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Engaging learning – How to activate teacher students on a lecture course?

Engaging learning – How to activate teacher students on a lecture course?. Kirsti Lonka & Elina Ketonen University of Helsinki, Finland kirsti.lonka@helsinki.fi Twitter: @kirstilonka elina.e.ketonen@helsinki.fi. Feedback.

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Engaging learning – How to activate teacher students on a lecture course?

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  1. Engaging learning – How to activate teacher students on a lecture course? Kirsti Lonka & Elina Ketonen University of Helsinki, Finland kirsti.lonka@helsinki.fi Twitter: @kirstilonka elina.e.ketonen@helsinki.fi Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  2. Feedback Student-activating and engaging learning (Lonka & Ahola, 1995; Lonka & Ketonen, in press) The goal, summative evaluation Assessing change, deepening interest – what new was created?– what should be developed? Activating and diagnosing, catching interest, setting context and goals, starting the process. OBSERVE CHANGE DIAGNOSE ACTIVATE FOSTER LEARNING Diagnostic evaluation, feed forward Diagnostic evaluation, feed forward Fostering the learning process and reflective thinking, maintaining interest, (face to face, P2P, virtually etc.), creating new knowledge or new practices

  3. Aims How to promote engagement and active learning in teacher education (in a lecture context)? What was the level of interest and academic emotions experienced during a student-activating lecture course? How were such variables related to experienced engagement, self-study time, and study success? Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  4. Participants and Context The participants were 107 first-year teacher students who attended an introductory course in educational psychology at the University of Helsinki. The introductory course in educational psychology included 24 hours of student-activating lectures. The final examination was based on two broad essays calling for understanding and application. Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  5. Method Questionnaire measuring academic emotions, challenge experienced, sense of competence, and self-study time. Data were collected five days before final examination. Study success assessed on basis of course examination. Step-wise cluster analysis and two ANOVA tests were conducted. Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  6. Variables Academic emotions Challenge of the task Interest Enthusiasm Determination Energy Anxiety Exhaustion Nervousness Irritation Sense of competence Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  7. Results 1/3: Cluster analysis Figure 1. Emotional profiles (mean scores) of the groups. Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  8. Results 2/3: Student groups Three clusters (emotional profiles) were identified: Engaged students (36%) Unstressed students (25%) Anxious students (39%) Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  9. Results 3/3: Differences p = .010 p = .006 Table 1. Between-group differences in self-study time and study success. Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  10. Conclusions The course was experienced highly interesting and challenging. Situational academic emotions played a role in successful studying  becoming engaged or even anxious was better than remaining unstressed. How can we even better promote engagement?  designing ELE – Future learning environments for teacher education in 2012. Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  11. Activities in World Design Capital Year 2012 – ELE Living Lab 2011 developing the plans, interior design, technological plans, advertising the concept 2012 Finishing the facilities Summer school (August 7-23, 2012) Grand Opening (August 21, 2012) Exhibitions and Happenings (fall 2012) Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  12. COLLABORATIVE KNOWLEDGE CONSTRUCION INA LARGE GROUP • SMART podium maintains eye contact • with the audience • The picture shows a traditional version! • We intend to use Flinga application so • that the students can join collaborative • knowledge construction during lectures • Also the products of e-learning can be • shared here SMART podium

  13. Collaborative knowledge construction

  14. SMART Board (5-6 kpl) + Podium (1kpl) Tila: hyvä, mutta vielä neuvoteltava Backstage Screen 1 Led? Performance Touch table in the future Groups 2 iPad Groups 3 Computers with SMART Yhteisopetus mahdollisuus Flinga: Throwing ideas into Podium/Big Screen Stress Free Performance i Smart-bridgit: interaction between The Instructor and the students xbox+Kinect 2c 2a 2b 4 Projector

  15. References Heikkilä,. A., Lonka, K., Nieminen, J., & Niemivirta, M., (in press). Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-being, and study success. Higher Education. Litmanen, T., Lonka, K., Inkinen, M., Lipponen, L., & Hakkarainen, K. (in press). Capturing teacher students' emotional experiences in context: Does inquiry-based learning make a difference? Instructional Science. Lonka, K., & Ahola, K. (1995). Activating instruction: How to foster study and thinking skills in higher education. European Journal of Psychology of Education, 10(4), 351-368. Lonka, K. & Ketonen, E. (in press). How to make a lecture course an engaging learning experience? Studies for the Learning Society. Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

  16. More information Project Coordinator oskari.salmi@helsinki.fi hanna.heiskanen@helsinki.fi (researcher) kirsti.lonka@helsinki.fi (PI) http://blogs.helsinki.fi/wdc-2012 http://blogs.helsinki.fi/wdc-2012/helsinki-summer-school-eng/ http://blogs.helsinki.fi/wdc-2012/oppimisen-uudet-tilat-eng/ Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

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