#DAPP162 Session 3: Designing for learning & learning theories

#DAPP162 Session 3: Designing for learning & learning theories

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  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
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  #DAPP162 ASSESSMENT  Whatwe 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
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  Intended learning outcomes Bythe 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
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  Chris Theory 1: Teachingas 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
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  "I think itwould 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
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  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
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  Session planning http://4.bp.blogspot.com/-UhB81Ir7_fw/T_VOu5MsyuI/AAAAAAAAAkA/sP1tjA7wkuA/s1600/sys_diagram.jpg Constructive alignment Thresholdconcepts
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  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?
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  Pair: Share task Individual: Considera 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
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  Intended Learning Outcomes •“Descriptors of the ways that students will be expected to demonstrate the results of their learning.” Race (2000:10) 10
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  A well-written learningoutcome 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
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  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?
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  Resources: • Guide forBusy 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
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  The Cognitive Domainand 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
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  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
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  16 Beginners Mastery a smallrange 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
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  17
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  avoid/use 18 avoid words like Know... Understand... Reallyknow... 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...
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  Let’s try something! 19 Thinkof 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?
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  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.
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  Assessment • Research showsthat 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
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  National bodies • QualityAssurance 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
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  http://monkeychamonix.com/site/wp-content/uploads/2015/07/monkey-think.jpg From transmission To experiencingand constructing To co-creating Learning theories
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  from transmission…
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  to experiencing andconstructing…
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  to co-creating...
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  activity in smallgroups 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)
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  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
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  Applying theory toPractice 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
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  Behaviourism Pros Cons ApplicationUnsuitable 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
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  Cognivitism Pros Cons ApplicationUnsuitable 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
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  Humanism Pros Cons ApplicationUnsuitable 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
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  Experiential learning Pros ConsApplication 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
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  Experiential learning Pros ConsApplication 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
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  Constructivism Pros Cons ApplicationUnsuitable 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?
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  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
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  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
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  Surprise, surprise! We willmeet 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…