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Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching.

  1. @simonpbates
  2. What research can tell us about how we learn
  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. 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. Bridging • What is needed is a framework that bridges learning research and teaching practice • Fortunately, such frameworks already exist.
  7. What HLW is about: • A bridge between research about learning 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
  8. 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
  9. 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
  10. 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
  11. Knowledge Structure Motivation Mastery Practice Climate Metacognition
  12. Principle 2: 
 Knowledge Structure and Organization How students organize knowledge influences how they learn and apply what they know
  13. Principle 2: 
 Knowledge Structure and Organization How experts and novices structure and organize knowledge Source HLW Fig 2.1
  14. Principle 2: 
 Knowledge Structure and Organization Consider the following code key 1 2 3 4 5 6 7 8 9 0
  15. Principle 2: 
 Knowledge Structure and Organization Write down your phone number in the symbolic code
  16. Principle 2: 
 Knowledge Structure and Organization Consider the following code key 1 2 3 4 5 6 7 8 9 0
  17. 1 2 3 64 98 5 7
  18. What the research shows • When students are provided with a structure for organizing new info, they learn more and better • Students 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
  19. Additional example available in slides: test enhanced learning
  20. Take home: research Familiarity with and application of principles that support long term retention can enhance teaching design and student learning
  21. What students say about how they learn
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  24. 26 For a full explanation, see Stephen Chew’s excellent resources "How to get the most out of studying"
  25. 27
  26. “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
  27. 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?
  28. METHODOLOGY week 1 week 3 week 8 week 11
  29. 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
  30. 32 J. Kruger, and D. Dunning, “Unskilled and unaware of it: how dif:iculties in recognizing one's own incompetence lead to in:lated self-assessments.”, J. Pers. Soc. Psychol. 77(6), 1121–1134 (1999). The effect of research-based instruction in introductory physics on a common cognitive bias RK Galloway, SP Bates, J Parker, E Usoskina 2012 PHYSICS EDUCATION RESEARCH CONFERENCE 1513 (1), 138-141 AIP Conf. Proc. 1513, 138 (2013); • Well known cognitive bias regarding the extent to which one can predict one’s own ability (Dunning-Kruger effect) • Less competent markedly overestimate their own ability — “calibration error of the self” • More competent tend to underestimate their ability — “calibration error about others” • Graph right shows first year students discrepancy in predicting test scores, split by performance (Q1 high score — Q4 low score) How well do you know what you know?
  31. Take home: students We need to understand more about what students believe supports their learning and embrace instructional approaches that explicitly aim to develop metacognitive skills
  32. Where technology can drive the student as producer model
  33. Technology - scale and pace Slide credit: Eric Grimson (MIT)
  34. Technology - scale and pace Slide credit: Eric Grimson (MIT)
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  36. Technology implications • Woven in, not an add-on; collaborative not adversarial • Consider assessments: - issues of authenticity and relevance e.g. paper vs online exams e.g. digital media artefacts vs standard problem sheets e.g. group vs individual contributions
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  38. Resources for use in class
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  40. 42 # 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) * CengageiLrn (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 Legend Data 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) FOMVideo Server (FOM) BCC Internship DB (BID) * WeBWork (WWK) * Response Map (RPM) * Calibrated Peer Review (CPR) FoMIDManagement (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
  41. Take home: technology We need to continue to develop authentic ways to embed technology easily into all aspects of academic programs (and the infrastructure, processes and support to enable this)
  42. 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
  43. Resources - HLW • 1 page summary : from CM website • 2 page summaryBrent, R. & Felder, R. (2011). Chemical Engineering Education 45(4). 257-8. “Random thoughts… how learning works.” • 5 page summary :