ASSOC. PROF. Ir. DR. HAYATI ABDULLAHPEng CEng CMarEng ASEAN Eng REEM M. AFEO FIMarEST FIEM MIEEE MEPA

Teaching & Learning Unit

UTM Centre for Academic Leadership (UTMLead)

Universiti Teknologi Malaysia

Johor Bharu

ACTIVE & EXPERIENTIAL LEARNING

Learning Outcomes

At the end of the workshop, participants are expected to be able to

– Explain the key learning principles that underpin the use of active and experiential learning methods

– Evaluate the use of a range of active and experiential learning methods

– Produce a range of active and experiential learning activities to promote disciplinary learning outcomes

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“Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments...

They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves”

(Chickering & Gamson, 1987, Seven principles for good practice in undergraduate education, p.3)

-Adapted from CDIO Workshop Component 2, Dennis Sale (Singapore Polytechnic), 2012

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Psychological Effects

• It’s not possible to be attentive for long periods of time

• We can’t take in too much information at once

• The brain needs time to process the information

• Discussing new learning and applying it in practice helps builds effective long term memory

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Adapted from CDIO Workshop Component 2, Dennis Sale (Singapore Polytechnic), 2012

Adapted from CDIO Workshop Component 2, Dennis Sale (Singapore Polytechnic), 2012

Position on List

Pro

po

rtio

n C

orr

ect

Adapted from CDIO Workshop Component 2, Dennis Sale (Singapore Polytechnic), 2012

Psychological Effects

• Primacy Effect (the tendency for the first items presented in a

series to be remembered better or more easily)

• Recency Effect (the tendency for the most recently presented

items or experiences to be remembered best)

• Von Restorff Effect (the tendency to remember distinct or novel

items and experiences)

Adapted from CDIO Workshop Component 2, Dennis Sale (Singapore Polytechnic), 2012

What is Active Learning ?

Michael Prince explains, “Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004)

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Active Learning

Active learning happens when students are given the opportunity to take a more interactive relationship with the subject matter of a course, encouraging them to generate rather than simply to receive knowledge. In an active learning environment, teachers facilitate rather than dictate the students’ learning.

IMPLEMENTING ACTIVE LEARNING

Active Learning

• An important learning principle, supported by extensive research is that students learn best when they are actively involved in the learning process

• This is illustrated using the learning pyramid

• The further down the pyramid students go, the more information they learn and retain Source: National Teaching Laboratory Institute

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Informal CL• incorporates group learning with small groups throughout the

lesson or by discussion at the end of a lesson, and typically involvesgroups of two (e.g. think-pair-share). These groups are oftentemporary and can change from lesson to lesson

Formal CL• is structured, facilitated, and monitored over time and is used to

achieve group goals in task work. T&L strategies include jigsawtechniques, case studies and assignments involving group problemsolving and decision making.

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Think-Pair-Share

o students are prompted to think about a topic or problem, record their ideas, pair with neighbour, and share their ideas

o This is a three-phase instructional tool

Phase one- Think Phase two- Pair Phase three- Share

Informal CL

Informal CLNumbered Heads Together

• Promotes discussion and accountability (individual and group)

• Beneficial for reviewing & integrating subject matter

• Students are placed in groups of 3 or 4 and each person is given a number (one to four)

• The lecturer poses a question and students "put their heads together" to figure out the answer

• The lecturer calls a random number and the students with that number raise their hands, and when called on, the student give the respond for his/her team

Informal CL

Buzz Groupo A small discussion group formed for a specific task (such as

generating ideas) within a specific period of time

o Large groups may be divided into buzz groups after an initial presentation in order to cover different aspects of a topic

o Buzz groups are a form of brainstorming

Informal CL

Fishbowl Groupo Inner group students discussing an issue or topic while the outer

group students listen, looking for themes to give feedback to thegroup on its functioning

Flipped ClassroomMind MapConcept TestClickers

Peer instruction is an evidence-based, interactive teaching method popularized by Harvard Professor Eric Mazur

• Flipped Classroom

• Mind Map

• Concept Test

• Clickers

Source: Yahya Samian, UTM

Informal CL Strategies

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• Brainstorming

• Focus Listing

• Open Questions

• Introductory Focused Discussion Pairs

• Turn to neighbours Summaries

• Two-Minutes paper

• One Final Question

• Closure Review Pairs

Informal CL Strategies

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• Cooperative Note Taking Pairs

• Reflection

• In-Class Teams

• Think Pair Share

• Note Checking

• Guided Reciprocal Peer Questioning

• Buzz Group

• Snowball Group

• Thinking Aloud Pair Problem Solving

• Pair Composition

• Pair Testing

• Individual & Pair Testing

• Question & Answer Pairs

• Read & Explain Pairs

• Fishbowl

Bookends Approach For Small & Large Class Sizes

• Homework (Think Pair Share)

Formal Cooperative Learning Models

Team-Games-Tournaments

(TGT)

Jigsaw

MODELSGroup

investigation

Student Teams Achievement Division (STAD)

JIGSAW

http://serc.carleton.edu/details/images/4698.html.

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Experiential Learning

• Experiential learning is a method of educating through ‘real world’ learning tasks such as:o Simulations

o Problem solving through case studies

o Project/Problem-based learning (PoPBL/PBL)

o Any activity that essentially models what would be

done in the real work scenario

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Experiential Learning

• Skills, knowledge, and experience can be acquired outside of the classroom setting, and may include o internships

o field worko community and

o service-learning projects (SULAM Project)

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George Lucas Educational Foundationhttps://www.edutopia.org/blog/principals-leadership-eric-sheninger

FUTURE UNIVERSITY Critical Success Factors

1 UG & PG program establishment

2

PG advancedstudies

3

University research focus

4Academia-

Industry partnership

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Stage Critical success factors

1 PhD staff

2 Well known professors

3 Research culture

4 Global networks

5 NEW ACADEMIA

5Entrepreneurial

academia

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

DEFINITION

Framework comprising new philosophyand new approaches towards

achieving entrepreneurial academia.

NEW ACADEMIA

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

NEW ACADEMIANew academia

Faculty members Professors, inventors, entrepreneurs

Learning materials Books, journals, experiences, Internet, internship

Philosophy Integration

Funding Grants, fees, VC, endowment, REITs

Students School leavers, mid-career, businessmen, early-career, life-long

Venue Campus, Internet, incubators, brands

Learning modes Lectures, tutorials, lab, studios, peer instruction, internship, experiential

learning, blended learning

Outcomes Degrees, expertise, business models, capital, networks, culture

Action

Adjunct staff, fellows

Internship, students’

business venture

New pedagogy, RA

Creative fund raising

Top UG; PG from corporations, research

Wifi, 4G, MTDC, Proton

NEW PEDAGOGY:learner-centric, Silicon V-culture, GOP, ethics

JOB CREATION; micro-credit, spin-off, projects

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

UTM NEW ACADEMIA LEARNING INNOVATION MODEL (NALI)

DEFINITION

New Academia Learning Innovation Modelis a framework comprising student-centredand blended learning philosophy, multiplelearning modes and materials towardsachieving entrepreneurial academia.

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

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Excellence in T&L

New Academia Learning

Innovation

Harnessing Talent

1. To align UTM teaching and learning models, activities,materials, environments and systems with the MalaysianNational Higher Education Strategic Plan , needs ofemployers and requirements of accreditation bodies.

2. To emulate best teaching and learning practices fromthe World’s best universities.

3. To develop UTM own identity related to teaching andlearning models, activities, materials, environments andsystems.

4. To create meaningful and interactive learning activities,materials, environments and systems appropriate toUTM Graduate Student Attributes.

OBJECTIVES OF NALI

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

NEW ACADEMIA LEARNING INNOVATION (NALI)

GUIDEBOOK 1st EDITION

LAUNCHED 20th SEPTEMBER 2016

UTM NEW ACADEMIA LEARNING INNOVATION MODEL (NALI)

2 elements under NALI:

oLearning Mode (Pedagogy/Andragogy) and

oLearning Materials (Digital Resources)

LEARNING MATERIALS (DIGITAL RESOURCES)

➢ Blended Learning – Blending between Face to Face teaching in class with active involvement online, web-based technology in teaching & learning

➢ Open Course Wares (OCW) – Utilising available resources (notes, slides, videos, simulation, assignments) available on the internet for teaching purposes

➢ MOOCs – Massive online Open Courseware; utilising common materials online for large audiences

➢ Student to Student Edutainment – Learning experiences through involvement of student preparing education-entertainment concept video or Apps to be shared with other students

➢ Video of exemplary professionals

➢ UTM e-Learning

➢ MIT BLOSSOMS (Blended Learning Open Source Science or Mathematics Studies) – MIT based blended online teaching for teaching Sciences and Mathematics

➢ STEMazing

LEARNING MODE (PEDAGOGY/ANDRAGOGY)

➢ Case Study Teaching (CS) - Using either Harvard Business Case Study, Engineering Case Study or other case study related to the field of study in getting students engage actively in the learning process

➢ Project Oriented and Problem Based Learning – Using Problem to drive learning with prerequisites of Active Learning and Cooperative Learning

➢ Scenario Based Learning – Learning process that developed through discussion on certain scenario based on real world situations or events

➢ Peer Instruction – Utilising concept of Flip Classroom, Just in Time Teaching, Concept Tests, Assessment in class voting system (clickers)

➢ Service/Community Based Learning – Learning through engagement of students in addressing or solving selected community issues or problems related to field of study

➢ Conceive, Design, Implement, Operate (CDIO) – Delivering Engineering Programme using Concieve, Design, Implement and Operate approach based on the principle that product, process, and system lifecycle development and deployment are the context for engineering education

➢ Job Creation – Experiential Learning that intends to develop student entrepreneurial mindset and skills through actual experience of forming company, preparing and bidding proposal and project delivery and financial management

➢ HIEPs – High Impact Educational Practices (FYE, Global Learning, Capstone Project, Empirical Research)

….Thank you

I Learned Something

Today!