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Introduction to Learning and Teaching in Higher Education

Introduction to Learning and Teaching in Higher Education. Dr Nathalie Sheridan Nathalie.Sheridan@Glasgow.ac.uk Dr Vicki Dale Vicki.Dale@Glasgow.ac.uk. Today’s Session. What is Learning? Learning theories How do you facilitate learning? Pt 1 Your role as a teacher  Break

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Introduction to Learning and Teaching in Higher Education

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  1. Introduction to Learning and Teaching in Higher Education Dr Nathalie Sheridan Nathalie.Sheridan@Glasgow.ac.uk Dr Vicki Dale Vicki.Dale@Glasgow.ac.uk

  2. Today’s Session • What is Learning? • Learning theories • How do you facilitate learning? Pt 1 • Your role as a teacher  • Break • How do you facilitate learning? Pt 2 • How do you check understanding?  • Assessment and feedback (c) Nathalie Sheridan

  3. What is Learning? Knowing more about your learners and the learning process...

  4. Activity How do you define learning?  What are the characteristics or elements of learning? Discuss...

  5. (Entwistle, McCune and Tait, 2013) Approaches to learning Deep Surface Lack of purpose Unrelated memorising Fear of failure Syllabus-boundness Strategic • Seeking meaning • Relating ideas • Use of evidence • Interest in ideas • Monitoring effectiveness • Organized Studying  • Time Management  • Achievement   • Alertness to assessment demands

  6. ACTIVITY What do you know about learning styles? Discuss...

  7. Learning styles debunked! • You may have heard of... • Visual-Auditory-Kinaesthetic learners • Gardiner's multiple intelligences • Kolb's learning styles • Honey and Mumford learning styles • Herrmann's brain dominance • Myers-Briggs Type Indicator • "The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it." (Newton and Miah, 2017)

  8. (Some!) Learning theories • Experiential learning • Self-regulated learning • Situated learning • Social constructivism • ZPD (scaffolding techniques) Useful websites for introductions to learning theories: • https://www.instructionaldesign.org/theories/ • http://hotel-project.eu/sites/default/files/hotel/default/content-files/documentation/Learning-Theory.pdf

  9. Experiential learning • Kolb (1984) one of many models • Based on work of Dewey, Lewin and Piaget • Ideas are not fixed but formed and reformed through experience • Continuous, cyclical experience 

  10. Social constructivism • This meaning making is socially mediated it derives from a feedback loop with our social environment, not just interaction with a reality. Reality is socially determined.  • Further reading:  • Splitter, L. (2009). Authenticity and Constructivism in Education. Studies In Philosophy & Education, 28(2), 135-151. doi:10.1007/s11217-008-9105-3

  11. Zone of Proximal Development • Concept developed by Vygotsky • "[…] the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86) • Scaffolding  technique

  12. Self-regulated learning • Cyclical phase involving forethought, performance and self-reflection (Zimmerman, 2008) - just one model of SRL • Development/refinement of metacognition and learning strategies • Emphasis on learner autonomy, independent learning, self-directedness http://archive.sciencewatch.com/dr/erf/2011/11decerf/11decerfZimm/

  13. How do you facilitate learning? Exploring your role as a teacher...

  14. ACTIVITY How do you teach? Lego activity...

  15. On lectures... "College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either." Unattributed, see: https://quoteinvestigator.com/2012/08/17/lecture-minds/)  https://opentextbc.ca/teachinginadigitalage/medieval-lecture-2/

  16. Applying knowledge in practice • ‘Fragile knowledge’ (Perkins 1995) • ‘Inert’ knowledge (Whitehead 1929) – learners retain knowledge (from lectures, textbooks) but cannot apply it in real world • Naive’ knowledge – learners revert to original naive suppositions even after instruction • Knowledge must be activated and embedded • Learners need to be active participants in knowledge creation • Learning ‘by doing’ (Race, 1993)

  17. Active learning approaches • Small-group teaching • Problem-based learning (Barrows & Tamblyn, 1980) • Collaborative and cooperative learning (Panitz, 1999) • Team-based learning (Michaelsen & Sweet, 2011) • Object-based learning (Chatterjee, 2011) Clare (2015)

  18. ACTIVITY: critical Considerations Inclusive practice, accessibility Constructive alignment

  19. Biggs (2003):  Constructive Alignment  http://www.johnbiggs.com.au/academic/constructive-alignment/ http://www.ntu.edu.sg/tlpd/tlr/DesigningYourCourse/OBTL/Pages/ConstructiveAlignment.aspx

  20. How do you CHECK UNDERSTANDING? Exploring assessment and feedback...

  21. ACTIVITY How do you assess your learners? Discuss...

  22. Assessment • Miller (1990) • Different assessment methods for different levels of cognition/expertise • What do you want your learners to be able to do? https://lo.unisa.edu.au/mod/book/view.php?id=611025&chapterid=105881

  23. Feedback • Constructive feedback: reinforcing versus corrective feedback • Feedback as dialogue: • Assessment cover sheets • 1:1 conversation, e.g. ALOBA (agenda-led outcome based analysis) • LEAF toolkit: https://www.gla.ac.uk/myglasgow/leads/aftoolkit/ 7 principles of effective feedback: (Nicol & MacFarlane-Dick, 2006)

  24. Resources

  25. References • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-Based Learning: An Approach to Medical Education. New York: Springer Publishing Co. • Biggs, J. (2003). Teaching for Quality Learning at University (Second ed.). Maidenhead: Open University Press. • Chatterjee, H. J. (2011). Object-based learning in higher education: The pedagogical power of museums. Retrieved from https://edoc.hu-berlin.de/bitstream/handle/18452/9349/chatterjee.pdf?sequence=1&isAllowed=y • Clare, J (2015) The Difference in Cooperative Learning and Collaborative Learning. Retrieved from  https://www.teacherswithapps.com/the-differences-in-cooperative-learning-collaborative-learning/ • Entwistle, N., McCune, V., & Tait, H. (2013). Approaches and Study Skills Inventory for Students (ASSIST): Report of the development and use of the inventories (updated March, 2013). Retrieved from https://www.researchgate.net/profile/Noel_Entwistle/publication/260291730_Approaches_and_Study_Skills_Inventory_for_Students_ASSIST_incorporating_the_Revised_Approaches_to_Studying_Inventory_-_RASI/links/0c9605309dcd0be973000000 • Lave, J., Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. pp. 33, 29, 40.  • Marton, F., & Säljö, R. (1976). On qualitative differences in learning: 1--outcome and process. British Journal of Educational Psychology, 46(1), 4-11. 

  26. References • Michaelsen, L. K., & Sweet, M. (2011). Team-based learning. New Directions for Teaching and Learning, 2011(128), 41-51. doi:10.1002/tl.467 • Miller, G. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63-S67.  • Newton, P. M., & Miah, M. (2017). Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important? Frontiers in Psychology, 8(444). doi:10.3389/fpsyg.2017.00444 • Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi:10.1080/03075070600572090 • Panitz, T. (1999). Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning. • Perkins, D. (2008). The Alarm Bells. In Smart schools: From training memories to educating minds (pp. 21-26). New York: Simon and Schuster. • Race, P. (1993). Never Mind the Teaching—Feel the Learning! Quality Assurance in Education, 1(2), 40-43.  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.  • Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909

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