1 OET 2003 Talk 3 Learning and Teaching Anita Pincas.
-
date post
15-Jan-2016 -
Category
Documents
-
view
222 -
download
0
Transcript of 1 OET 2003 Talk 3 Learning and Teaching Anita Pincas.
1
OET 2003 Talk 3
Learning and Teaching
Anita Pincas
2
Why you would want to go online at all?
What we know and don’t know about learning?
What our common starting point ought to be?
What our online options are?
This talk
3
Self-directed adult learners attempt to navigate in an information landscape without landmarks, and to make sense of (and impose order on) the profusion of stimuli they encounter in cyberspace. This presentation develops a model for designing software and creating structuresto support lifelong learning through formal, non-formal and informal means.
Autonomous - self-directed
4
Too many students Too few staff
Rich resourcesMake students autonomous
Students need helpProvide non-human support
Write better materials:Self-assessment, FAQs
Students still need helpProvide human support
The dilemma
5
What do we know about learning?
1. Everyone can learn – no research needed; it is obvious
2. Everyone does it a bit differently,
3. Even if you are aware of different learning strategies you will not be able to predict them for any individual
4. An individual person’s strategies may change in different circumstances, for different subjects, at different times of the day!
5. Everyone needs some guidance – from parents, teachers, peers.
6. Expectations influence learning – own, and parents’ or teachers’ or peers’.
7. Cultural traditions affect people’s learning
8. Previous learning experience may be valuable, motivating, discouraging…..
6
Learner
variables
1 Age2 Sex3 Previous experience4 Proficiency5 Personality6 Aptitude7 Attitudes 8 General intelligence IQ9 Sense modality preference10 Sociological preference
11 Cognitive styles12 Learner strategies
Difficult Terms…………
Sense modality preference: Preferring to learning by seeing vs. hearing, etc.Sociological preference: E.g. learning with peers vs. learning with the teacherField independence: Perceiving an area as a whole vs. perceiving the separate parts within the whole
1 Aptitude2 Motivation 3Strategies
4 Cognitive and effective factors a.extroversion/introversion
b. risk‑taking c. intelligence d field independence
e. anxiety
…………………………..
Empathy: ability to sense the feelings of other people
Reflexivity/impulsivity: Being reflective or impulsive
Analytic/gestalt: Seeing the parts vs. seeing the whole
Hemisphere specialization: Brain structures
1 Age2 Socio‑psychological factors a. motivation b. attitude c. anxiety3 Personality a. self‑esteem b. extraversion c. anxiety d. risk‑taking e. sensitivity to rejection
f. empathy g. inhibition h. tolerance of ambiguity
4 Cognitive style a. field dependence vs. independence b. reflexivity/impulsivity c. aural/visual factors d. analytic/gestalt5 Hemisphere specialization6 Learning strategies7 Other factors e.g. memory, sex
7
Interrelation of learning variablesIndividual learning differences
beliefs about learning
affective state
general factors
Learning processes
and mechanisms
Learner strategies Learning outcome
proficiency
achievement
rate of learning
8
Learner strategies
.
ActivistPragmatist Reflector
Theorist
Honey P and Mumford A (1982) The Manual of Learning Styles
Activists prefer
new experiences, problems and opportunities to be engrossed in the 'here and now' excitement change to lead the learning freedom in their learning
Theorists prefer
to organise learning within a personal system or modeltime for methodical exploration of ideas and situationsa chance to question and probeto be intellectually stretchedlearning with clear aimslearning that is logical and rationalto think, analyse and generalise to be required to understand.
Pragmatists prefer
to see immediate relevance to the learninglearning in practically biased waysto practise and apply their learningto copy or emulate a model or theory
Reflectors prefer
to observe and think about activitiesa 'back seat' roletime to reflect and considerto work in a detailed and painstaking waywell structured learning experiences
9
Individual learner differences Hypotheses led Data collection led
Real life settings A B Theory‑led studies that examine Exploratory studies that examine IDs in how learners learn IDs in the way learners learn in in real life settings. real life settings.
Controlled environments C D Theory‑led studies that examine Correlational studies designed to IDs experimentally, i.e. by investigate whether expected
assigning learners to special patterns of relation ships involving groups and by manipulating IDs and learning occur in their learning experiences specially selected groups of learners
A. Checking how people learn when self-motivated outside school/college Hypothesis: Strong self-motivation will improve learning.
B. Collecting data on different factors in people learning outside school/college C. Checking how people learn in control groups with different motivations in school/college
Hypothesis: Differences in motivations x and y will improve learning.D. Collecting data on different factors in people learning in control groups in school/college
10
-factual or knowledge-based associated with write, state, explain, show, compare, generalise, select, judge.
-skills based associated with try, experiment, correct, re-try, practise, drill
- affective, ie to do with people’s attitudes or feelings associated with listen, perceive, answer, accept, relate, change, decide.
Bloom B. (1956 Vol.1, 1964 Vol.2) A Taxonomy of Learning Objectives
Kinds of Learning
11
Factual What access your students have: Is paper easier than CD? Is CD easier than the www? Do email attachments solve the problem? What methods of clear presentation are best? - text - graphics - pictures - film - audio How much teacher explanation is needed? - Gradual blackboard build up: working through a maths problem - talking head: explaining, defining terms - Q/A session with real students: vicarious learning - lecture (classroom video or talking head) putting substance of text
materials into context, in own words, explaining things, linking them to the students’ interests and needs, giving more examples than are in the textbook…..
Case studies, video simulations…
12
Do the skills need live training from a teacher, e.g. a sport, a machine to operate?
-illustrated online by moving film/cartoons before live training - samples by film analysed for understanding - practice still needed?- filmed simulations - videoconferencing, e.g. role play meetings, teacher trainees video own real class and get remote feedback Intellectual skills e.g. teaching people to use computer software
-programmed, step by step instruction online with self-assessments.- teach the rules of rule-governed behaviours What about study skills, writing reports, research methods, critical analysis?
Skills
13
How change people’s attitudes
-power of film to influence people
-power of the written word
- use of the internet to demonstrate factors in the wider world
-online loss of personal impact if merely writing?
Affective
14
-quickly update texts and materials -cheaper and easier - for the provider
-Search across subjects, across books, etc., in ways that are not possible in a library or even on a CD because not enough space.
- communicate between people
Reasons for internet use
15
Flexibility related to time:1. Times (for starting and finishing a course)2. Times (for submitting assignments and interacting within the course)3. Tempo/pace of studying4. Moments of assessment Flexibility related to content:5. Topics of the course6. Sequence of different parts of a course7. Orientation of the course (theoretical, practical)8. Key learning materials of the course9. Assessment standards and completion requirements Flexibility related to instructional approach and resources:10. Conditions for participation11. Social organization of learning (face‑to‑face; group, individual)12. Language to be used during the course13. Learning resources: modality, origin (instructor, learners, library, WWW)14. Instructional organization of learning (assignments, monitoring) Flexibility related to delivery and logistics:15. Time and place where contact with instructor and other students occur16. Methods, technology for obtaining support and making contact17. Types of help, communication available, technology required18. Location, technology for participating in various aspect of the course19. Delivery channels for course information, content, communication
FLEXIBILITY Collis B. and Moonen J. (2001) Flexible Learning in a Digital World
16
•flexible learning
•constructivist teaching - peer group learning is important
•resource based teaching - learners discover information for themselves
•problem based teaching - learning starts not from given solutions but from students trying to work out solutions to problems set •activity methods -learners are more active than listening to lectures
•transformative teaching - students [and teachers] develop independence
•autonomous learning
Changing the approach
17
(Before) Preparation by learners
(Predominately) Acquisition
(During) F2F event by teacher
Acquisition+Contribution
(After) Follow‑up by learners
(Predominately) Contribution
Study resources in the WWW site are partially from work, partiallyfrom the WWW.
*Prepare for upcoming face‑to‑face session by contributing new material, indicating preference for study focus during the focal session.
*Build on the preparation: Use session to focus on ideas indicated in the 'Before' period and also to prepare for follow‑ up activities.
*(Possibly) integrate remote participants.*Capture key aspects of thesession for re‑use via the WWW site.
*Re‑view and re‑use resources *Individually or as a group, develop or locate resources to contribute to the WW‑W site.
*Build professional networkvia contacts for just‑in‑time learning.
Before, during, after Collis and Moonen op cit p. 93, based on Figure 5.3)
18
The activities in most college classes can probably be divided into a few large categories: •Instructor presentation: Typically lectures, simulations, charts, and graphs, computer‑assisted
pre sentations. (Guest lecturers included).•Discussion: Small group, guided discussion sections run by teaching assistants are common.
So are question‑ and answer sessions as adjuncts to lectures, labs, and exams. In seminars, instructor presentation and discussion are often combined.
•Group‑oriented work and student presentation: Collaborative, cooperative, and other peer activities: a group project, peer‑reviewed compositions, independent project presented to the class.
•Research: conducted by individuals or in groups; practical applications, experiments, fieldwork, interviews, and apprenticeships.
•Assessment: exams, essays, projects; portfolios that combine different types of work; and evaluation and credit for participation.
Instructor Presentation: Classroom teaching, or lectures. These are probably the most common method of presenting content in school or college classrooms, with transparencies, slides, blackboard writings, or computer‑assisted PowerPoint presentations. To translate this type of activity into an online environment, you can use several different online formats alone or in combination. Here are some notes on these possibilities, along with their advantages and disadvantages.
Elements of teaching Ko S. & Rossen S. (2001) Teaching Online A Practical Guide
19
Panel 1 Effective Teachers:
Panel 2 Pupils achieve more when a teacher:
> are clear about their instructional goals; > are knowledgeable about their content and thestrategies for teaching it;> communicate to their students what is expected of them ‑ and why;> monitor students' progress and check their understanding; > are knowledgeable about their students, adapting teaching to their needs and anticipating misconceptions in their existing knowledge;> teach students ‘meta‑cognitive strategies' and provide opportunities to master them;> address higher as well as lower level cognitive objectives> monitor students' understanding by offering regular, appropriate feedback;>integrate their teaching with that in other subject areas;>accept responsibility for student outcomes;
> are thoughtful and reflective about their practice.
> emphasises academic goals; > makes them explicit and expects pupils to be able to master the curriculum; > carefully organises ;and sequences the curriculum;> clearly explains and illustrates what pupils are to learn> make expert use of existing teaching materials in order to devote more time to practices that enrich end> frequently asks direct and specific questions to clarify the content until it is over‑learned or automatic;> provides pupils with ample opportunity to practise;> gives prompts and feedback to ensure success;> reviews regularly and holds pupils accountable for work.> corrects mistakes end allows pupils to use a skill
Effective Teaching
20
Three options Replication of existing practice
Simply re-create, or replicate, the kind of course you are most familiar with.
Improvements
Use the capacity of the internet to add value to the kind of course you are familiar with.
Innovations
Use the internet to change the way you organize teaching and learning.
21
The 3 elements of teaching new knowledge of some kind presented to them
either abstractly or concretely,
often called input
active exercises in which they are guided to come
to grips with this new knowledge
often called uptake
application of the new knowledge in the real world
often called consolidation
22
Presentation – teacher gives information - input
Practice – students work on the information through exercises - uptake
Production – students use what they have learned - consolidation
The three Ps
23
1. Lecture – Teacher provides new knowledge, information or instructions Examples: an explanation, a demonstration
2. Lecture follow-up: Activity workshop or seminar Teacher sets guided or controlled exercises Examples: writing a definition, doing/reporting an experiment, a field trip.
[3. MonitoringTeacher comments on or corrects the exercises.] 4. Application Teacher sets open tasks Examples: essay, project, research.
[5. FeedbackTeacher comments on the work and offers encouragement.]
Components
24
TUTOR moderates provides feedback
New knowledge Lecture Video Text
Reflectionstudent follow-up byreading, etc.
Active exercises Tasks Problems Research
Workshops or seminars Collaboration Co-operation Sharing ideas
Application[Assessment] Tasks Problems Research
Individual work
TUTOR supports assesses provides feedback
Reflectionstudent follow-up
Reflection by student
Traditional Teaching sequence PRESENTATION PRACTICE PRODUCTION
25
Active exercises Tasks Problems Research
Workshops or seminars Collaboration Co-operation Sharing ideas
New knowledge Lecture Video Text
ReflectionStudentfollow-up on lecture
Active exercises Tasks Problems Research
Workshops or seminars Collaboration Co-operation Sharing ideas
Application[Assessment] Tasks Problems Research
Individual work
TUTOR supports assessesprovides feedback
TUTOR moderates provides feedback
Reflectionstudent follow-up by reading, etc.
Reflection by student
Alternate Teaching sequence PRACTICE PRESENTATION PRACTICE PRODUCTION