#dapp162 session 3: designing for learning & learning theories

PgCert > #DAPP162

http://www.celt.mmu.ac.uk/ @mmu_celt

Chrissi Nerantzi @chrissinerantzi

DESIGNING FOR LEARNING

& LEARNING THEORIES

IN PRACTICE

“I have to say attendance has been quite poor recently,

but the level of the students is quite good.”

http://s0.geograph.org.uk/geophotos/03/50/32/3503266_e5cfea44.jpg

http://www.celt.mmu.ac.uk/

#DAPP162 ASSESSMENT

What we agreed as a group

2 observations and related reflections on these and evidence how you

meet the learning outcomes.

Plus supporting evidence from the observations

Plus CPD action plan

Plus the completed PSF grid (ILTA and DAPP)

State the above at the beginning of the portfolio as agreed with your

tutor

Intended learning outcomes

By the end of this week, you will have had the opportunity to:

• discuss and evaluate your own design process for learning including constructive alignment

• explore active learning approaches and a selection of learning theories to maximise learning in your own practice

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Chris

Theory 1: Teaching as telling, transmission or delivery - PASSIVE

students are passive recipients of the wisdom of a single speaker – all problems reside outside the lecturer

Theory 2: Teaching as organising or facilitating student activity - ACTIVE

students are active – problems shared

Theory 3: Teaching as making learning possible – SELF-DIRECTED

teaching is cooperative learning to help students change their understanding. It focuses on critical barriers to student learning (Threshold Concepts – Meyer and Land, 2003) Learning is applying and modifying one’s own ideas; it is something the student does, rather than something that is done to the student. Teaching is speculative and reflective, teaching activities are context-related, uncertain and continuously improvable.

(Ramsden, 2003, 108-112)

Three main theories of teaching in HE

"I think it would be really interesting if there was a module in every year that had nothing in it; no content, no learning outcomes, just a slot of time, a space, and some money for the staff to do something truly ground breaking. And if it all goes pear-shaped, no-one is going to get canned." John Grayson, Metal Smith and Automata Maker

http://www.creativeacademic.uk/uploads/1/3/5/4/13542890/pedagogic_narrative_kat

e_dunton.pdf

http://www.creativeacademic.uk/uploads/1/3/5/4/13542890/pedagogic_narrative_kate_dunton.pdf



Circuit training

https://upload.wikimedia.org/wikipedia/commons/0/01/US_Navy_110128-N-6999H-

042_Sailors_participate_in_circuit_training_during_a_morning_group_physical_training_session_at_Joint_Base_Charleston-Weapon.jpg

Session planning

http://4.bp.blogspot.com/-UhB81Ir7_fw/T_VOu5MsyuI/AAAAAAAAAkA/sP1tjA7wkuA/s1600/sys_diagram.jpg

Constructive alignment

Threshold concepts

Planning a session

• Your learners • Group size

• Title • Time/duration • Day/date, location • Aims and Learning Outcomes • Structure and Content • Methods/Activities • Aids and Resources • Assessment • Differentiation • Reflection/Evaluation

• “If you fail to plan, you plan to fail!”

8 Could you use a collaborative mind mapping tool to put a session together?

Pair: Share task

Individual: Consider a Session you teach next week • What is the underlying pedagogical approach? • Consider using a different approach and then how you

would need to change the session accordingly 15 mins

Pair: • Discuss the suggested change • Consider the barriers to this change and potential

solutions 15 mins

Intended Learning Outcomes

• “Descriptors of the ways that students will be

expected to demonstrate the results of their learning.” Race (2000:10)

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A well-written learning outcome statement should:

• Contain an active verb, an object and a qualifying clause or

phrase that provides a context or condition

• Be written in the future tense

• Identify important learning requirements: knowledge, understanding, skills, attitudes at each appropriate level

• Be achievable and measurable

• Use clear language, understandable by students

• Relate to explicit statements of achievement

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Learning outcomes, minimum requirements

• Helps to balance a module’s delivery

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nice

could

should

essential

Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59

Must be delivered,

ROBERT?

Independent learning,

going beyond, SUSAN?

Resources:

• Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learning

http://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng%20outcomes%20for%20busy%20academics.rtf

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http://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng outcomes for busy academics.rtf



The Cognitive Domain and Bloom’s Taxonomy

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evaluation

synthesis

analysis

application

comprehension

knowledge

creating

evaluating

analysing

applying

understanding

remembering Bloom’s Taxonomoy (1956)

Anderson and Krathwohl Revision (2001)

Educational Psychology Interactive: The Cognitive Domain

http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

Knowledge arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state

Comprehension classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

Application apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Synthesis arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

Evaluation appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

Bloom’s Taxonomy and verb list

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Beginners Mastery

a small range several a wide range

simple complex

Supervised Autonomously

A basic A complex

A general A very detailed

A specific A range a wide range

Basic Advanced

Detailed

avoid/use

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avoid words like Know...

Understand...

Really know...

Really understand...

Be familiar with...

Become acquainted with...

Have a good grasp of...

Appreciate...

Be interested in...

Acquire a feeling for...

Be aware of...

Believe...

Have information about...

Realize the significance of...

Learn the basics of...

Obtain working knowledge of...

use words like State...

Describe...

Explain...

List...

Evaluate...

Identify...

Distinguish between...

Analyse...

Outline...

Summarize...

Represent graphically...

Compare...

Apply...

Assess...

Give examples of...

Suggest reasons why...

Let’s try something!

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Think of 1 thing you want your students to learn in your next session.

What will they do to learn this?

How will you know that they have learnt it?

Constructive alignment (Prof. John Biggs, 1999)

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Learning and Teaching activities

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Intended Learning Outcomes

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Assessment Method

•Students construct meaning from what they do to learn.

•The teacher aligns the planned learning activities with the learning outcomes.

Assessment

• Research shows that inclusive assessment achieves higher levels of student satisfaction, provides increased opportunities for discussion and leads to improvements in student marks and grades.

• Inclusive Assessments are built into course design and meet the assessment needs of the majority of students. Inclusive assessments are concerned with equality of opportunity. It is an approach that recognises that students have different learning styles and offers a range of assessment methods necessary to assess the different ways in which students can demonstrate the achievement of the learning outcomes.

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assessment for learning

assessment of learning

National bodies

• Quality Assurance Agency (QAA)

– Frameworks for HE qualifications (FHEQ)- describe the achievement represented by higher education qualifications.

– Subject Benchmark statements for U/G

– Master's Degree Characteristics

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http://monkeychamonix.com/site/wp-content/uploads/2015/07/monkey-think.jpg

From transmission

To experiencing and constructing

To co-creating

Learning theories

from transmission…

to experiencing and constructing…

to co-creating...

activity in small groups Task 1: Each groups studies one of the following theories (15 mins)

• Behaviourism

• Cognitivism

• Socio-constructivism

• Connectionism

• Connectivism

Task 2: Create a poster to capture the key characteristics of each theory. (15 mins)

Discuss the following:

• Pros = The advantages of this theory in HE practice

• Cons = The disadvantages of this theory in HE Practice

• Application = The applicability of this theory to your area of practice

• Unsuitable for = Areas within your practice that this theory would be difficult/unsuitable to apply

Task 3: Share your findings with the other groups. (10 mins)

Threshold Concepts? (Meyer & Land, 2003)

• Certain concepts are held to be central to the mastery of a subject

• They have the following features:

– Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.

– Troublesome: Threshold concepts are likely to be troublesome for the student. e.g when it is counter−intuitive.

– Irreversible: They are difficult to unlearn.

– Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.

– Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.

– Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language.

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Applying theory to Practice

Using the information from the pre session study and create a chart to capture the key characteristics of each theory and relate to your practice.

• Behaviourism

• Cognitivism

• Humanism

• Socio-constructivism ( Connectivism)

1: Discuss the following:

• Pros = The advantages of this theory in HE practice

• Cons = The disadvantages of this theory in HE Practice

• Application = The applicability of this theory to your area of practice

• Unsuitable for = Areas within your practice that this theory would be

difficult/unsuitable to apply 30 Mins

2. Share your findings with the other groups. 20 Mins

Behaviourism

Pros Cons Application Unsuitable for

Quick behaviour change. Learner adapts Measurable behaviour change

Internalised reasoning/ understanding? Learner can adapt to a negative Passive learners Measured behaviour change may not be an indicator of understanding

Competency based learning. Practical Skills Relationship between assessment and feedback

Development of critical reasoning Development of reflection. Theoretical analysis

Cognivitism


Lifelong learning Active not passive Builds problem solving skills Leads to depth of understanding

Requires time Requires level of intelligence/ schema Loss of control from tutor

Theoretical knowledge & understanding, Group work PBL Facilitation

Situations that require quick return. Requires motivated learners

Humanism


Considers the student as a whole person Encourages personal development Lifelong learning Encourages other skills

Relies on motivational theory that maybe flawed. Role of tutor as facilitator requires a role change for some tutors Pure humanism – unstructured and un assessed

Consideration of environmental and physiological influences on learning Group work Self directed learning Discussion groups PBL

Highly structured learning. Strictly organised courses

Experiential learning Pros Cons Application Unsuitable for

Real world learning. Encourages reflection and action planning Encourages application of theory Encourages experimentation Awareness of own and students preferred styles

Reflection is a difficult skill – requires certain level of cognition. Needs a basis of theory. Need to complete whole cycle

Application of theory in context. Skills development Role play

Basic theory Students with skewed learning style

Constructivism Pros Cons Application Unsuitable for

Active Learning/ Autonomy Links to range of pedagogy Lifelong learning / key graduate skills/ problem solving Shift in teacher learner roles/power Aids retention of knowledge Peer Learning / collaborative learning

Perpetuation of misconceptions. Requires skilled facilitator. Change in curriculum approach Small group work – staff intensive Motivated student New way of learning –tales time for students to adapt

Experimentation/ discovery learning Research/Project work PBL Field trips – situational Discussion groups Online _ forums, blogs Lecture as a resource Theory and its application

Time limits Limited resources?

References

• Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP • Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay • Bourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future. Reflections on HE, pp. 77-102. • Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: Routledge • Hussey, T. and Smith, P. (2002) The Trouble with Learning Outcomes, Active Learning 3 (3) 220-233 • Hussey, T. and Smith, P. (2003) The Uses of Learning Outcomes, Teaching in Higher Education 8 (3) 357-368 • Hussey, T. and Smith, P. (2008) Learning Outcomes: a conceptual analysis, Teaching in Higher Education 13 (1) 107-115 • Knight, P. (2002) Being a Teacher in Higher Education Buckingham: SRHE/OUP • Knight, P. (2001) ‘Complexity and curriculum: a process approach to curriculum making’ in Teaching in HE Vol 6 No 3 pp369-381. • Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology London: Routledge • Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education London: PCP publishing • Nixon, J. (2001) Not without dust and heat: the moral bases of the new academic professionalism, British Journal of Educational Studies, 49, 2. 173-

186. • Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.),

Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.

• Ramsden, P. (1992) Learning to Teach in Higher Education London: Routledge. • Schon D. A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic Books. • Shulman, L.S. (1987) ‘Knowledge and teaching: foundations of the new reform’ in Harvard Educational Review February 57 (1) pp.1-22. • Steeples, C, Jones, CR & Goodyear, P (2002) Beyond e-learning: a future for networked learning. In C Steeples and CR Jones (Eds) Networked learning

: principles and perspectives. London: Springer • Trigwell, K. (2001) Professionalism in the practice of teaching: the role of research ILT Conference - Keynote address University of York • Trigwell, K., Prosser, M., and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science, Higher Education 27, • pp75-84. • Universities UK (2004) Towards a Framework of Professional Teaching Standards: Consultation Document. • http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/

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http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/

PgCert > #DAPP162 @chrissinerantzi http://www.celt.mmu.ac.uk/ @mmu_celt

next week is our last “session”:

ET (effective teaching)

preparation:

Think of a recent teaching situation that

didn’t work. Write it down and bring this

piece of paper with you. Be prepared to

share it.

We will meet at 1pm

outside the Arndale Centre

in Exchange Square

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http://www.celt.mmu.ac.uk/

Surprise, surprise!

We will meet outside the

Arndale Centre, Exchange

Square, Manchester M3

1BD.

Please, wear comfortable

clothing and shoes and bring

some pocket money with

you.

If you will be late, or in an

emergency, please contact

us on the numbers shown

below.

Chrissi xxxxx (has been

shared on print out).

What we are going to do?

Well, it will all become

clear when you arrive, or

shortly after.

Remember to bring your

story (recent teaching

situation that didn’t work!

Surprise, surprise!

On the 16 November we are going to meet at 1pm at…