What numbers would you put in the squares?

1. What numbers would you put in the squares? • € 1 2 2 4 4 8  • 6 1 2 2 4 4 8 9 •  6 1 2 2 4 4 8 9  • 3 6 1 2 2 4 4 8 9 6 • 3 6 12 24 48 96

2. And the moral of that is …... • It’s never a bad idea to look at things from a new standpoint • So let’s try to take a new look today at Learning

3. Our General Workshop Plan: • Input • Examples • Application • Comments and discussion • Summarise what is important and relevant for you

4. What can we say about…... How students learn?

5. See Handbook Page 12

6. Learning - at higher levels

7. Bloom’s levels (Cognitive) Evaluation Synthesis Analysis Application Understanding Knowledge

8. Bloom’s levels (Cognitive) Evaluation Synthesis Analysis Application Understanding Knowledge

9. Domains (Areas) of learning include: • Cognitive • Affective • Psychomotor • and Interpersonal - the un-named domain

10. Bloom Biggs Gibbs Marton Kolb Lewin Vygotsky Mentkowski Moon Boud Schön King & Kitchener Rainier Ramsden Richardson, J.T.E Rogers How many names and their work are familiar?

11. Plan for the rest of this input: • I will table an assertion - which I believe justified in the literature • I will illustrate or justify it (briefly) from my own experience • I ask you to test it out, in pairs

12. Our Detailed Activity Plan: • Mini-Inputs • Examples • Application • Comments and discussion

13. Task: discuss and consider - • Does that fit in with your experiences? • Can you give a good example to support it? • Have you any counter-examples, which may worry you about it?

14. First Assertion: • People who think about how they do “it”, and who consider the data available to them, will improve at doing “it”

15. Examples • Algorithm workshops • Problem-solving workshop in Year 1 • John and Elisabet - and others - commenting on reflective learning journals • Volunteered comments from mature applicants to the ILT

16. First Assertion: • People who think about how they do “it”, and who consider the data available to them, will improve at doing “it”

17. Task: discuss and consider - • Does that fit in with your experiences? • Can you give a good example to support it? • Have you any counter-examples, which may worry you about it?

18. Second Assertion: • People who think about how well they do things, and how well they could do them, are more focussed and more effective self-directed learners

19. Examples: • Slettestrand workshop • Self-assessed reflective journalling cf journals for tutor comment • Surfing the web

20. Second Assertion: • People who think about how well they do things, and how well they could do them, are more focussed and more effective self-directed learners

21. Task: discuss and consider - • Does that fit in with your experiences? • Can you give a good example to support it? • Have you any counter-examples, which may worry you about it?

22. Third Assertion: • Thinking effectively about developing skills and abilities begins from examples and uses common language

23. Examples: • Childhood learning • Skills analysis - with tutors • Slettestrand - tutor preparation • Level 1 Interdisciplinary studies • “logjams”

24. Third Assertion: • Thinking effectively about developing skills and abilities begins from examples and uses common language

25. Task: discuss and consider - • Does that fit in with your experiences? • Can you give a good example to support it? • Have you any counter-examples, which may worry you about it?

26. Fourth Assertion: • Sound methods for development of skills and abilities transfer between disciplines

27. Examples: • Enquiry skills - with Social and Computer Scientists • Problem-solving - by a Boy Scout troop leader! • Evidence of Journals • Noticing what’s not there - in Science, Structural Engineering and Literary Criticism

28. Fourth Assertion: • Sound methods for development of skills and abilities transfer between disciplines

29. Task: discuss and consider - • Does that fit in with your experiences? • Can you give a good example to support it? • Have you any counter-examples, which may worry you about it?

30. Our General Workshop Plan: • Input • Examples • Application • Comments and discussion • Summarise what is important and relevant for you

31. Our General Workshop Plan: • Input : Learning needs

32. Learning Needs…... • Are held in different ways • And so have to be dealt with in different ways

33. Our learning needs can be like ... • Fish, in a fish-ladder

34. Need = declared Outcome known: proceed Just listen to me

35. Need = known Safety! Outcome known, but private!

36. Need = undefined Exploring possibilities I don’t know what my need is!

37. Need = unperceived Challenge! I don’t recognise that I have a need

38. Our learning needs can be like ... • Fish, in a fish-ladder listen Give me safety Can I explore? I’m fine

39. NEED Declared Known Undefined Unperceived ACTIVITY Listen Safety Explore possibilities Challenge Best form of learning activity depends on how need is held!

40. Our General Workshop Plan: • Input • Examples

41. NEED Declared Known Undefined Unperceived ACTIVITY Mager’s beginnings Pass the note Action learning sets Describing/teaching Examples: form of activity depends on how need is held!

42. For each learning outcome... What will my learners need? An important question for us:

43. In my example ….. • My learners will want to be told what to do and how to do it • My learners need to be prompted to • experiment in safety • consider options • review methods • exchange experiences

44. For each learning outcome... What will your learners need? An important question for you:

45. Our General Workshop Plan: • Input • Examples • Application • Comments and discussion

46. Our General Workshop Plan: • Input • Examples • Application • Comments and discussion • Summarise what is important and relevant for you

47. Next stage - still on learning With the usual format!

48. Our General Workshop Plan: • Input

49. Every baseroom for QAA is a source of non-examples: • “ the ability for creative problem-solving” • “ .. making sound professional judgements” • “ .. valuable interpersonal skills” • Where are they directly assessed? • Where are they taught for? • (How can they be taught?)

50. Buzz word: Reflection