OET 2003 Talk 3 Learning and Teaching

1. OET2003Talk 3 Learning and Teaching Anita Pincas

2. This talk 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?

3. Autonomous - self-directed Self-directed adult learners attempt to navigate in an informationlandscape without landmarks, and to make sense of (and imposeorder on) the profusion of stimuli they encounter in cyberspace.  This presentation develops a model for designing software and creating structures to support lifelong learning through formal, non-formal and informal means.

4. The dilemma Students need help Provide non-human support Write better materials: Self-assessment, FAQs Students still need help Provide human support Rich resources Make students autonomous Too many students Too few staff

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. 1 Age 2 Sex 3 Previous experience 4 Proficiency 5 Personality 6 Aptitude 7 Attitudes 8 General intelligence IQ 9 Sense modality preference 10 Sociological preference 11 Cognitive styles 12 Learner strategies DifficultTerms………… Sense modality preference: Preferring to learning by seeing vs. hearing, etc. Sociological preference: E.g. learning with peers vs. learning with the teacher Field independence: Perceiving an area as a whole vs. perceiving the separate parts within the whole 1 Aptitude 2 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 Age 2 Socio‑psychological factors a. motivation b. attitude c. anxiety 3 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/gestalt 5 Hemisphere specialization 6 Learning strategies 7 Other factors e.g. memory, sex Learner variables

7. Interrelation of learning variables Individual learning differences beliefs about learning affective state general factors Learning processes and mechanisms Learner strategiesLearning outcome proficiency achievement rate of learning

8. Learner strategies 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 model time for methodical exploration of ideas and situations a chance to question and probe to be intellectually stretched learning with clear aims learning that is logical and rational to think, analyse and generalise to be required to understand. Pragmatists prefer to see immediate relevance to the learning learning in practically biased ways to practise and apply their learning to copy or emulate a model or theory Reflectors prefer to observe and think about activities a 'back seat' role time to reflect and consider to work in a detailed and painstaking way well structured learning experiences Activist Pragmatist Reflector Theorist Honey P and Mumford A (1982) The Manual of Learning Styles .

9. Individual learner differences Hypotheses led Data collection led Real life settingsA 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 environmentsC D Theory‑led studies that examine Correlational studies designed to IDsexperimentally, i.e. by investigate whether expected assigning learners to special patterns of relation­ships 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. Kinds of Learning • 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

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 sessionwith 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. Skills • 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 skillse.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?

13. Affective • 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?

14. Reasons for internet use • 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

15. FLEXIBILITY Collis B. and Moonen J. (2001) Flexible Learning in a Digital World 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 studying 4. Moments of assessment Flexibility related to content: 5. Topics of the course 6. Sequence of different parts of a course 7. Orientation of the course (theoretical, practical) 8. Key learning materials of the course 9. Assessment standards and completion requirements Flexibility related to instructional approach and resources: 10. Conditions for participation 11. Social organization of learning (face‑to‑face; group, individual) 12. Language to be used during the course 13. 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 occur 16. Methods, technology for obtaining support and making contact 17. Types of help, communication available, technology required 18. Location, technology for participating in various aspect of the course 19. Delivery channels for course information, content, communication

16. Changing the approach • 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

17. Before, during, after Collis and Moonen op cit p. 93, based on Figure 5.3) (Before) Preparation by learners (Predominately) Acquisition (During) F2F eventby teacher Acquisition+Contribution (After) Follow‑up by learners (Predominately) Contribution Study resources in the WWW site are partially from work, partially from 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 the session 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 network via contacts for just‑in‑time learning.

18. Elements of teaching Ko S. & Rossen S. (2001) Teaching Online A Practical Guide 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 pre­sentations. (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.

19. Effective Teaching Panel 1 Effective Teachers: Panel 2 Pupils achieve more when a teacher: > are clear about their instructional goals; > are knowledgeable about their content and the strategies 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, adaptingteaching 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

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 • newknowledge 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. The three Ps Presentation – teacher gives information - input Practice – students work on the information through exercises - uptake Production – students use what they have learned - consolidation

23. Components 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. Monitoring Teacher comments on or corrects the exercises.] 4. Application Teacher sets open tasks Examples: essay, project, research. [5. Feedback Teacher comments on the work and offers encouragement.]

24. Traditional Teaching sequence PRESENTATION PRACTICE PRODUCTION New knowledge Lecture Video Text Active exercises Tasks Problems Research Workshops or seminars Collaboration Co-operation Sharing ideas Application [Assessment] Tasks Problems Research Individual work Reflection student follow-up by reading, etc. TUTOR supports assesses provides feedback TUTOR moderates provides feedback Reflection by student Reflection student follow-up

25. Alternate Teaching sequence PRACTICE PRESENTATION PRACTICE PRODUCTION Active exercises Tasks Problems Research Workshops or seminars Collaboration Co-operation Sharing ideas Active exercises Tasks Problems Research Workshops or seminars Collaboration Co-operation Sharing ideas New knowledge Lecture Video Text Application [Assessment] Tasks Problems Research Individual work Reflection Student follow-up on lecture TUTOR supports assesses provides feedback TUTOR moderates provides feedback Reflection by student Reflection student follow-up by reading, etc.