Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes

INFORMED LEARNING IN THE

UNDERGRADUATE CLASSROOM:

THE ROLE OF INFORMATION EXPERIENCES

IN SHAPING OUTCOMES

CLARENCE MAYBEE

FINAL SEMINAR, APRIL 13, 2015

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)

OVERVIEW

Key contributions

Research interests and literature review

Methodology

Findings

Discussion

Conclusion and questions

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.

RESEARCH

INTEREST &

LITERATURE

REVIEW

INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

RESEARCH QUESTION

What are the qualitatively different ways that a

teacher and students experience using information

to learn in a subject-focused undergraduate course?

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.

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)

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)

METHODOLOGY

INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

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.

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)

INFORMATION USE AND

VARIATION THEORY

Object of learning

Information use (How)

Aspects Features

Content

(What)

Aspects Features

(Marton & Booth, 1997; Lupton, 2008)

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

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

DATA COLLECTION CYCLE

Intended

• Pre-lesson interviewswith teacher

Enacted

• Classroom observations

Lived

• Post-lesson interviews with students

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

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)

FINDINGS

INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

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.

1ST

LESSON

INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

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

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)

“”

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)

“”

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 essayStudents experienced the lesson as offering techniques for completing the assigned paper.

C. Instructions for any essayStudents 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

2ND

LESSON

INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

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.

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)

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

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)

“”

DISCUSSION

INFORMED LEARNING IN THE UNDERGRADUATE CLASSROOM

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

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)

“”

INFORMED LEARNING DESIGN

Drawn from:

Backwards design (Wiggins & McTighe, 2005)

Informed learning (Bruce, 2008)

Variation theory(Marton, 2014; Marton & Tsui,

2004)

My findings

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.

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.

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.

QUESTIONS

Thank you

REFERENCES

Abdi, E. S., Bruce, C. S., & Stoodley, I. (2014). The experience of learning in “The Cube”:Queensland University of Technology’s giant interactive multimedia environment. Informatics, 1(2), 126–146.

Andretta, S. (2012). Ways of experiencing information literacy: Making the case for a relational approach. Oxford, UK: Chandos Pub.

Booth, S. (1992). Learning to program: A phenomenographic perspective. Göteborg, Sweden: Acta Universitatis Gothoburgensis.

Bruce, C. S. (1997). The seven faces of information literacy. Adelaide: Auslib Press.

Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.

Chik, P. P. M., & Marton, F. (2010). Chinese pedagogy and a pedagogy for learning Chinese. In F. Marton, S. K. Tse, & W. M. Cheung (Eds.), On the learning of Chinese (pp. 9–30). Rotterdam: Sense Publishers.

Edwards, S. L. (2006). Panning for gold: Information literacy and the Net Lenses model. Adelaide, AUS: Auslib Press.

Limberg, L. (1999). Experiencing information seeking and learning: A study of the interaction between two phenomena. Information Research, 5(1). Retrieved from http://informationr.net/ir/5-1/paper68.html

Limberg, L. (2000). Is there a relationship between information seeking and learning outcomes? In Information literacy around the world: advances in programs and research (pp. 193–207). Wagga Wagga, N.S.W: Charles Sturt University, Centre for Information Studies.

Locke (Diehm), R. A. (2009). Learning information literacy: Qualitatively different ways education students learn to find and use information (Masters Thesis). Griffith University.

REFERENCES

Lupton, M. (2004). The learning connection: Information literacy and the student experience. Adelaide: Auslib Press.

Lupton, M. (2008). Information literacy and learning. Blackwood, S. Aust.: Auslib Press.

Marton, F. (2014). Necessary conditions for learning. New York: Routledge.

Marton, F., & Booth, S. (1997). Learning and Awareness. Mahwah, NJ: Lawrence Erlbaum.

Marton, F., & Tsui, A. (2004). Classroom discourse and the space of learning. Mahwah, N.J: L. Erlbaum Associates.

Maybee, C. (2006). Undergraduate Perceptions of Information Use: The Basis for Creating User-Centered Student Information Literacy Instruction. Journal of Academic Librarianship, 32(1), 79–85.

Maybee, C. (2007). Understanding our student learners: A phenomenographic study revealing the ways that undergraduate women at Mills College understand using information. Reference Services Review, 35(3), 452–462.

Mok, I. A. C., Runesson, U., Tsui, A. B. M., Wong, S. Y., Chik, P., & Pow, S. (2002). Questions and variation. In F. Marton & P. Morris (Eds.), What matters? Discovering critical conditions of classroom learning. (pp. 75–92). Goteborg, Sweden: ACTA Universitatis Gothoburgensis.

Pang, M. F., & Marton, F. (2003). Beyond “Lesson Study”: Comparing Two Ways of Facilitating the Grasp of Some Economic Concepts. Instructional Science, 31(3), 175–94.

Parker, N. J. (2006). Assignments, information and learning: the postgraduate student experience. Unpublished Dissertation, University of Technology, Sydney. Retrieved from http://epress.lib.uts.edu.au/research/handle/10453/20242

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