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How to teach the unknown

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Presentation at the LELLE conference on how to better prepare graduates for a changing workplace. The talk includes a short discussion about the role of technology in changing work tasks and provides 3 learning principles (exploration, reflection, and task variety) that stimulate the development of adaptive expertise.
A summary of the talk is available on my blog: http://katerinabc.com/how-to-teach-the-unknown/

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How to teach the unknown

  1. 1. Katerina Bohle Carbonell - Maastricht University How to teach the unknown
  2. 2. Jobs by 2020 • Drone dispatcher • Body part & limb maker • Geoengineers • Amnesia surgeons Jobs by 2030 • Augmented reality architects • Alternative currency banker • seed capitalist • Global system architects • Urban Agriculturalists • … http://www.futuristspeaker.com/business-trends/55-jobs-of-the-future/
  3. 3. by Derek Thompson, July/August 2015
  4. 4. Future of Business Schools Using Data Scraping to Evaluate Business School Graduates’ Skills and their Relevance for the Future
  5. 5. Skills Mismatch
  6. 6. How to prepare your students?
  7. 7. Learning to Learn: Exploration and connection hierarchical structure messy structure supports: efficiency & quick decision supports: adaption & innovation
  8. 8. Learning to Learn: Exploration and connection How to ? Create Foundations • Self-study • Lectures Stimulate exploration • Case studies • Problem-based learning • Project-based learning Schedule time to handle errors • finding the source of error Bohle Carbonell et al. (2014). How experts deal with novel situations
  9. 9. Learning to Learn: Reflection Investigating the sources of performance
  10. 10. Learning to Learn: Reflection How to ? Grohnert, T., Meuwissen, R. H. G., & Gijselaers,W. H. (2017). Minimizing Professional’s overconfidence by Maximizing Learning: Feedback, Checklists, and Reflection Feedback + Checklist + Reflection • Performance feedback (e.g., grade) • To-do’s to check understanding • To-do’s with hints about solution Judgment-of-Learning • Fill out/create diagrams • Create new content from just-learned content Can be - used as checklist - done immediately or delayed van Loon, M. (2014). Fostering Monitoring and Regulation of Learning. PhD Dissertation, Maastricht University
  11. 11. Learning to Learn: Task Variety Learning to adapt
  12. 12. Learning to Learn: Task Variety Barnett & Koslowski (2002). Adaptive expertise: Effects of type of experience and the level of theoretical understanding it generates Introduce Novelty • Change the context • Change the available resources How to ? van Merrienboer (2013). Perspectives on problem solving and instruction Requirements • Foundation available to students • Scaffolding
  13. 13. Measuring progress Standard Measures • Exams • Projects • Survey • Adaptive Expertise Inventory New Methods • knack.it Scores • LinkedIn skill recommendation by peers & teachers • Cognitive maps (mind maps)
  14. 14. •Reflection: students ‘own’ their learning process •Exploration: Projects with external partners •Task variety: alternate between acquisition & application of knowledge
  15. 15. •Reflection: Meetings with instructors •Exploration: Discussion based classes, quick feedback •Task variety: interdisciplinary study & diverse and small student body
  16. 16. How to teach the unknown k.bohlecarbonell@maastrichtuniversity.nl @katerinabohlec

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