Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and...
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Transcript of Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and...
[email protected]/batestalks @simonpbates
What research can tell us about how we learn
Whatisknownaboutlearning
• isaprocessnotaproduct• involveschangeinknowledge,beliefs,behaviors,orattitudes
• isnotsomethingdonetostudents,butrathersomethingstudentsthemselvesdo
Whatisknownaboutlearning
Effective teaching has to be rooted in what improves learning
The instructor can advance learning only by influencing what the student does to learn
Bridging
• Whatisneededisaframeworkthatbridgeslearningresearchandteachingpractice
• Fortunately,suchframeworksalreadyexist.
WhatHLWisabout:
• Abridgebetweenresearchaboutlearningandimplicationsforteachingpractice:–Whycertainteachingapproachesareorarenotsupportingstudents’learning
– Teachingapproachesthateffectivelyfosterstudentlearninginspecificcontexts
– Transferringandapplyingtheseprinciples
Aboutthe7principles
• Researchinbrainscience,cognitive,developmental,andsocialpsychology,anthropology,education,anddiversitystudies
• K-12andhighereducation• Domain-independent• Experience-independent• Cross-culturallyrelevant
7Principles1. Studentspriorknowledgecanhelporhinder
learning2. Howstudentsorganizeknowledgeinfluences
howtheylearnandapplywhattheyknow3. Students’motivationdetermines,directs,and
sustainswhattheydotolearn4. Todevelopmastery,studentsmustacquire
componentskills,practiceintegratingthem,andknowwhentoapplywhattheyhavelearned
7Principles5. Goal-directedpracticecoupledwithtargeted
feedbackenhancesthequalityofstudents’learning
6. Students’currentlevelofdevelopmentinteractswiththesocial,emotional,andintellectualclimateofthecoursetoimpactlearning
7. Tobecomeself-directedlearners,studentsmustlearntomonitorandadjusttheirapproachestolearning
Knowledge
Structure
Motivation
Mastery
Practice
Climate
Metacognition
Principle2:KnowledgeStructureandOrganization
Howstudentsorganizeknowledgeinfluenceshowtheylearnandapplywhattheyknow
Principle2:KnowledgeStructureandOrganization
Howexpertsandnovicesstructureandorganizeknowledge
SourceHLWFig2.1
Principle2:KnowledgeStructureandOrganization
Considerthefollowingcodekey
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Principle2:KnowledgeStructureandOrganization
Writedownyourphonenumberinthesymboliccode
Principle2:KnowledgeStructureandOrganization
Considerthefollowingcodekey
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1 2 3
64
98
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Whattheresearchshows
• Whenstudentsareprovidedwithastructurefororganizingnewinfo,theylearnmoreandbetter
• Studentsshowbetterlearninggainswhengivenanadvanceorganizeri.e.asetofprinciplesthatprovideacognitivestructuretoguideincorporationofnewknowledge
Additionalexampleavailableinslides:testenhancedlearning
Takehome:research
Familiaritywithandapplicationofprinciplesthatsupportlongtermretentioncanenhance
teachingdesignandstudentlearning
What students say about how they learn
24https://www.youtube.com/watch?v=RH95h36NChI
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For a full explanation, see Stephen Chew’s excellent resources"How to get the most out of studying"
https://goo.gl/HHjEP7
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“I have learned so much in this course!”
A preliminary glimpse into students’ perceptions of their learning in a fourth year biology course.
Pam Kalas and Sylvia McLellan Science Supper Series
January 26, 2016
RESEARCH QUESTIONS
1. What do students in my Biology 463 course think they are learning, and how does this align with the course learning objectives?
2. What kinds of evidence do students rely on to determine that they have learned something, and how does that align with the evidence used by the instructor?
METHODOLOGY
week 1 week 3 week 8 week 11
METHODOLOGY
Factual knowledge
Brief description of one or two new pieces of
knowledge developed since your last learning journal
How do you know that you have acquired this
knowledge? Please describe, or refer to and attach,
evidence
Code
Code
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J.Kruger,andD.Dunning,“Unskilledandunawareofit:howdif:icultiesinrecognizingone'sownincompetenceleadtoin:latedself-assessments.”,J.Pers.Soc.Psychol.77(6),1121–1134(1999).
Theeffectofresearch-basedinstructioninintroductoryphysicsonacommoncognitivebiasRKGalloway,SPBates,JParker,EUsoskina2012PHYSICSEDUCATIONRESEARCHCONFERENCE1513(1),138-141AIPConf.Proc.1513,138(2013);http://dx.doi.org/10.1063/1.4789671
• Wellknowncognitivebiasregardingtheextenttowhichonecanpredictone’sownability(Dunning-Krugereffect)
• Lesscompetentmarkedlyoverestimatetheirownability—“calibrationerroroftheself”
• Morecompetenttendtounderestimatetheirability—“calibrationerroraboutothers”
• Graphrightshowsfirstyearstudentsdiscrepancyinpredictingtestscores,splitbyperformance(Q1highscore—Q4lowscore)
Howwelldoyouknowwhatyouknow?
Takehome:students
Weneedtounderstandmoreaboutwhatstudentsbelievesupportstheirlearningandembraceinstructional
approachesthatexplicitlyaimtodevelopmetacognitiveskills
Where technology can drive the student as producer model
Technology - scale and pace
Slide credit: Eric Grimson (MIT)
Technology - scale and pace
Slide credit: Eric Grimson (MIT)
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http://bgr.com/2014/05/29/smartphone-computer-usage-study-chart/
Technologyimplications
• Wovenin,notanadd-on;collaborativenotadversarial
• Considerassessments:-issuesofauthenticityandrelevancee.g.papervsonlineexamse.g.digitalmediaartefactsvsstandardproblemsheetse.g.groupvsindividualcontributions
39http://www.slideshare.net/EdPER_talks/ntu-innovations-in-teaching-seminar-students-as-co-creators
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http://net.educause.edu/ir/library/pdf/eli3035.pdf
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# SIS
# Connect
# SIS API # CTC3
# IAM
# LTI
# Building Block
* CoursEval (CEV)
# CTC3 (CTC)
* Exam Prep DB (EDB)
# Grade Export (FGE)
* Identity Detective (IDE)
Collaborative Learning Annotation System (CLA)
* Copyright Alerts (COA)
* Collaborate (COL)
# Kaltura (KAL)
* Macmillian (MAC)
* Pearson (PEA)
* Wiley (WIL)
* Cengage iLrn (CEN)
# Blackboard Mobile (BLM)
* iClicker (ICK)
* iPeer (IPE)
* Videoscribe (VOS)
* PeerScholar (PRS)
# Grade Export (FGE)
* Camtasia/Snagit (CSN)?
# MediaSite (MDS)
Learning Technology Ecosystem: Current State
# Library OCR (LOC)
ActiveMQ, Rules, Web UI
Application Owner
* CTLT
# UBC IT
Others
Integration Point
Application
LegendData Integration Patterns
Section catalog Section registration Student eligibilities Student names, preferred names Student email addresses Instructor/TA assignment Identifiers, e.g. student number, PUID
* WP Spaces (WPS)
# Web Services # RISe
Moodle (MOL)
* Turnitin (TIN)
cIRcle (CIR)
Online Evaluation Form (OEF)
ExamSoft (XSM)
# TeachEval
* UBC Blogs (UBL)
Abacus (ABA)
* Piazza (PIA)
Chem233 (CHM)
* edX – edge (EDX)
* Sapling Learning (SAL)
* Reef (REF)
FOM Video Server (FOM)
BCC Internship DB (BID)
* WeBWork (WWK)
* Response Map (RPM)
* Calibrated Peer Review (CPR)
FoM IDManagement (MID)
Computer Lab Support (CLS)
# SEoT Datamart (SED)
Panopto (PAN)
Computer Lab Support (CLS)
* edX – edge (EDX)
* UBC Blogs (UBL)
*# FluidReview (FLU)
* UBC Wiki (UWI)
* Content Management System (CTS)
January 2016
Not Integrated
Content Authoring Content Delivery Publisher Simulations
Adobe Creative Suite Livescribe Arts File Share Kaltura UBC Blogs / WordPress (Content) Cengage (PIC) Google Cardboard
Articulate Studio MediaSite Cengage iLrn LearnDash UBC Blogs / WordPress (LMS) Macmillan (PIC) Layar
Audacity Microsoft Excel Connect (Content Management)
Library Online Course Reserves (LOCR) UBC iTunes McGraw-Hill (PIC) Mannequin Simulations
Bb Collaborate Voice Authoring Microsoft PowerPoint Document Cameras Lyryx UBC Wiki Pearson (PIC) Motion Control
Camtasia One button Studio DropBox MDID UBC YouTube Sapling Learning (PIC) NeoReality
Collaborative Learning Annotation System (CLAS) Panopto Drupal Moodle Vimeo Wiley (PIC) Phet Simulations
Explain Everything Pearson MyTest Dspace Omeka Vitalsource Praxis
Final Cut Pro Prezi edX Owncloud WebAssign VCER
Form Builder Respondus Quiz Entrada Perusall Wikipedia
Hot Potatoes Respondus Studymate Evernote Piazza Wistia
Jing Snagit Exam Prep Database Plone Workspace Portfolios
Keynote Timeline JS Github Podcasts Zimbra Chalk and Wire
Lectora UBC Studios Google Docs Reflector Zoomify Connect (ePortfolio)
Lightboard VideoScribe HTML 5 Flash Cards SourceTree Document Cameras Pep
iBooks SugarSync
Assessment Response System
ACJ Mechanical TA Aplia
Aplia Moodle iClicker
Calibrated Peer Review (CPR) Open Badges UBC Kahoot!
Cengage iLrn PeerScholar Learning Catalytics
Crowdmark PeerWise Poll Everywhere
Entrada Poll Everywhere REEF polling
ExamSoft REEF polling Top Hat
Grade Grinder Remark Turning Point
iClicker Scantron
iPeer Turning Point
LearnDash WebAssign
Learning Catalytics Webwork
Analytics Course Evaluation Course Admin Other
Arts Datamart Blackboard Outcomes Assessment Cengage iLrn 3D printing
Blackboard Outcomes Assessment CoursEval Connect (Grade Center) Google Earth
Connect (Performance Center) SEoT Datamart Doodle iStudiez Pro
Google Analytics TeachEval Entrada SCORM
IBM SPSS Google Calendar Tin Can API (Experience API)
JMP LearnDash
Microsoft Excel Moodle
SEoT Datamart One45
Stata Turnitin
Tableau UBC Blogs / WordPress (LMS)
WebAssign
LEARNING TECHNOLOGY TOOLS - FUNCTIONAL MAP
CONTENT ASSESSMENT
COURSE MANAGEMENT & EVALUATIONINTERACTIONS
Discussion Survey Tool Social Media VC
Piazza Connect (Enterprise Surveys) Facebook Adobe Connect
PulsePress Connect (Surveys) Figure 1 Bb Collaborate Web Conf.
Slack FluidSurveys Google+ BlueJeans
UBC Blogs / WordPress (Discussion) Gravity Forms LinkedIn Google Hangouts
LimeSurvey Twitter Lifesize
Qualtrics Skype
Survey Monkey VC (MedIT)
Vovici WebEx
Takehome:technology
Weneedtocontinuetodevelopauthenticwaystoembedtechnologyeasilyintoallaspectsofacademicprograms(andtheinfrastructure,processesandsupporttoenablethis)
Image/Iconcredits
• FiguresfromHowLearningWorks,Ambroseetal.Chaps2and3
• Icons:– StackofBooksdesignedbyJeremyJBristolfromTheNounProject– MeshNetworkdesignedbyLanceWeisserfromTheNounProject– ExciteddesignedbyAustinCondifffromTheNounProject– ComponentsdesignedbyIrisQ.LifromTheNounProject– GroupdesignedbyAlexandraCoscovelnitafromTheNounProject– BraindesignedbyMarthaOrmistonfromTheNounProject
Resources-HLW
• 1pagesummary:fromCMwebsite• 2pagesummaryBrent,R.&Felder,R.(2011).Chemical
EngineeringEducation45(4).257-8.“Randomthoughts…howlearningworks.”
• 5pagesummary:http://goo.gl/lqmSI
http://www.cmu.edu/teaching/principles/index.html
