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  1. Basics and BeyondDay 2 August, 2014 Diane Salter, Vice Provost Teaching and Learning

  2. Recap of Day 1 • Overview of Day 2

  3. During this session participants will consider: • changes in thinking about learning spaces / course design • an instructional design model (T5) that provides a framework • the connection to OBASL • how technology can provide interactive features based on • pedagogical choices • educational implications – ‘learning time’ / ‘learning space’ • technology supported assessment and Feedback

  4. To foster a ‘deep’ approach to learning and achievement of LO’s Biggs and Tang (2007) suggest a shift: From To Coverage mode Assignment/Task Centred Mode What am I going to teach? What do I want the students to learn? I must cover … They must do… Teaching Tasks Learning Tasks Monologue Dialogue Teach content Engagement with content/class as assess for mastery dialogue/assess for deep learning

  5. Changing the time and space for learning Flexible Learning?

  6. Engaging Faculty With Rethinking Learning and Teaching With Technology

  7. Curriculum as Conversation Knowledge arises from: “ongoing conversations about things that matter, conversations that are themselves embedded within larger traditions of discourse that we have come to value (science, the arts, history, literature, and mathematics, among many others).” (Applebee, 1996, p.3)

  8. Large and Larger……50… 100 ….500…..1000… OK – not at KPU!! But what should we know? Are some challenges the same whether large or small class size?

  9. What is Innovation? • Doing old things in new ways? • Doing new things in new ways? • ‘Rethinking’ old and new things to use new tools in new • ways? Pedagogy TechnologyPedagogy

  10. Key ideas from the Web

  11. Leveraging Web Ideas?

  12. Social Bookmarking edtags

  13. Social Repositories

  14. Social Networking

  15. Portals/Repositories/Possibilities Collection, management and sharing of digital assets developed by our community Support of teaching and learning Community center (not just a place to pick up or drop off stuff) Conversation about resources reuse, benefits, pedagogical application

  16. Past Experience with Online Learning Spaces (Delivering ‘Content’) Early use of online: (Why do you think this model was so common?) Content resources: - Lecture Notes - Power Points - Syllabus Problems??

  17. Thinking about Online Course Design. Early thoughts: Content resources: - Lecture Notes - Power Points - Syllabus Problems?? Encourages ‘learning for replication’ vs ‘learning for meaning’

  18. The T5 Model T-5 - a learning-centred instructional design structure where learning outcomes define the framework for a unit of study. - learning tasks and feedback are the primary vehicles for learning.

  19. T5 Model: Components of a learning environment Learning Outcomes ….. Tasks/feedback ….. Assessment • - Tasks (learning activities) • - Tutoring (feedback) • - Teamwork (collaboration) • Topics (course resources) • Tools (resources/social • networking/repositories) Ownership Reuse Followed by Reflection – Next iteration

  20. Model of OBASL What you want your students to learn: Aims and Learning Outcomes How you will judge how well your students have learned: Assessment methods and Standards aligned with LO How you want your students to learn: Teaching and Learning Activities aligned with LO T5 Model

  21. What is the relationship of the learning task to the content? Encourages ‘learning for meaning’ vs ‘learning for replication’ Tasks(learning activities) are open questions which students respond by engaging with the content. Content resources to help the student to resolve the task.

  22. Outcome-based Approach Assessment Teaching & Learning Activities Technology? Why? What type? When? Content Intendedoutcome (Consider alignment)

  23. Learning Mapping Provides a framework for considering the course Learning Outcomes and designing appropriate Learning Activities Can be paper based (with templates) and/or With ‘web-based tools’ with online templates

  24. Mapping • Content (Topic) • Activity: • - what does the learner do? • - what does the teacher do? • - what are the deliverables? • what is the feedback? • (how deliverable • evaluated) Unit of Study content content content Unit of Study Unit of Study Timeline

  25. Importance of Interactions Interaction with: - Content - Peers - Instructor Can we harness Web technologies to do more???

  26. FLIPPING Means Changes to:

  27. Challenge: Poor Quality of Essays Online support – rubrics, examples, specific tasks With Feedback to Work in Progress Task:1 Task:2 Task:3 Final Essay

  28. Challenge:Class Prerequisite knowledge varies 800 students

  29. Beforedeciding on the use of a technology option Consider What types of Learning Activities might be appropriate to help the student achieve the outcome? Audio Visual Presentations Field Trips/guests/panels Demonstration and Practice Small group Discussions Case Studies Interviews Lectures Other Then – consider online options to support student learning ALL OF THE ABOVE CAN BE REAL OR VIRTUAL

  30. Learning Mapping Activity Flipping your class What will students do prior to attending class? How will this change class time? Will you use technology?

  31. Lunch Panel Your Questions for the Panel

  32. Technology Supported Feeedback

  33. How does IN CLASS time change? Prior and/or Post Class Social Collaboration Tools Reflection Tools (ie Portfolio/BLogs/Discussion) Students submit Task 1 Task 2 student completes online tasks/visits a virtual space engages in online discussion … other Task May be automatically ‘marked’ by online system Student receives online feedback Professor reviews and determines common problems – lecture Deals with students misconceptions – inclass FEEDBACK

  34. Improved View of Online Course Design. Learning Tasks/Tutoring Assignments Conference Teamwork Topics & Tools: - lectures - resources - reuse of learning objects

  35. Homework Patterns Prior to class – Who is working? What does the teacher do? What does the student do? Final 1st test 2nd test Time Spent Weeks

  36. Homework Patterns Pre Class Tasks Task Task Task Task Task Task F F Task Task Task A A Time Spent Weeks

  37. How do we introduce the paradigm shift ?

  38. What activity for what learning space?

  39. STUDENT APPROACHES TO LEARNING • Why is a ‘Deep’ approach important? • Surface Approach • Intention to reproduce • - rote memorise information needed for assessment • - failure to distinguish principles from examples • - treat tasks as external impositions • - focus on discrete elements without integration •  Deep Approach • Intention to understand • meaningfully memorize information for later use • - relate new ideas to previous knowledge • - relate concepts to everyday experiences • relate evidence to conclusions 

  40. Factors Relating to Approaches • - Students’ Perceptions • If students think the • teaching is good • goals and standards are clear • students get help and advice on how to study • subject is well organised • then they are likely to be adopting deep approaches to study • If students think the • assessment is inappropriate • workload is inappropriate • then they are likely to be adopting surface approaches to their studies. Ramsden, 2003

  41. Ramsden, 1992 • SURFACE approaches encouraged by: • Assessment methods emphasising recall or the application of trivial; procedural knowledge • Assessment methods that create undue anxiety • Excessive amount of material in the curriculum (Too much content) • Poor or absent feedback on progress • Lack of interest in and background knowledge of the subject • Previous experiences that encourage such approaches • DEEP approaches encouraged by • Teaching methods that foster active and long term engagement with the learning tasks • Stimulating and considerate teaching - demonstrating the lecturers personal commitment to the subject matter - stresses its meaning and relevance to the students • Clearly stated academic expectations and learning outcomes • Interest in and background knowledge of the subject matter • Previous experiences that encourage such approaches

  42. Overview of the student learning perspective Figure 1: Model of Student Learning Note: there is not a direct link from course/departmental learning context to achievement of LO’s – rather must consider students’ perception of the context and this Influences their approach to learning Prosser, M. and Trigwell, K. (2001). Understanding learning and teaching: The experience in Higher Education. Philadelphia, USA. The Society for Research into Higher Education & Open University Press. 

  43. Alignment Outcomes-based Approach Intendedoutcomes What do we expect ourstudents tobe able to door demonstrateas a result ofthe learning? Content What specificknowledge,skills, and attitude dothey need tolearn to achieve theoutcomes? Teaching & Learning What are themost appropriateteaching andlearning methodfor helping students to achieve theoutcomes? Assessment What methods of assessment are most suitable for measuring students’ attainment of the outcomes? Ensure alignment

  44. Your Plan