inspired by and adapted from the work of Saundra McGuire, Louisiana State University

• Unicycle• Dice• Tripod• Four-leaf clover• Hand• Insect• Seven-up

• Stop sign• Cat Lives• Provinces• November• Dozen eggs• Unlucky Friday• Valentine’s Day

TIME LEFTTIME LEFT


Now to test your learning…

How many words & phrases can you recall from the previous list?

Work from memory – no talking or writing!


An Incidental Learning Experience

Learning outcomes

Activities Assessments


Constructive Alignment

Learning outcomes



Take Two – A Constructively Aligned Learning Activity

The list of words & phrases will appear again.

Learning Outcome: recall as many of the words & phrases as possible.Activity: view and memorize the words.Assessment: recall the words from memory afterwards.




TIME LEFTTIME LEFT


Intentional Learning

How many words & phrases did you recall this time?



Retention of Information “Chunks”

George Miller’s Magic Number SevenPlus or Minus Two


Making Learning Last•How learners organize knowledge influences how they learn (Ambrose, 2010)

• Experts tend to organize knowledge around big ideas, with more relations to other chunks of knowledge (Bransford, 2010)

• Students learn more and retain more when active learning methods are used (Fink, 2003 & McGuire, 2015)


Take Three: Deeper Learning Task with an Organizing Structure

The list of words will appear again – they are related by a pattern you have known since childhood.

Learning Outcome: recall as many of the words & phrases as possible, ideally in the order they appear.Activity: (i) find the pattern in the words, (ii) memorize the words.Assessment: recall the words from memory afterwards.

If you discover the pattern, please keep it to yourself (for now).



TIME LEFTTIME LEFT


Deeper Learning Test

How many words & phrases did you recall this time?





Constructive Alignment + Framework

Learning outcomes



We will unpack this activity shortly… but first a bit on class and learning activity planning.


Planning Classes and Learning Activities


Greenfield Learning Object Model


Set-Body-Close Framework*

SetSet• Set the stage for learning to follow and lay out the

learning outcomes

BodyBody• Engage students with learning activities to meet

the learning outcomes

CloseClose• Summarize and conclude the session, with

reference back to the learning outcomes

* See handout for more detail


Lesson Plans Help in Planning

Time Dur.(min)

Learning outcomes Instructor Activities Learner Activities Handouts Tools

13:00 3 - Welcome to lesson; set tone - Learning

outcomesWelcomeslides

13:03 7 B,F Guide reflection activity

Reflect on Simon quote; discuss at tables Worksheet Quote on

slide

13:10 10 C,D,E,F Guide AEIOU activity; debrief at end

Participate in scaffoldedlearning - Animated

PPT slides

13:20 12 B,C,D Present mini-lecture Listen to and consider presentation

Frameworks and lesson plans

Content slides

… … … … … … …


But how challenging to make activities?


Zone of Proximal Development

Skill HighLow

High

Chal

leng

eThings the learner cannot currently do

Things the learner can already do independently


Zone of Proximal Development

Learner Skill HighLow

High

Activ

ityCh

alle

nge

Anxiety, frustration, confusion, no learning

Boredom, comfort, apathy, no learning


Unpacking what we’ve done so far


Activity 1: Word List RecallActive: learners are experientially involved in the learning process

Learner-centred: learning comes from what the student does

Inductive instruction: students consider examples or experiences; teacher helps them to construct meaning

Activity 2: Planning Mini-lecturePassive: learners receive information and internalize it

Teacher-centred: focus is on what the teacher knows and says

Deductive instruction: teacher presents a concept; students apply it later (maybe)

You Just Experienced Two Different Learning Types


Task: Individual ReflectionImagine the two activities (Word List Recall and Planning Mini-Lecture) were representative of 50-minute classes in two different courses.

Which style of activity do you feel…• is more comfortable for you as a learner?• is more effective & impactful towards your learning?• is more likely to yield better long-term retention?• is easier to implement & facilitate as a teacher?

Task: Table Discussion1. Access the website to the right

• If you do not personally have a web-enabled device, partner with someone who does

2. Discuss / debate the same questions as before at your table

3. Enter your personal responses on the website

bit.ly/ceea-iet4

Which activity (word list recall or mini-lecture) do you feel…• is more comfortable for you as a learner?• is more effective & impactful towards your learning?• is more likely to yield better long-term retention?• is easier to implement & facilitate as a teacher?

TIME LEFT (5 mins)TIME LEFT (5 mins)

John Biggs’s “Susan and Robert”

Learning Activity Active

High

LowPassive

Theorizing

Applying

Relating

Explaining

Describing

Note taking

Memorizing

Enga

gem

ent

‘Academic’ Susan

‘Non-academic’ Robert

John Biggs and Catherine Tang, Teaching for Quality Learning at University: What the Student Does, 4th Ed., McGraw-Hill, 2011.

John Biggs’s “Susan and Robert”

Key points from Biggs:• Active learning closes the gap

between learners• We tend to have more “Roberts”

than “Susans” in our classes

Additional thought:• Are university teachers more likely to

have been like Robert or Susan when they were students? Now?

Learning Activity Active

High

LowPassive

Enga

gem

ent “Susan”

“Robert”

John Biggs and Catherine Tang, Teaching for Quality Learning at University: What the Student Does, 3rd Ed., McGraw-Hill, 2007.

Tracking Student Arousal and Cognitive Load

Adapted from MZ Poh, NC Swenson, RW Picard, “A wearable sensor for unobtrusive, long-term assessment of electrodermal activity,” IEEE transactions on Biomedical engineering 57 (5), 1243-1252


Engaging Learning Activities

Take it further…

Task: What are characteristics of effective learning activities?(i.e. what could look for to judge if an activity is working well?)

• 2 minutes: brainstorm individually• Write your ideas down

• 5 minutes: share at your table• Write on flipchart including everyone’s ideas• Be prepared to share your chart with the full group

• 5 minutes: circulate to the other tables• Put a beside any items that were on your flipchart• Add any items that were on your flipchart but not on the one you are viewing

TIME LEFT (2 mins)TIME LEFT (2 mins)TIME LEFT (5 mins)TIME LEFT (5 mins)TIME LEFT (5 mins)TIME LEFT (5 mins)


Debrief: Effective Learning Activity Characteristics• Cognitive benefits: A change in knowledge, skill, ability, or

learning perspective is demonstrated and retained (assessment)

• Behavioural engagement: Learners put effort into the activity and participate thoughtfully and willingly (observation)

• Emotional engagement: Learners (and teachers!) value the activity as useful, important, and enjoyable (surveys, discussions, etc.)

• The activity is practical and sustainable in the course

• More…For more information, see, for example: Fredricks, J. A. (2014). Eight Myths of Student Disengagement: Creating Classrooms of Deep Learning. Los Angeles: Corwin.


Picking teams to report… there’s an app for that


Choice for use of remaining timeA. “4 S Framework” activity demonstrating

how to create engaging learning experiences in classes of any size + some time for open Q&A

B. Time to work on applying workshop concepts to your own course

C. Open Q&A time (note: most of IET 6 is reserved for this)

bit.ly/ceea-iet4


The 4 Ss

One Framework for Creating Engaging Learning Activities

Task: Which class activity would be best?Context: course on electric power generation; 60 students in 10 teams; 3 “lectures” per weekCourse goal: select appropriate power generation technologies (wind, hydroelectric, coal, gas, or solar) based on social, economic, environmental, and other contextual considerations.Activity choices:

TIME LEFT (5 mins)TIME LEFT (5 mins)

A. Summarize the key factors that should be considered for each type of power generation technology, and be prepared to share with the class if called upon.

B. Develop a list of pros and cons for each power generation technology based on a location specified by the instructor (same for all teams), and share/compare lists through an in-class gallery walk.

C. Select the ideal site for a new wind farm in BC, and be prepared to justify/defend the selection through in-class debate.

D. Each team is assigned a different community in Canada and asked to recommend an appropriate power generation technology for it; teams deliver 5-minute oral presentations describing their community and recommendations.


The 4 Ss (from Team-Based Learning)• Significant problem: ensure the problem is meaningful to the

course and in the zone of proximal development • Maximize learning and engagement

• Same problem: have all students or teams work on the same problem • Promotes investment and richer discussion

• Specific choice: the solution should be expressible as a simple choice • Can directly compare responses

• Simultaneous report: have all teams report their choices at the same time • Teams have to commit their decision; cannot free-ride


Reflection RevisitedHas your view on the below changed since the start of the session?

Learning results from what the student does and thinks and only from what the student does and thinks.

The teacher can advance learning only by influencing what the student does to learn.

- Herb Simon 2001


Some learning activity examples you have seen…

Technology-assisted discussion

4S Collaborative learning / discussion

Scaffolded experience

Think-“pair”-share & gallery walk

Mini-lectureReflectionCanadian Engineering Education Association Conference June 3 – 6 2018 Institute of Engineering Education Teaching




- Herb Simon 2001





- Herb Simon 2001


Task: Closing Reflection and Parking Lot1. Individual: What are two concepts, ideas, or tools you have

taken from this session that you will try to implement?

2. Table: What are two remaining questions at your table about the topics of this session? Add them to the post-it notes and hand them in. We will add to the parking lot and revisit them during IET Session 6.

3. Individual: please complete the session survey for this workshop (found on the conference Guidebook app)

Documents

Session 4 –Learning Activitiesapplied-science-cisdev.sites.olt.ubc.ca/files/2018/06/CEEA2018-IET4-Activities... · •Students learn more and retain more when active learning methods