Forum talk presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"

1. Trends in T&L in Higher Ed.
Critical enablers for the institution
JUNE 2017
NTNU CONFERENCE
Ecological Restoration and Innovation of
Teaching and Learning in Higher Education

2. Overview
• What we’ve learned about learning
• How to make it so that more people do more
of these things more of the time.

3. What we have learned
about learning

4. Learning frameworks as bridges
• Research in brain science, cognitive,
developmental, and social psychology,
anthropology, education, and diversity
studies
• Domain- & experience-independent
• Cross-culturally relevant
• A bridge between research into learning and
implications for teaching practice

5. One page description from CMU website
http://www.cmu.edu/teaching/principles/index.html
Brent, R. & Felder, R. (2011). Random thoughts… how
learning works. Chemical Engineering Education 45(4).
257-8.
Available at:
http://www4.ncsu.edu/unity/lockers/users/f/felder/
public/Columns/Ambrose.pdf
Five page summary of the 7 principles
http://bit.ly/HLWshort

6. Knowledge
Structure
Motivation
Mastery
Practice
Climate
Metacognition

7. Knowledge Structure and Organiza3on
How students organize knowledge influences
how they learn and apply what they know
How experts
and novices
structure and
organize
knowledge
Source HLW Fig 2.1

8. Critical enablers
for success

9. tools
people
data

10. tools
people
data

11. Our roles as educators
• Many different drivers but increasingly
complex:
– Technology
– Larger classes
– Learning research
– Globalization
– Funding pressures
– …..
• What are the habits, skills, values needed to
thrive?

12. Anatomy of 21st Century Educators
Scholar
Technologist
Curator
Teacher for
Learning
Collaborator
Experimenter
An awareness & apprecia3on of
effec3ve, research-based, discipline-
appropriate pedagogical approaches.
Fluency using learning technology in
educa3onally effec3ve ways.
A producer & consumer of
appropriate educa3onal resources
through sharing & development.
An understanding of how students
learn & how to design effec3ve
learning ac3vi3es & experiences.
Sharing & enhancing one’s own
educa3onal approaches through
collabora3ons within, across &
between disciplines.
An openness to try, reflect & learn
from new approaches, pedagogy &
technologies to support student
learning.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

13. tools
people
data

14. Measurement, collection, analysis and
reporting of data about learners and their
contexts with the goal of understanding
and optimizing learning and learning
environments
SOLAR, hPp://www.solaresearch.org

15. ‘How am I doing?’
Top: UMBC “Check my Activity” tool.
Bottom: the “Course Signals” alert
system at Purdue.
Both of these snapshots are of the
learner view.

16. Video Analytics
Top: ViDeX, a UBC system, shows how the class, overall, watched
the video, by overlaying a heatmap on a filmstrip.
Right: CLAS, a UBC system, shows where students asked
questions about the video.
Bottom: Insights by edX shows three instances of the same videos,
demonstrating that overall students repeat the same parts of the
video.

17. MOOC Analytics
Left: course structure of current UBC
MOOCs.
Top: X axis shows the course structure,
from left to right; height shows # of unique
learners; colour denotes element type.
In that programming course, learners learn
mainly by solving problems. The course has
high retention rate.
Bottom: This genetics course has mainly
self-tests. Many drop the course, mainly in
Module 1.

18. So… what’s the issue?
• Despite islands of ac3vity & exper3se ….
• Significant shortcomings with the ease by
which interes3ng ques3ons can lead to
ac3onable insights.
• Current state UBC solu3ons are
• Limited to specific environments
• Lack ins3tu3onal context data integra3on or
• Lack real-3me data capture and analysis

19. Learning Analytics strands
Community
Engagement
(Research)
Ethics/Policy
frameworks
Solu3on
Architecture

20. tools
people
data

21. In summary
• We have learned enough about learning
effectiveness that if more people used these
approaches more of the time, it could have a
step-change effect on student learning.
• The challenge for institutions is to create the
conditions that allow that to happen.