Final Seminar presentation held April 13, 2015 at Queensland University of Technology in Brisbane, Australia.

1. INFORMED LEARNING IN THE
UNDERGRADUATE CLASSROOM:
THE ROLE OF INFORMATION EXPERIENCES
IN SHAPING OUTCOMES
CLARENCE MAYBEE
FINAL SEMINAR, APRIL 13, 2015

2. DOCTORAL TEAM
Professor Christine Bruce,
Queensland University of
Technology
Dr. Kristen Rebmann, San José
State University
Dr. Mandy Lupton, Queensland
University of Technology
Gateway PhD Program
(Offered in partnership
between San José State
University and Queensland
University of Technology)

3. OVERVIEW
Key contributions
Research interests and literature review
Methodology
Findings
Discussion
Conclusion and questions

4. KEY CONTRIBUTIONS
 Identifies an instructional pattern that enables learners to
experience using information and subject content
learning simultaneously.
 Suggests that different ways of using information may
enable qualitatively different content-focused learning
outcomes.
 Underpins the development of the informed learning
design model.

5. RESEARCH
INTEREST &
LITERATURE
REVIEW
INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

6. RESEARCH QUESTION
What are the qualitatively different ways that a
teacher and students experience using information
to learn in a subject-focused undergraduate course?

7. RESEARCH OBJECTIVES
 To develop greater understanding of how using information
and subject content are experienced by a teacher and
undergraduate students.
 To contribute to knowledge about the various ways that using
information may be experienced in a discipline-focused
undergraduate course, and examine how this contributes to
information literacy research and education.
 To develop an instructional design model that enables learners
to use information to learn in disciplinary contexts.

8. EXPERIENCES OF
INFORMATION LITERACY
Students
 Complex experiences
focus on subject
content (Andretta, 2012;
Edwards, 2006; Limberg, 1999;
Locke (Diehm), 2009; Lupton,
2004, 2008b; Maybee, 2006,
2007; Parker, 2006)
 Nested experiences
(Andretta, 2012; Edwards, 2006;
Limberg, 1999; Locke (Diehm),
2009; Lupton, 2004, 2008b;
Maybee, 2006, 2007; Parker,
2006)
 Simultaneous focus on
information use and
learning (Lupton, 2008)
Teachers
 Complex experiences
focus on subject content
(Bruce, 1997; Webber, Boon &
Johnston, 2005; Williams and
Wavell, 2007)
 Nested experiences
(Bruce, 1997)

9. INFORMED LEARNING
using information to learn
 Builds on learners’ current informed learning experiences.
 Promotes simultaneous learning about disciplinary content
and the information using process.
 Enables learners to experience using information and
subject content in new ways.
(Bruce, 2008)

10. METHODOLOGY
INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

11. PHENOMENOGRAPHY
 Identifies experiences of phenomena
 Primary interest in how learners experience phenomena
(e.g., Booth, 1992; Renström, Andersson, & Marton, 1990; Walsh et al.,
1993).
 Used to study experiences of information literacy and
related concepts (e.g., Bruce, 1997; Edwards, 2006; Limberg, 1999;
Locke (Diehm), 2009; Lupton, 2004, 2008b; Maybee, 2006, 2007) .
 Provides methodological procedures for the
investigation of lessons (e.g., Mok et al., 2002; Rovio-
Johansson, 1999; Runesson, 1999; Vikström, 2008).
 Utilizes variation theory as an analytical tool, which allows
teaching to be related to learning.

12. VARIATION THEORY
Learning is becoming
aware of critical
aspects and features of
an object of learning.
Varying aspects and
features enables new
awareness.
Types of variations:
 Separation
 Contrast
 Generalization
 Fusion
(Marton, 2014; Marton & Tsui, 2004)

13. INFORMATION USE AND
VARIATION THEORY
Object of learning
Information
use (How)
Aspects Features
Content
(What)
Aspects Features
(Marton & Booth, 1997; Lupton, 2008)

14. SELECTING THE COURSE
UNDERGRADUATE LANGUAGE
AND GENDER COURSE
 Learning about a language
and gender topic by
analyzing how the topic
developed through
research.
 Lessons intended to enable
students to learn through
intentional ways of using
information.
 Students assume the role of
emerging scholars.
Informed learning
Using information to learn
Academic, professional,
and personal ways of
using information
Varied experiences
Academic or professional
information practices
Interact with and use of
information while learning
Discipline-centered
curriculum
Creative, reflective and
ethical
Adapted from Bruce, 2008, p. 3

15. PARTICIPANTS
Teacher of the language and gender course
15 students enrolled in the course
Sex 4 - Female
1 - Male
Major Humanities and social sciences
Note: 4 students were pursuing dual-majors
Age All between the ages of 18 and 22
Interviewed students

16. DATA COLLECTION CYCLE
Intended
• Pre-lesson
interviews
with teacher
Enacted
• Classroom
observations
Lived
• Post-lesson
interviews
with students

17. DATA ANALYSIS
EXAMPLE
Teacher: Okay. So… your thesis
[thesis statement] is about the
sequence [sequence of research].
It’s going to state that. It’s going to
state… her [author] point-of-view
and the critique of it.
ANALYSIS PROCESS
 Familiarization with
transcripts
 Identify aspects and features
 Determine variations
 Associate aspects and
features with using
information and subject
content
 Determine critical aspects
and features
 Determine intended pattern
of variation
Teacher, 2nd observed lesson

18. DATA ANALYSIS
EXAMPLE
Teacher: Okay. So… your thesis
[thesis statement] is about the
sequence [sequence of research].
It’s going to state that. It’s going to
state… her [author] point-of-view
and the critique of it.
ANALYSIS PROCESS
 Familiarization with
transcripts
 Identify aspects and features
 Determine variations
 Associate aspects and
features with using
information and subject
content
 Determine critical aspects
and features
 Determine intended pattern
of variation
Aspect (thesis statement)
Feature (sequence of research)
Fusion
Subject content (thesis statement)
Information use (sequence of research)

19. FINDINGS
INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

20. OVERVIEW OF LESSONS
1ST LESSON
 Introduction to assignment
 Introduces notion of
understanding a
language and gender
topic by analyzing how
the topic developed
through research over
time.
 Discusses strategies for
learning in this way, and
techniques for reporting
such learning in an
essay.
2ND LESSON
 Peer-review workshop
 Students review each
other’s essay
introductions to
determine if they make a
claim about a language
and gender topic based
on how the topic
developed through
research over time.

21. 1ST LESSON
INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

22. INTENDED AND
ENACTED 1ST LESSON
Critical Features
and Aspects
Key variations
 Two types of learning - two types of
essays (contrast)
 Undergraduate versus scholarly
approach (generalization)
 Potential topics (fusion)
Intended
Claim
Sequence of
research
Seminal text
Type of paper
Thesis statement
Enacted
Claim
Sequence of
research
Seminal text
Themes
Topic
Type of paper
Thesis statement

23. INTENDED AND
ENACTED 1ST LESSON
Critical Features
and Aspects
Key variations
 Two types of learning - two types of
essays (contrast)
Intended
Claim
Sequence of
research
Seminal text
Type of paper
Thesis statement
Enacted
Claim
Sequence of
research
Seminal text
Themes
Topic
Type of paper
Thesis statement
You are studying the history of a specific
idea as exhibited in just these few works.
So, you are not taking responsibility for a
wide knowledge of the topic, but rather for
what you think the sequence says about
the seminal text.
(Final paper assignment sheet)
“
”

24. INTENDED AND
ENACTED 1ST LESSON
Critical Features
and Aspects
Key variations
 Potential topics (fusion)
Intended
Claim
Sequence of
research
Seminal text
Type of paper
Thesis statement
Enacted
Claim
Sequence of
research
Seminal text
Themes
Topic
Type of paper
Thesis statement
…interruption, that’s a classic one, because
interruption was first defined as a kind of power
play of man over women. …West and
Zimmer…wrote some important essays about
that… the whole notion went through some
redefinitions, and you read Debra Tannen on
overlap, and on collaborative and supportive
kinds of overlap… And now we have a much
more complicated understanding of interruption
than we did at the beginning.
(Teacher, enacted lesson)
“
”

25. STUDENTS LIVED
EXPERIENCES OF 1ST LESSON
CATEGORIES
A. New way of learning
Students experienced the lesson as
presenting a way of conducting
research and writing that would lead
to new insights and understandings.
B. Instructions for a specific essay
Students experienced the lesson as
offering techniques for completing the
assigned paper.
C. Instructions for any essay
Students experienced the lesson as
relating generic instructions about the
steps involved in conducting research
and writing.
CRITICAL FEATURES
AND ASPECTS
ENACTED A B C
Sequence of
research
 
Seminal text   
Themes 
Type of paper   
Thesis
statement

Claim 

26. 2ND LESSON
INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

27. INTENDED AND
ENACTED LESSON
Enacted
Claim
Sequence of
research
Thesis statement
Intended
Claim
Sequence of
research
Thesis statement
Critical Features
and Aspects
Key variations
 Making a claim based on an analysis of
how research has evolved over time.

28. INTENDED AND
ENACTED LESSON
Enacted
Claim
Sequence of
research
Thesis statement
Intended
Claim
Sequence of
research
Thesis statement
Critical Features
and Aspects
Key variations
 Making a claim based on an analysis of
how research has evolved over time.
Stephen: I’m concerned… and then her
[Jessica] thesis doesn’t like… I feel like it
contributes to the academic discussion, but
doesn’t like…
Teacher: Doesn’t make a judgment?
Stephen: Doesn’t make a claim to the entire
conversation.
(Observed lesson)

29. STUDENTS LIVED
EXPERIENCE OF 2ND LESSON
EXPERIENCING SIMULTANEITY
 A language and gender topic is understood
as an evolution of research over time. Lived
Claim
Sequence of
research
Thesis statement
Critical Features
and Aspects

30. STUDENTS LIVED
EXPERIENCE OF 2ND LESSON
EXPERIENCING SIMULTANEITY
 A language and gender topic is understood
as an evolution of research over time. Lived
Claim
Sequence of
research
Thesis statement
Critical Features
and Aspects
…women …were featured more often… in
masculine roles, but the men were not
featured in feminine roles. …the later
articles discuss that, and then my final
article looks at the books that were chosen,
because they were “non-sexist,” to be read
in schools and examining if those really are
non-sexist… how does our culture define
sexism comes out of that.
(Amanda, post-lesson interview)
“
”

31. DISCUSSION
INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

32. INSTRUCTIONAL PATTERN OF
INFORMED LEARNING LESSONS
Introduce
Informed learning
outcome
Separate
Aspects or
features related to
using information
and content
Fuse
Aspects or
features related to
using information
and content

33. SHAPING CONTENT-FOCUSED OUTCOMES
THROUGH INFORMATION USE
The problem with that
[research for a typical
essay] is that you’re
shaping your reading in
advance to fit your
preconceived idea.
…And what that means is
that you’re blocking off
the thinking…
(Teacher, 1st enacted lesson)
 My study
 Teacher’s experience
 Variation theory
 Experiences of learning
are shaped by the
process as well as
subject content of
learning (Marton &
Booth, 1997)
 Previous research
 Qualitatively different
ways of experiencing
information seeking may
be related to qualitatively
different understandings
of research topics
(Limberg, 2000)
“
”

34. INFORMED LEARNING DESIGN
Drawn from:
 Backwards design
(Wiggins & McTighe, 2005)
 Informed learning
(Bruce, 2008)
 Variation theory
(Marton, 2014; Marton & Tsui,
2004)
 My findings

35. INFORMED LEARNING DESIGN
Drawn from:
 Backwards design
(Wiggins & McTighe, 2005)
 Informed learning
(Bruce, 2008)
 Variation theory
(Marton, 2014; Marton & Tsui,
2004)
 My research findings
STAGES
 Learning outcomes
 Focus on information use
and subject content.
 Assessment
 Identify student awareness of
features and aspects related
to information use and
subject content.
 Learning activities
 Separate and fuse features
and aspects related to
information use and subject
content.

36. LIMITATIONS
 Information experience perspective
 An information behavior or information practice perspective
may have resulted a different understanding of using
information to learn.
 Variation theory
 Another learning theory may have revealed additional or
different elements of using information to learn.
 Lesson focus
 A course-level focus may have resulted in an understanding
of the assignment and lessons as they related to the broader
experiences of the course.
 Highly contextualized
 Findings may not be generalizable to other disciplinary
learning contexts.

37. FUTURE RESEARCH
 Utilize variation theory to study informed learning in
various disciplinary contexts (recent examples include: Abdi, Bruce,
& Stoodley, 2014; Smeaton, Maybee, Bruce, & Hughes, 2015)
 Learning studies of informed learning lessons
 Learning study (e.g., Chik & Marton, 2010; Pang & Marton, 2003,
2005; Runesson, 2005) applies variation theory to a lesson
study model (Stigler & Hiebert, 1999), an iterative process of
research, changes, and implementation to improve the
effectiveness of lessons.

38. QUESTIONS
Thank you

39. REFERENCES
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