Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Ah yes, but that would never work with my students

2 085 vues

Publié le

Keynote lecture for the start of the CTLT Institute at UBC Vancouver

Video capture: http://www.youtube.com/watch?v=a_4fr6mE98g

Publié dans : Formation, Technologie
  • Soyez le premier à commenter

Ah yes, but that would never work with my students

  1. 1. “Ah yes, but that would never work with my students….” Simon Bates CTLT Institute May 2013
  2. 2. Overview I. A framework for learning (and teaching) II. One such framework: How Learning Works III. Two principles, expanded IV. Case study: PHYS101 at UBC
  3. 3. What is known about learning… • is a process not a product • involves change in knowledge, beliefs, behaviors, or attitudes • is not something done to students, but rather something students themselves do
  4. 4. What is known about learning… Effective teaching has to be rooted in what improves learning The instructor can advance learning only by influencing what the student does to learn
  5. 5. Implications for the new instructor • Do NOT do what I did • Seek out, learn from, incorporate teaching strategies that are: – Theory-grounded – Evidence-based Finding these in your ‘Goldilocks Zone’ is not always easy
  6. 6. Bridging • What is needed is a framework that bridges and • Fortunately, such frameworks already exist.
  7. 7. “Ah yes, but that would never work with my students….”
  8. 8. http://goo.gl/CzvyP
  9. 9. What HLW is about: • A bridge between research about learning research and implications for teaching practice : – Why certain teaching approaches are or are not supporting students’ learning – Teaching approaches that effectively foster student learning in specific contexts – Transferring and applying these principles
  10. 10. About the 7 principles • Research in brain science, cognitive, developmental, and social psychology, anthropology, education, and diversity studies • K-12 and higher education • Domain-independent • Experience-independent • Cross-culturally relevant
  11. 11. 7 Principles 1. Students prior knowledge can help or hinder learning 2. How students organize knowledge influences how they learn and apply what they know 3. Students’ motivation determines, directs, and sustains what they do to learn 4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned
  12. 12. 7 Principles 5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning 6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning 7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning
  13. 13. Knowledge Structure Motivation Mastery Practice Climate Metacognition
  14. 14. Knowledge Mastery Practice Climate Metacognition
  15. 15. Principle 2: Knowledge Structure and Organization How students organize knowledge influences how they learn and apply what they know
  16. 16. Principle 2: Knowledge Structure and Organization How experts and novices structure and organize knowledge Source HLW Fig 2.1
  17. 17. Principle 2: Knowledge Structure and Organization Consider the following code key 1 2 3 4 5 6 7 8 9 0
  18. 18. Principle 2: Knowledge Structure and Organization Write down your phone number in the symbolic code
  19. 19. Principle 2: Knowledge Structure and Organization Consider the following code key 1 2 3 4 5 6 7 8 9 0
  20. 20. 1 2 3 64 98 5 7
  21. 21. What the research shows • When S are provided with a structure for organizing new info, they learn more and better • S show better learning gains when given an advance organizer i.e. a set of principles that provide a cognitive structure to guide incorporation of new knowledge
  22. 22. Strategies • Create a concept map to analyze your own knowledge organization • Provide S with the organizational structure of the course • Explicitly share the organization of each lecture, lab or discussion • Explicitly highlight deep features • Make connections among concepts explicit • Ask S to draw a concept map to expose their knowledge organizations • Monitor S work for problems in their knowledge organizations
  23. 23. Principle 3: Motivation Students’ motivation generates, directs and sustains what they do to learn
  24. 24. Motivation determined by: 1. Subjective value of a goal 2. Expectancies or expectations for successful attainment of that goal Source HLW Fig 3.1
  25. 25. Value of a goal • Attainment value: satisfaction from mastery and accomplishment • Intrinsic value: satisfaction from simply doing the task • Instrumental value: degree to which an activity or goal helps to achieve another (e.g. praise, financial reward)
  26. 26. Expectancies • Positive outcome expectancies: People are motivated to pursue goals and outcomes that they believe they can successfully achieve • Efficacy expectancies: belief that one is capable of identifying, organizing, initiating and executing a course of action that will bring about a desired outcome
  27. 27. Expectancies determined by • Prior experience • Attribution of success or failure to internal /controllable causes (more likely to expect future success) • Attribution of success or failure to external/uncontrollable causes (less likely to expect future success) • Supportive environment
  28. 28. Strategies to establish value • Connect the material to S interests • Provide authentic, real-world tasks • Share relevance to S current academic lives • Demonstrate the relevance of higher-level skills to S future professional lives • Identify and reward what you value • Show your own passion and enthusiasm for the discipline
  29. 29. Strategies that help build positive expectancies • Ensure alignment of objectives, assessments and instructional strategies • Create assignments that provide the approp. level of challenge • Provide early success opportunities • Articulate your expectations • Provide rubrics • Provide targeted feedback • Describe effective study strategies
  30. 30. A case study PeerWise in PHAS 101
  31. 31. • Web-based Multiple Choice Question repository built by students • Students: – develop new questions with associated explanations – answer existing questions and rate them for quality and difficulty – take part in discussions – can follow other authors peerwise.cs.auckland.ac.nz
  32. 32. student contributors unique questions >10,000,000 answers
  33. 33. 38 As a question author…..
  34. 34. 39
  35. 35. 40
  36. 36. 43 As a question answerer …..
  37. 37. 44
  38. 38. 45
  39. 39. 46
  40. 40. 47
  41. 41. Timeline 2010-11: UoE pilot study 2011-12: Multi-institution, multi-course 2012-13: UBC PHYS 101 Coursera MOOC 48
  42. 42. Previous research • Good engagement and participation beyond the minimum requirements • Correlation between use and end-of-course outcome • Replication study in 3 institutions, 5 courses, 3 disciplines 1st year Physics N=172 University of Edinburgh
  43. 43. 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 6 Taxonomic Category PercentageofSubmittedQuestions Previous research • Question quality: mapped onto levels in cognitive domain of Bloom’s taxonomy • Surprisingly high overall quality, even from ‘novices’ First semester N = 350 Second semester N = 252
  44. 44. Implementation in PHAS 101 2012 W2 3 sections N=791 51 1 2 3 4 5 6 7 X 8 9 10 11 12 13 T 1 1 2 2 3 X 3 4 - 5 5 L 1 2 2 3 3 4 X 4 - ex 5 5 M M PW @ @ ! @ !
  45. 45. Assessment requirements As a minimum: • Write one question • Answer 5 • Comment on & rate 3 Contributed ~3% to course assessment (mostly participation, small bonus for performance) 52
  46. 46. We were deliberately hands off. • No moderation • No corrections • No interventions at all But we did observe….. 53
  47. 47. Scaffolding in tutorials 54
  48. 48. Scaffolding in tutorials 55
  49. 49. Engagement First assessment exercise: • 664 active students (out of 790!) • 1340 Q, 11000 A, 5000 C • x1.75, x17, x7 minimum requirements
  50. 50. Engagement Score
  51. 51. Examples 60
  52. 52. 61
  53. 53. How this case study exemplifies HLW Knowledge structures and organization • S challenged to think about gaps / broken links • Explicit opportunity to build better / repair structures • Taps into ‘What?’ and ‘Why?’ • Scaffolded to combine multiple concepts / ideas / topic areas
  54. 54. How this case study exemplifies HLW Motivation • Diverse reasons for taking course • Explicit mention of higher order skills development • Low floor / high ceiling • Their space: control and flexibility • Rewarding what you value: participation credit • Community: peer interaction, scores, badging
  55. 55. Knowledge Structure Motivation Mastery Practice Climate Metacognition
  56. 56. Acknowledgements • HLW slides - Naureen Madhani • PHAS 101 – Georg Rieger, Firas Moosvi, Emily Altiere • UoE Physics Education Research Group • Universities of Glasgow, Nottingham, Auckland
  57. 57. Resources - HLW • http://www.cmu.edu/teaching/principles/ind ex.html • Brent, R. & Felder, R. (2011). Random thoughts… how learning works. Chemical Engineering Education 45(4). 257-8. Available at: http://www4.ncsu.edu/unity/lockers/users/f/f elder/public/Columns/Ambrose.pdf • Coming soon – 5 page summary of HLW
  58. 58. Resources - PeerWise Community: http://www.PeerWise-Community.org JISC-funded multi institution study:https://www.wiki.ed.ac.uk/display/SGC4L/Hom e UoE Physics Pilot Study: AIP Conf. Proc. 1413, 359 http://dx.doi.org/10.1063/1.3680069 RSC overview article http://www.rsc.org/Education/EiC/issues/2013January/s tudent-generated-assessment.asp UoE Physics scaffolding resources http://www2.ph.ed.ac.uk/elearning/projects/peerwise /
  59. 59. Image / Icon credits • Figures from How Learning Works, Ambrose et al. Chaps 2 and 3 • Icons: – Stack of Books designed by Jeremy J Bristol from The Noun Project – Mesh Network designed by Lance Weisser from The Noun Project – Excited designed by Austin Condiff from The Noun Project – Components designed by Iris Q. Li from The Noun Project – Group designed by Alexandra Coscovelnita from The Noun Project – Brain designed by Martha Ormiston from The Noun Project

×