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Research-based teaching at the University: How to use groups and technology to improve learning. Anne Nevgi & Erika Löfström Centre for Research and Development of Higher Education, Department of Education Aleksanteri-Instituutti 16.2.2006. How we have planned to proceed.

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Research-based teaching at the University: How to use groups and technology to improve learning


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    1. Research-based teaching at the University: How to use groups and technology to improve learning Anne Nevgi & Erika Löfström Centre for Research and Development of Higher Education, Department of Education Aleksanteri-Instituutti 16.2.2006

    2. How we have planned to proceed • Research-based teaching – definitions • Collaborative learning and group work in online learning settings • How to support collaborative learning? • IQ Team - Supports the Web group and its' students in collaborative learning and group processes. Gives the teacher information about the students in the group and how they function as a team. • How teachers learn to teach on virtual learning environment – to use ICT effectively to support learning processes • Two case studies

    3. Pedagogical training in the University of Helsinki • Centre for Reserch and Development of Higher Educationorganizes and offers pedagogical courses for university teachers and researches • Level I – 10 study credits • Level II – 15 study credits • Level III – 35 study credits • active in pedagogical reserch to support teaching and learning in higher education • Scholarship of University Teaching • Development of critical thinking in higher education • Quality of Web-based learning • Research & Development Unit for Medical Education • Viikki Campus Educational Development Service (VOK)

    4. Definitions of research-based teaching • research-led • students learn about research findings • content is dominated by staff research interests • information transmission is the main approach to teaching • research-oriented • students learn about research processes. • both the process of knowledge creation and the learning process are emphasized • research-based • students learn as researchers through inquiry-based activities • roles between teacher and student is minimised

    5. Research-led teaching includes • Research staff – teaching is undertaken by researchers who are actively researching and publishing • Evidence-based teaching – teaching is based on evidence of students’ experiences in the light of psychological and pedagogical literature • Research-based curriculum – curriculum reflects research processes and activities (e.g. team working, giving presentations and papers) • A culture of inquiry – there are debates and discussions within the subject discipline and pedagogical matters • A community of scholars – students are inducted into the culture and community of researches within discipline

    6. • Research-aligned teaching – teaching is organized by the particular research strengths and interests of staff • Teaching-led research – teaching stimulates disciplinary researchs as ideas, theories and concepts are engaded with critically by students • (Skelton, 2005, 65) • Teaching-led research ??? • Research-led teaching ???

    7. Learning is a social process - social and participatory learning skills • Knowledge is not an individual possession, but socially shared and emerges from participation in sociocultural activities (Raynolds et al 1996, 98) • Learning requires also social skills. This means that learners will need skills which make them capable to social interaction • A collaborative knowledge construction within a systemic approach • Help-seeking strategies (Niemi, Virtanen, & Nevgi 2005)

    8. Personal Social Learning Environment (Niemi, Virtanen, & Nevgi 2005)

    9. Metacognitive skills Personal Social Self Regulation Learning Environment Reciprocal relationships (Niemi, Virtanen, & Nevgi 2005)

    10. Metacognitive skills Social interdependence Social Personal Per Self Regulation Learning Environment (Niemi, Virtanen, & Nevgi 2005)

    11. Metacognitive skills Social interdependence Personal Self Regulation Social Learning Environment Infrastructure Teaching/Learning culture (Niemi, Virtanen, & Nevgi 2005)

    12. Metacognitive knowledge and skills • Metacognitive knowledge • about person, task, and strategy variables and their interactions • Metacognitive judgements and monitoring • activities and processes that learners use in a strategic way while performing a task • Self-regulation • the highest level of metacognitive activity • changing skills and strategies in response to new or changing task demands. (Niemi, Virtanen, & Nevgi 2005)

    13. IQ Team – tool for students and teachers to improve group working skills in virtual learning environment

    14. The Test of Group RolesCronbach’s alpha-scores (Niemi, Virtanen, & Nevgi 2005)

    15. The Test of Social InterdependenceCronbach’s alpha-scores (Niemi, Virtanen, & Nevgi 2005)

    16. The tests of Group Processes and Knowledge Creating Cronbach’s alpha-scores * = dimension remodified by constructing new items (Niemi, Virtanen, & Nevgi 2005)

    17. Correlations of the social behavior * = p<.05, ** = p<.001 (Niemi, Virtanen, & Nevgi 2005)

    18. Correlations of the social behavior * = p<.05, ** = p<.001 (Niemi, Virtanen, & Nevgi 2005)

    19. Research-based teaching at the University: How to use groups and technology to improve learning Anne Nevgi & Erika Löfström Centre for Research and Development of Higher Education, Department of Education Aleksanteri-Instituutti 16.2.2006

    20. Mixed modes Web-supported contact teaching Online learning Blended web-based learning Contact teaching Use of the Web 0% 100% Web-based teaching and learning

    21. To think about… What is your relationship to technology in teaching? Why do you use it, or if you don’t, why not? What is the pedagogical justification behind your choice?

    22. Quality teaching Teachers’ pedagogical thinking Plans for development of teaching Reflective writing DATA Teachers’ teaching experience Teachers’ Needs of support Teachers’ experiences of being a student

    23. Cases on the pedagogical awareness in teachers as learners of the use of ICT in teaching • Pedagogy in University teacher’s Weblogs ondeveloping their web-based teaching – What Matters? • Data: Teachers’ Weblog Accounts, N = 26

    24. Meaningful Learning Ausubel 1968; Novak & Gowin 1984; Jonassen 1995; Ruokamo & Pohjolainen 1999; Nevgi & Tirri 2003 Criteria How does the Web support it? How can you tell? • Interactivity Discussion forum Critical thinking, open- • Collaborative Mutual platforms Studying together learning • Activity Interactivity Self-directedness • Constructivity Structure Combinig, comparing • Contextuality Virtual realities Problem-solving • Transfer Virtual spaces Practicing, applying • Intentionality Tools for planning Goal-oriented activity • Reflexivity Metacognitive tools Exploring own learning