WISER: Teaching Constructing Learning Experiences This session will outline some key ideas relating to the choice and use of resources in university teaching with particular reference to the context of Oxford University. Hubert Ertl and Ashish Jaiswal (OUDES) Keith Trigwell (OLI) and Judy Reading (OULS)
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WISER: Teaching Constructing Learning Experiences This session will outline some key ideas relating to the choice and use of resources in university teaching.
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WISER: TeachingConstructing Learning ExperiencesThis session will outline some key ideas relating to the choice and use of resources in university teaching with particular reference to the context of Oxford University.
Hubert Ertl and Ashish Jaiswal (OUDES)Keith Trigwell (OLI)
and Judy Reading (OULS)
Constructing Learning Experiences
Learner Teacher
Formal teachingSupervision and mentoring
Personal contact
Subject
Research-Based Activities
Active engagement with knowledge
resources
Learning Experience
Always enhancing the learning circle
A new notion of learningTraditional didactic
paradigmConstructivist
paradigm
Aims of learning acquisition of (isolated)
facts
conceptual, transferable frameworks
Role of teacher possessor and director of knowledge
expert and mentor
Learning Activity recall discovery
Design of learning ‘one size fits all’ individualised
Creation of Learning
environmentStatic
Dynamic collaboration between learners and
teachers
Development of learning
environment
Exclusively determined by teacher
Learners in a position to find a variety of resources
Heuristic Knowledge Exchange Environment across Departments : Role of Oxford Colleges
Deep and Surface approaches
Deep SStudents focus their attention on the overall meaning or message in a class session, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience.
S Surface SStudents focus their attention on the details and information in a class session or text. They are trying to memorise these individual details in the form they appear in the class or text or to list the features of the situation in order to pass the examinations.
Relating approach to outcome
Degree Class by Deep Approach Scale
3 3.2 3.4 3.6 3.8 4
Class III/Pass
Class II Div 2
Class II Div 1
Class I
Mean of DA (Scale 1-5)
Degree Class by Surface Approach Scale
2 2.5 3 3.5 4
Class III/Pass
Class II Div 2
Class II Div 1
Class I
Mean of SA (Scale 1-5)
EEffects of skills courses onStudent Approaches to Learning
40
25
Term 1 Term 3
Deep
Surface
AttendersNon attenders
ITTF - Information transmission/teacher focus (Levels 1 and 2)
Staff focus their attention on what they do (forward planning, good management skills, an armoury of teaching competencies, ability to use IT …). They attempt to transmit the information about the curriculum on the assumption that students will learn from that process. That information is often complex and requires presentation skill. They see differences in learning outcome being due to differing student ability or differing teacher competence in presentation.
Approaches to Teaching
CCSF - Conceptual change/student focus (Levels 3 and 4) Staff focus their attention on the students and monitor their perceptions, activity and understanding. Transmission is not enough. They assume students construct their own knowledge, and the task of the teacher is to challenge current ideas through questions, discussion and presentation. Includes mastery of techniques, including those associated with transmission, but this is an empty display without learning.DDifferences in learning outcome occur in the relation between student and context
Approaches to Teaching
RRelating Learning & Teaching
VVariable Variable
SA DA ITTF CCSF
Surface Approach (SA) - -.21 .37** -.46**
Deep Approach (DA) - -.14 .34*
IInform. Transm./Teacher-focus (ITTF) - -.23
CConceptual Change/Student-focus (CCSF) -
Using an online teaching strategy
From a student-focused conception this might raise the following two questions: Is this strategy likely to achieve the student learning aims? What type of learning is likely to be encouraged using this
strategy? From a teacher-focused perspective, the questions raised are more likely to include: Is this strategy likely to be the most efficient method of dissemination? What amount of coverage is likely to be achieved using this
approach?
Using teaching resources
From a student-focused conception Question: If I use this resource, what type of student learning is likely to be encouraged? From a teacher-focused perspective Question: : What amount of coverage or dissemination is likely to be achieved using this resource?
What learning resources are available to us?
People:Teachers, peer group, experts, visiting speakers, librarians, other support staff …
Learning materials:Print books and journals, e-books and online journals, video, television, slides,
audio-tapes, practical kits, games, online databases, CD-Roms, interactive multi-media, internet, online tutorials and other forms of computer-assisted learning including simulations, computer-mediated conferencing …
Other:
Museums, art galleries, corpses, local industry, government departments and research institutes …
Some useful educational paradigmsFrom behaviourism we have the principles of:• Activity – the learner is more effective when actively engaged• Repetition – learning is improved through practice• Reinforcement – the reward of success improves learning and is the principle source of motivation
From cognitive theory we have the principles of:• Learning with understanding – new knowledge should mesh with old• Organization and structure – a logical structure of information is important and sequencing of information
improves learning• Perceptual features – the form of presentation of information is important• Cognitive feedback – learners should be given information on their progress• Individual differences – intellectual ability and personality affects learning
From socio-cultural theory we have the principles of:• Learning as a natural process – people have a natural curiosity• Purposes and goals – defined goals increase motivation• Social situation – group atmosphere affects learning• Choice, relevance and responsibility – learning is improved when learners perceive relevance and are responsible
for their own learning• Anxiety and emotion – fear inhibits learning and learning is more effective when it involves a student’s emotions as
well as intellect
Applying paradigms to Computer-Assisted Learning
Paradigm: Instructional
(Skinner and Gagne)
Revelatory
(Bruner and Ausubel)
Conjectural
(Piaget and Papert)
Key concept Mastery of content Discovery, intuition, getting a ‘feel’ for ideas
Articulation and manipulation of ideas and hypothesis-testing
Curriculum emphasis Subject matter as the object of learning
The student as the subject of learning
Understanding, ‘active’ knowledge
Educational means Rationalisation of instruction, especially in sequencing presentation and feedback reinforcement
Providing opportunities for discovery and vicarious experience
Manipulation of student inputs, finding metaphors and model building
Role of the computer Presentation of content, task prescription, student motivation through fast feedback
Simulation or information-handling
Manipulatable space/field/ ‘scratch-pad’ language/ for creating or articulating models, programs, plans or conceptual structures
Assumptions Conventional body of subject matter with articulated structure; articulated hierarchy of tasks, behaviourist learning theory
(Hidden) model of significant concepts and knowledge structure; theory of learning by discovery
Problem-oriented theory of knowledge; general cognitive theory
Diana Laurillard’s ‘conversational framework’
“… there must be … a continuing iterative dialogue between teacher and student, which reveals the participants’ conceptions, and the variations between them, and these in turn will determine the focus for the further dialogue”
She analyses each type of educational medium in terms of the Conversational Framework to see how far it serves the needs of a principled teaching strategy.
Educational media
• Narrative media are the linear presentational media print, audio, video and others – non-interactive
• Interactive media – presentational media which includes hypertext, multimedia resources, web-based resources and internet-delivered television- essentially linear media delivered in an open user-controlled environment
• Communicative – allow people to discuss
• Adaptive – computer-based media which are capable of changing their state in response to user’s actions
• Productive – enables people to produce their own contributions
Learning experience Methods,technologies Media forms
Attending, apprehending Print, TV, video, DVD Narrative
Investigating, exploring Library, CD, DVD, Web resources
Experimenting, practising Laboratory, field trip, simulation
Adaptive
Articulating, expressing Essay, product, animation, model
Productive
More ideas to consider …
• Resource-based learning (Gibbs and others)
• Information literacy skills
• Resources as ‘emancipatory’ ie they save time for ‘authentic’ labour
• Advance organisers (Ausubel) and scaffolding (Vygotsky and others)
• Orchestrating the resources you use – for example constructing learning activities around a particular resource
• Learning styles (Kolb and Entwistle)
• Specific learning needs
Some practical considerations: Access to resources is key. Does the last to reach the Library have as much chance as the
first of gaining access to the texts you are referring to?Make life easier for your students:
• Tell the Library in plenty of time what you will be asking the students to read.• Try and include chapters or individual articles rather than whole books• Consider putting together a course reader and selling it to students• Give students a wide choice of focus or stagger assignments so that they are
not all chasing the same material at the same time• Choose a few books which will be relevant throughout the course and ask the
students to buy them • Write course materials yourself (this can be an expensive option and you need
to remember to update)• Spend time finding out what is available for you to use• Talk to Library and other support staff• Be clear in your guidance to students so they know what is expected of them • Ensure students have the requisite skills to make the most of the learning
environment.
Suggestions for further reading
• Researching into Learning Resources in Colleges and Universities / Chris Higgins, Judy Reading and Paul Taylor – Kogan Page, 1996 – 0749417714
• Rethinking University Teaching : a Conversational Framework for the effective use of learning technologies / Diana Laurillard – 2nd ed. – Routledge, 2002 – 0415256798
• Understanding Learning and Teaching / Michael Prosser and Keith Trigwell SRHE and Open University Press, 1999 – 0335198317
• Look under “Education” on OXLIP
• Come to the Department of Educational Studies Library