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Making space for innovation in
veterinary teaching
Liz Norman
Massey University
http://innovation.govspace.gov.au
http://www.nsw.gov.au/innovate
http://dsdbi.vic.gov.au
http://www.mbie.govt.nz/what-we-do
http://www.oecd.org/edu/skills-beyond-school/EDIF24-eng(2014)EN.PDF
http://www.anatomywarehouse.com/4d-vision-pig-anatomy-puzzle-a-104344
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https://net.educause.edu/ir/library/pdf/ELI7081.pdf
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When we add
to the
curriculum we
have to take
something else
away
overflowing by zoetnet, Attribution License
Why student workload is important
•Excessive material leads to rote learning strategies
•Excessive material leads to students having
difficulty identifying relevant and irrelevant material.
•A surface approach to learning leads to feelings of
overload and vice versa. This can be a vicious
cycle.
Karjalainen A, Alha K, Jutila S (2006) Give me time to think: determining student workload in higher education; has
been written as part of the project titled" Five years, two degrees", funded by the Ministry of Education, 2004-
2006, Finland: Oulu University Press
Why student
workload is
important
Filename: Save date: 4/11/2014 0 words
excess
material
superficial approach
lack of connections
inability to be selective
perception of overload
superficial approach
Excess material leads
to rote learning
strategies
Entwistle, N. J., & Ramsden, P. (1982). Understanding student learning. Kent, UK.
Kember, D., & Leung, D. Y. P. (1998). Influences upon students’ perceptions of workload.
Educational Psychology, 18(3), 293-307
Kember, D., & Leung, D. Y. P. (2006). Characterising a teaching and learning environment
conducive to making demands on students while not making their workload excessive. Studies in
Higher Education, 31(2), 185-198
.
lack of connections
Superficial learning is
unlikely to develop solid
connected knowledge.
prestructural
unistructural
multistructural
relational
extended abstract
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO
taxonomy (structure of the observed learning outcome). New York: Academic Press.
SO
LO
ta
xonom
y
inability to be
selective
Lack of connected
(relational) knowledge
leads to difficulty
identifying relevant and
irrelevant material.
perception of
overload
Filename: Save date: 4/11/2014 0 words
excess
material
superficial approach
lack of connections
inability to be selective
perception of overload
perception of
overload
Teachers and students
may have very different
perceptions of the
course workload
What influences actual workload?
• Personal learning goals
• “Energy saving practices”
• Bottlenecks in requirements for different courses
• Ability and talent
• Prior experience and knowledge
• Difficulty of the material
• Quality of the teaching
• Quality of other support
Aspects of actual workload
• Face-to-face time
• Independent study time
• Practice and reflection time
• Time for learning activities
• Group work time
• Preparation and organisation time
• Assessment time
Aspects of actual workload
• Face-to-face time
• Independent study time
• Practice and reflection time
• Reading time
• Time for learning activities
• Group work time
• Preparation and organisation time
• Assessment time
Klatt, E. C., & Klatt, C. A. (2011). How much is too much reading for medical students?
Assigned reading and reading rates at one medical school. Academic Medicine, 86(9), 1079-1083.
It is important to distinguish measures of how long
students spend on study from measures of how long
they should spend to learn deeply.
Karjalainen A, Alha K, Jutila S (2006) Give me time to think: determining student workload
in higher education; has been written as part of the project titled" Five years, two degrees",
funded by the Ministry of Education, 2004-2006, Finland: Oulu University Press
Aspects of actual workload
• Face-to-face time
• Independent study time
• Practice and reflection time
• Reading time
• Time for learning activities
• Group work time
• Preparation and organisation time
• Assessment time
Aspects of actual workload
• Face-to-face time
• Independent study time
• Practice and reflection time
• Reading time
• Time for learning activities
• Group work time
• Preparation and organisation time
• Assessment time
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Aspects of actual workload
• Face-to-face time
• Independent study time
• Practice and reflection time
• Reading time
• Time for learning activities
• Group work time
• Preparation and organisation time
• Assessment time
Exam study time
• In his survey of a number of higher education
institutions Fielding (2008) found
recommendations of 9 to 15.5 hours of study
time for every hour of examination time.
• Karjalainen et al (2006) recommend 8 hours of
exam study time be allowed for each week of full
time study (40 hours).
Fielding, A. (2008). Student assessment workloads: A review. Learning and Teaching in Action, 7(3), 7-15.
Karjalainen, A., Alha, K., & Jutila, S. (2006). Give me time to think: Determining student workload in higher education; has been
written as part of the project titled" five years, two degrees", funded by the ministry of education, 2004-2006, finland: Oulu
University Press.
What about
perceptions?
Wonderlane Perception: Is it a Snake or stick? Rosie
chewing, lawn, tree, Broadview, Seattle, Washington, USA,
Attribution License
Why is perception of workload
important?
• actual workload is only a minor contributor to
variances in perceived workload
• we can lower the perceived workload without
reducing the amount of work
Kember, D., & Leung, D. Y. P. (1998). Influences upon students’ perceptions of workload. Educational
Psychology, 18(3), 293-307
Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2013). ‘Time is not enough.’ workload in higher
education: A student perspective. Higher Education Research & Development, 33(4), 684-698.
What influences perceptions of
workload?
surface approach
perceived workload
Kember D, & Leung DYP (1998). Influences upon students’ perceptions of workload.
Educational Psychology, 18(3), 293-307.
Kember D (2004). Interpreting student workload and the factors which shape students'
perceptions of their workload. Studies in Higher Education, 29(2), 165-184.
surface approach
perceived workload
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning : The SOLO
taxonomy (structure of the observed learning outcome). New York: Academic Press.
assessment
what we measure
what students do
what we want students to be
able to do
Alignements mégalithiques de Lagatjar - Camaret sur Mer (Bretagne) by Yann Caradec, Attribution-NonCommercial-ShareAlike License
Alignment
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English ability
Motivation and interest
• motivators– subjects that were new
– subjects seen as relevant to clinical practice
– working with animals
– enthusiastic faculty members
• demotivators– subjects spanning long periods becoming ‘‘stale’’ and boring
– excessive detail
– low perceptions of relevance
– constancy of assessment
– the long duration of the programme
The level of interest in the material was the key determinant of out-of-
class study time. (Parkinson et al, 2006)
Parkinson TJ, Gilling M, & Suddaby GT (2006). Workload, study methods, and motivation of students
within a BVSc program. Journal of Veterinary Medical Education, 33(2), 253-265.
Meaningful v unnecessary work
Differential effect of “bad” and “good” workload on
evaluations of teaching:
• an increase in work the student considers
valuable for learning is associated with
increased course satisfaction. (up to a point)
• an increase in work not considered valuable is
negatively related.
Marsh, H. W. (2001). Distinguishing between good (useful) and bad workloads on students’ evaluations of teaching. American
Educational Research Journal, 38(1), 183-212.
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers: clear structure, asking Qs
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English ability
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers: clear structure, asking Qs
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English abilityKember, D., & Leung, D. Y. P. (1998). Influences upon students’ perceptions of workload. Educational
Psychology, 18(3), 293-307.
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers: clear structure, asking Qs
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English ability
Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2013). ‘Time is not enough.’ workload in higher education: A student perspective.
Higher Education Research & Development, 33(4), 684-698.
Kember, D., & Leung, D. Y. P. (2006). Characterising a teaching and learning environment conducive to making demands on students
while not making their workload excessive. Studies in Higher Education, 31(2), 185-198.
Kember, D. (2004). Interpreting student workload and the factors which shape students' perceptions of their workload. Studies in
Higher Education, 29(2), 165-184.
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers: clear structure, asking Qs
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English ability
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers: clear structure, asking Qs
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English ability
What influences perceptions of
workload?
Complex interplay of factors including:
• Surface vs deep learning approaches by the student
• Assessment
• Motivation and interest of the student
• Time savers: clear structure, asking Qs
• Contact hours (but not independent study time)
• Student-student relationships
• Student-teacher relationships
• Difficulty of the subject
• Other stressors going on in the student’s life
• English ability
How can we influence perceptions
of workload?
• Trimming
• Alignment
• Reduce “bad” workload
• Provide opportunities for questions
• Increase interaction
• Enthusiasm
• Project-based work
• Group work
• Good peer-peer relationships
• Spaced deadlines
Ensuring teaching innovations do
not result in overloaded curricula:
• aligning assessment practices with learning
activities;
• accounting realistically for actual workload of
existing content and innovations; and
• designing innovations which minimise
perceptions of workload for students.
http://www.slideshare.net/liznorman
