1. HELPING STUDENTS TO LEARN DEVELOPING DEEP APPROACH TO LEARNING PROCESS IN HIGHER EDUCATION
2. Teacher education students Individuals involved in building knowledge and developing skills Social practice aiming at building knowledge and developing skills An individual responsible for managing the education of the others Practice aiming at building knowledge and developing skills necessary to perform teachers’ work
3. What knowledge should teacher students build ? What skills should teacher students develop?
4. Knowledge of the world Socio-cultural reality (humanities) Physical reality (sciences)
5. Skills? F L E X I B I L I T Y Social skills Managing social interaction Managing the contents of messages Communication skills Managerial skills Managing the activities of students (pace, level, structure)
6. What sort of competence can enable teacher education students to build knowledge and develop skills necessary to perform their job? ?
9. Key competence in information society Information processing (the change of information in any manner detectable by an observer) Computation Transduction Translation
11. Information processing Computation Transduction Translation Learner Teacher Fellow learner ICT tools Learning material
12. “ A picture is worth a thousand words” Great power of visual images to inform (influence, educate) Creation of visual image to communicate concepts Holistic character of visual images Configurational reception versus Sequentional reception Connotation versus Denotation
13. 25% of population thinks exclusively in words 45 % uses both visual/spatial thinking and thinking in the forms of words 30% strongly uses visual/spatial thinking Research by Child Development Theorist Linda Kreger Silverman
15. Structure of mediasphere Visual language Media literacy Cultural literacy Ic onos phere (images) L ogos phere (words) S onos phere (sounds) G alenos phere (silence)
18. Categories of approaches to learning Surface approach Strategic approach Deep approach Intention to understand Vigorous interaction with the content Relating new ideas to previous knowledge Relating concepts to everyday experience Relating evidence to conclusion Examining the logic of the argument Intention to complete the task requirement Treating task as an external imposition Unreflectiveness about purpose or strategies Focus to discrete element without integration Failure to distinguish principles from examples Memorizing information needed for assessments Intention to obtain highest possible grade Gear work to perceived preferences of teacher Awareness of marking schemas and criteria Organizing time and effort to greatest effect Ensuring right conditions and materials for study
19. Deep approach to learning Vigorous interaction with the content Intention to understand Relating new ideas to previous knowledge Relating concept to everyday experience Relating evidence to conclusions Examining the logic of the argument
20. Abstract concept and generalisation Concrete experience Visual images r e f l e c t i o n r e f l e c t i o n r e f l e c t i o n r e f l e c t i o n
21. Motivation as motivation raising factor Cognitive competence ICT / media competence Deep approach to learning Competence
22. Knowledge of the world Socio-cultural reality Physical reality Social skills Managing social interaction Managing the contents of messages Communication skills Managerial skills Managing the activities of students (pace, level, structure)
