supporting reference presentation for our session

1. PgCert > #DAPP162
http://www.celt.mmu.ac.uk/ @mmu_celt
Chrissi Nerantzi @chrissinerantzi
DESIGNING FOR LEARNING
& LEARNING THEORIES
IN PRACTICE
“I have to say attendance has been quite poor recently,
but the level of the students is quite good.”
http://s0.geograph.org.uk/geophotos/03/50/32/3503266_e5cfea44.jpg

2. #DAPP162 ASSESSMENT
 What we agreed as a group
 2 observations and related reflections on these and evidence how you
meet the learning outcomes.
 Plus supporting evidence from the observations
 Plus CPD action plan
 Plus the completed PSF grid (ILTA and DAPP)
 State the above at the beginning of the portfolio as agreed with your
tutor

3. Intended learning outcomes
By the end of this week, you will have had the
opportunity to:
• discuss and evaluate your own design process
for learning including constructive alignment
• explore active learning approaches and a
selection of learning theories to maximise
learning in your own practice
3

4. Chris
Theory 1: Teaching as telling, transmission or delivery -
PASSIVE
students are passive recipients of the wisdom of a single
speaker – all problems reside outside the lecturer
Theory 2: Teaching as organising or facilitating student
activity - ACTIVE
students are active – problems shared
Theory 3: Teaching as making learning possible – SELF-
DIRECTED
teaching is cooperative learning to help students change their
understanding. It focuses on critical barriers to student
learning (Threshold Concepts – Meyer and Land, 2003)
Learning is applying and modifying one’s own ideas; it is
something the student does, rather than something that is
done to the student. Teaching is speculative and reflective,
teaching activities are context-related, uncertain and
continuously improvable.
(Ramsden, 2003, 108-112)
Three main theories of
teaching in HE

5. "I think it would be really interesting if
there was a module in every year that
had nothing in it; no content, no learning
outcomes, just a slot of time, a space,
and some money for the staff to do
something truly ground breaking. And if
it all goes pear-shaped, no-one is going
to get canned." John Grayson, Metal Smith and
Automata Maker
http://www.creativeacademic.uk/uploads/1/3/5/4/13542890/pedagogic_narrative_kat
e_dunton.pdf

6. Circuit training
https://upload.wikimedia.org/wikipedia/commons/0/01/US_Navy_110128-N-6999H-
042_Sailors_participate_in_circuit_training_during_a_morning_group_physical_training_session_at_Joint_Base_Charleston-Weapon.jpg

7. Session planning
http://4.bp.blogspot.com/-UhB81Ir7_fw/T_VOu5MsyuI/AAAAAAAAAkA/sP1tjA7wkuA/s1600/sys_diagram.jpg
Constructive alignment
Threshold concepts

8. Planning a session
• Your learners
• Group size
• Title
• Time/duration
• Day/date, location
• Aims and Learning Outcomes
• Structure and Content
• Methods/Activities
• Aids and Resources
• Assessment
• Differentiation
• Reflection/Evaluation
• “If you fail to plan, you plan to fail!”
8Could you use a collaborative mind mapping tool to put a session together?

9. Pair: Share task
Individual:
Consider a Session you teach next week
• What is the underlying pedagogical approach?
• Consider using a different approach and then how you
would need to change the session accordingly
15 mins
Pair:
• Discuss the suggested change
• Consider the barriers to this change and potential
solutions
15 mins

10. Intended Learning Outcomes
• “Descriptors of the ways that students will be
expected to demonstrate the results of their
learning.” Race (2000:10)
10

11. A well-written learning outcome statement
should:
• Contain an active verb, an object and a qualifying clause or
phrase that provides a context or condition
• Be written in the future tense
• Identify important learning requirements: knowledge, understanding,
skills, attitudes at each appropriate level
• Be achievable and measurable
• Use clear language, understandable by students
• Relate to explicit statements of achievement
11

12. Learning outcomes, minimum
requirements
• Helps to balance a module’s delivery
12
nice
could
should
essential
Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59
Must be delivered,
ROBERT?
Independent learning,
going beyond, SUSAN?

13. Resources:
• Guide for Busy Academics: Using Learning
Outcomes to Design a Course and Assess
Learning
http://www.itslifejimbutnotasweknowit.org.uk/f
iles/CPLHE/Learnng%20outcomes%20for%20b
usy%20academics.rtf
13

14. The Cognitive Domain and Bloom’s Taxonomy
14
evaluation
synthesis
analysis
application
comprehension
knowledge
creating
evaluating
analysing
applying
understanding
remembering
Bloom’s Taxonomoy (1956)
Anderson and Krathwohl Revision (2001)
Educational Psychology Interactive: The Cognitive Domain

15. Knowledge arrange, define, duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce state
Comprehension classify, describe, discuss, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate
Application apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write
Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment,
question, test
Synthesis arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set
up, write
Evaluation appraise, argue, assess, attach, choose compare, defend, estimate,
judge, predict, rate, core, select, support, value, evaluate
Bloom’s Taxonomy and verb list
15

16. 16
Beginners Mastery
a small range several a wide range
simple complex
Supervised Autonomously
A basic A complex
A general A very detailed
A specific A range a wide range
Basic Advanced
Detailed

17. 17

18. avoid/use
18
avoid words like
Know...
Understand...
Really know...
Really understand...
Be familiar with...
Become acquainted with...
Have a good grasp of...
Appreciate...
Be interested in...
Acquire a feeling for...
Be aware of...
Believe...
Have information about...
Realize the significance of...
Learn the basics of...
Obtain working knowledge of...
use words like
State...
Describe...
Explain...
List...
Evaluate...
Identify...
Distinguish between...
Analyse...
Outline...
Summarize...
Represent graphically...
Compare...
Apply...
Assess...
Give examples of...
Suggest reasons why...

19. Let’s try something!
19
Think of 1
thing you
want your
students
to learn in
your next
session.
What will
they do to
learn this?
How will
you know
that they
have
learnt it?

20. Constructive alignment (Prof. John
Biggs, 1999)
20
designedtomeetlearning
outcomes
Learning
and
Teaching
activities
designedtomeetlearning
outcomes
Intended
Learning
Outcomes
designedtomeetlearning
outcomes
Assessment
Method
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.

21. Assessment
• Research shows that inclusive assessment
achieves higher levels of student
satisfaction, provides increased
opportunities for discussion and leads to
improvements in student marks and
grades.
• Inclusive Assessments are built into
course design and meet the assessment
needs of the majority of students.
Inclusive assessments are concerned with
equality of opportunity. It is an approach
that recognises that students have
different learning styles and offers a range
of assessment methods necessary to
assess the different ways in which
students can demonstrate the
achievement of the learning outcomes.
21
assessment
for learning
assessment
of learning

22. National bodies
• Quality Assurance Agency (QAA)
– Frameworks for HE qualifications (FHEQ)- describe
the achievement represented by higher education
qualifications.
– Subject Benchmark statements for U/G
– Master's Degree Characteristics
22

23. http://monkeychamonix.com/site/wp-content/uploads/2015/07/monkey-think.jpg
From transmission
To experiencing and constructing
To co-creating
Learning theories

24. from transmission…

25. to experiencing and constructing…

26. to co-creating...

27. activity in small groups
Task 1: Each groups studies one of the following theories (15 mins)
• Behaviourism
• Cognitivism
• Socio-constructivism
• Connectionism
• Connectivism
Task 2: Create a poster to capture the key characteristics of each theory. (15 mins)
Discuss the following:
• Pros = The advantages of this theory in HE practice
• Cons = The disadvantages of this theory in HE Practice
• Application = The applicability of this theory to your area of practice
• Unsuitable for = Areas within your practice that this theory would be difficult/unsuitable to
apply
Task 3: Share your findings with the other groups. (10 mins)

28. Threshold Concepts? (Meyer & Land, 2003)
• Certain concepts are held to be central to the mastery of a subject
• They have the following features:
– Transformative: Once understood, a threshold concept changes the way in which the
student views the discipline.
– Troublesome: Threshold concepts are likely to be troublesome for the student. e.g
when it is counter−intuitive.
– Irreversible: They are difficult to unlearn.
– Integrative: Threshold concepts, once learned, are likely to bring together different
aspects of the subject that previously did not appear, to the student, to be related.
– Bounded: A threshold concept will probably delineate a particular conceptual space,
serving a specific and limited purpose.
– Discursive: Crossing of a threshold will incorporate an enhanced and extended use of
language.
28

29. Applying theory to Practice
Using the information from the pre session study and create a chart to capture the
key characteristics of each theory and relate to your practice.
• Behaviourism
• Cognitivism
• Humanism
• Socio-constructivism ( Connectivism)
1: Discuss the following:
• Pros = The advantages of this theory in HE practice
• Cons = The disadvantages of this theory in HE Practice
• Application = The applicability of this theory to your area of practice
• Unsuitable for = Areas within your practice that this theory would be
difficult/unsuitable to apply 30 Mins
2. Share your findings with the other groups. 20 Mins

30. Behaviourism
Pros Cons Application Unsuitable for
Quick behaviour
change.
Learner adapts
Measurable
behaviour change
Internalised
reasoning/
understanding?
Learner can adapt
to a negative
Passive learners
Measured
behaviour change
may not be an
indicator of
understanding
Competency based
learning.
Practical Skills
Relationship
between
assessment and
feedback
Development of
critical reasoning
Development of
reflection.
Theoretical analysis

31. Cognivitism
Pros Cons Application Unsuitable for
Lifelong learning
Active not passive
Builds problem
solving skills
Leads to depth of
understanding
Requires time
Requires level of
intelligence/
schema
Loss of control from
tutor
Theoretical
knowledge &
understanding,
Group work
PBL
Facilitation
Situations that
require quick
return.
Requires motivated
learners

32. Humanism
Pros Cons Application Unsuitable for
Considers the
student as a whole
person
Encourages
personal
development
Lifelong learning
Encourages other
skills
Relies on
motivational theory
that maybe flawed.
Role of tutor as
facilitator requires a
role change for
some tutors
Pure humanism –
unstructured and
un assessed
Consideration of
environmental and
physiological
influences on
learning
Group work
Self directed
learning
Discussion groups
PBL
Highly structured
learning.
Strictly organised
courses

33. Experiential learning
Pros Cons Application Unsuitable for
Real world learning.
Encourages
reflection and
action planning
Encourages
application of
theory
Encourages
experimentation
Awareness of own
and students
preferred styles
Reflection is a
difficult skill –
requires certain
level of cognition.
Needs a basis of
theory.
Need to complete
whole cycle
Application of
theory in context.
Skills development
Role play
Basic theory
Students with
skewed learning
style

34. Experiential learning
Pros Cons Application Unsuitable for
Real world learning.
Encourages
reflection and
action planning
Encourages
application of
theory
Encourages
experimentation
Awareness of own
and students
preferred styles
Reflection is a
difficult skill –
requires certain
level of cognition.
Needs a basis of
theory.
Need to complete
whole cycle
Application of
theory in context.
Skills development
Role play
Basic theory
Students with
skewed learning
style

35. Constructivism
Pros Cons Application Unsuitable for
Active Learning/
Autonomy
Links to range of
pedagogy
Lifelong learning /
key graduate skills/
problem solving
Shift in teacher
learner roles/power
Aids retention of
knowledge
Peer Learning /
collaborative
learning
Perpetuation of
misconceptions.
Requires skilled
facilitator.
Change in curriculum
approach
Small group work –
staff intensive
Motivated student
New way of learning
–tales time for
students to adapt
Experimentation/
discovery learning
Research/Project work
PBL
Field trips – situational
Discussion groups
Online _ forums, blogs
Lecture as a resource
Theory and its
application
Time limits
Limited
resources?

36. References
• Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP
• Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay
• Bourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future. Reflections on HE, pp. 77-102.
• Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: Routledge
• Hussey, T. and Smith, P. (2002) The Trouble with Learning Outcomes, Active Learning 3 (3) 220-233
• Hussey, T. and Smith, P. (2003) The Uses of Learning Outcomes, Teaching in Higher Education 8 (3) 357-368
• Hussey, T. and Smith, P. (2008) Learning Outcomes: a conceptual analysis, Teaching in Higher Education 13 (1) 107-115
• Knight, P. (2002) Being a Teacher in Higher Education Buckingham: SRHE/OUP
• Knight, P. (2001) ‘Complexity and curriculum: a process approach to curriculum making’ in Teaching in HE Vol 6 No 3 pp369-381.
• Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology London: Routledge
• Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education London: PCP publishing
• Nixon, J. (2001) Not without dust and heat: the moral bases of the new academic professionalism, British Journal of Educational Studies, 49, 2. 173-
186.
• Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.),
Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
• Ramsden, P. (1992) Learning to Teach in Higher Education London: Routledge.
• Schon D. A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic Books.
• Shulman, L.S. (1987) ‘Knowledge and teaching: foundations of the new reform’ in Harvard Educational Review February 57 (1) pp.1-22.
• Steeples, C, Jones, CR & Goodyear, P (2002) Beyond e-learning: a future for networked learning. In C Steeples and CR Jones (Eds) Networked learning
: principles and perspectives. London: Springer
• Trigwell, K. (2001) Professionalism in the practice of teaching: the role of research ILT Conference - Keynote address University of York
• Trigwell, K., Prosser, M., and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science, Higher Education 27,
• pp75-84.
• Universities UK (2004) Towards a Framework of Professional Teaching Standards: Consultation Document.
• http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/
36

37. PgCert > #DAPP162 @chrissinerantzi
http://www.celt.mmu.ac.uk/ @mmu_celt
next week is our last “session”:
ET (effective teaching)
preparation:
Think of a recent teaching situation that
didn’t work. Write it down and bring this
piece of paper with you. Be prepared to
share it.
We will meet at 1pm
outside the Arndale Centre
in Exchange Square
https://c1.staticflickr.com/1/591/21767526244_b5a7cb42c4_b.jpg

38. Surprise, surprise!
We will meet outside the
Arndale Centre, Exchange
Square, Manchester M3
1BD.
Please, wear comfortable
clothing and shoes and bring
some pocket money with
you.
If you will be late, or in an
emergency, please contact
us on the numbers shown
below.
Chrissi xxxxx (has been
shared on print out).
What we are going to do?
Well, it will all become
clear when you arrive, or
shortly after.
Remember to bring your
story (recent teaching
situation that didn’t work!
Surprise, surprise!
On the 16 November we are going to meet at 1pm at…