From TEACHING to LEARNING

1. FromTEACHING to LEARNING Building a culture for learner-focusedprograms Dr. Peter Zettinig University of Turku April 16th 2013

2. A programdirector’squestions: WHAT are the goals and purpose of a MasterDegreeProgram in Business & Management Studies? How doweknowthatweaccomplishthem?

3. (1) PotentialAnswers Purpose: Developprofessionalmanagers and skilledentrepreneurs Enrich the labour market for the better of the economy and society Exploitgiven and explore new knowledge and opportunities Advancescientificknowlege and relevancefor practice

4. (2) PotentialAnswers Effectiveness: (a) Measure the inputs? e.g. howmanyhoursweteach? e.g. howmanyhourswespend on research? e.g. howmanyadministratorswekeepbusy? e.g. whoweenrol into a program (b) Measure the outcomes? e.g. whatdostudentslearn? e.g. howsuccessfularegraduates? (c) Measure the process? e.g. howstudentstransform?

5. Three propositions– competingtheories of whatteaching is - A program’seffectiveness is a function of:

6. EFFECTIVENESS & EDUCATIONAL PRODUCT THEORIES OF TEACHING Theory 1 Focus: What the student is. Theory 2 Focus: What the teacher does. Theory 3 Focus: What the student does. Cf. Ramsden, 2003; Prosser & Trigwell, 1999; Biggs, 1996; Shuell, 1986

7. EFFECTIVENESS & EDUCATIONAL PRODUCT THEORIES OF TEACHING Transmit information Differences in learning because there are differences in ability Differences in Motivation Which school they went to Command of English Student differences Good students Poor students Teacher’s job to be a subject expert Expound content clearly Students come to lecture and listen carefully Theory 1 Focus: What the student is. Theory 2 Focus: What the teacher does. Theory 3 Focus: What the student does. Cf. Ramsden, 2003; Prosser & Trigwell, 1999; Biggs, 1996; Shuell, 1986 Educative activity: SELECT!

8. EFFECTIVENESS & EDUCATIONAL PRODUCT THEORIES OF TEACHING Theory 1 Focus: What the student is. Theory 2 Focus: What the teacher does. Theory 3 Focus: What the student does. Cf. Ramsden, 2003; Prosser & Trigwell, 1999; Biggs, 1996; Shuell, 1986 Search of effective ways of teaching. Learning is a function of what the teacher does. Acquisition of teaching skills. Blame is on teacher if learning ineffective Focus here is also on transmission But also on under- standing, not just Information Teacher’s responsibility: ‘GETTING IT ACROSS’ Educative activity: How to teach, rather than how students learn

9. EFFECTIVENESS & EDUCATIONAL PRODUCT THEORIES OF TEACHING What does it mean to understand? What teaching-learning activities are required to reach understanding. Levels of understanding? What students need to do to reach different levels How the teacher knows if they reached levels Teaching seen as support for learning. Variety of teaching techniques, but they are irrelevant if no learning takes place. Focus is not only on facts, concepts and principles, but on means to ‘understand’. Theory 1 Focus: What the student is. Theory 2 Focus: What the teacher does. Theory 3 Focus: What the student does. Cf. Ramsden, 2003; Prosser & Trigwell, 1999; Biggs, 1996; Shuell, 1986 Educative activity: SYSTEMIC

10. Challenge: Findingmeans to developfrom a teaching-oriented to a learning-oriented culture.

11. EFFECTIVENESS & EDUCATIONAL PRODUCT SCIENCE OF LEARNING If effective learning is a result of focusing on the interactions between teaching and learning then we will have to consider the basics in how people learn

12. EFFECTIVENESS & EDUCATIONAL PRODUCT SCIENCE OF LEARNING Science of learning – process of knowing Human beings are goal-directed agents, seek information Students construct of new knowledge and comprehension is based on what students believe and already know. [cf. Constructivism, cognitive science and neurology] Cf. Barkley et al, 2005; Bransford et al, 2000; Cobb, 1999; Piaget, 1978; Vygotsky, 1978

13. EFFECTIVENESS & EDUCATIONAL PRODUCT IN SEARCH OF A MAGIC BULLET Proposition Increased effectiveness in learning can be attained through EFFECTIVE DESIGN AND A CULTURE OF LEARNING

14. EFFECTIVENESS & EDUCATIONAL PRODUCT IN SEARCH OF A MAGIC BULLET EFFECTIVE DESIGN: Some core components ‘Alignment between course objectives and assessment, a criterion referenced (cf. Biggs, 1999) or standards-referenced assessment (cf. Ramsden, 2003)’ How: Clear and Integrated Progam and Course Objectives

15. EFFECTIVENESS & EDUCATIONAL PRODUCT IN SEARCH OF A MAGIC BULLET EFFECTIVE DESIGN: Some core components Anchor new learning in preconceptions and previous knowledge (cf. Barkley et al, 2005; Brandsford et al, 2000). How: Collaborative Learning

16. EFFECTIVENESS & EDUCATIONAL PRODUCT IN SEARCH OF A MAGIC BULLET EFFECTIVE DESIGN: Some core components Detect, monitor and transform misconceptions (cf. Ramsden, 2003). How: Formative Feedback (vs. Summative Feedback)

17. EFFECTIVENESS & EDUCATIONAL PRODUCT IN SEARCH OF A MAGIC BULLET EFFECTIVE DESIGN: Conclusive Prescriptions Provide students with images of attractive desirable futures for their own lives. Develop meaningful learning objectives that are rigorously reinforced and aligned. Design facilitated student activities. Provide extensive formative feedback on where students stand vis-à-vis learning objectives. Shift the responsibility of student learning to the learner and provide all means necessary to assist them reach their highest potential

18. QUESTIONS?