PE-course Project Organised Learning (POL) Mm 5: Learning – individually and in the Team

1. PE-courseProject Organised Learning (POL)Mm 5: Learning – individually and in the Team Master of Science – Introductory Semester (E7 – Intro) Lecturer: Lars Peter Jensen Ass. teacher: Xiangyun Du E7 Intro - E03

2. Mm 5: Learning – individually and in the Team Learning outcome: After this mm you should be able to • Explain the concepts of learning, meta-learning and team roles E7 Intro - E03

3. Mm 5: Learning – individually and in the Team Contents: • Lecture 1: On learning, meta-learning and learning style • Self-test of learning style • Lecture 2: On team roles E7 Intro - E03

4. What is ’learning’? Yes, it’s actually true – you can get a degree by repeating everything the teacher says. The psychological mistake in learning: ”We pretend that there is co-incidence between what is being taught and what is being learned” (Illeriis, 1998) E7 Intro - E03

5. A ’Knowledge’ is objective, measurable, conscious. ’Learning’ is ’to receive knowledge’ from outside. ’Teaching’ is ’to handout knowledge’ (’waterglass-pedagogics). B ’Knowledge’ is subjective, non-measurable – often implicit. ’Learning’ is ’personal transformation of experiences’. ‘Teaching’ is ‘to stage transformation of experiences’, ‘to establish room for learning’. Learning – two different perceptions E7 Intro - E03

6. Passive versus active learning • A study performed by Socony-Vacuum Oil Company shows that students learn (i.e. remember) : • 10% of what they read • 26% of what they hear • 30% of what they see • 50% of what they see and hear • 70% of what they say • 90% of what they say and do passive active E7 Intro - E03

7. Experience Test Reflection Generalisation/ conceptualisation Experiential learning- Kolb’s learning cycle Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated - Jean Lave & Etienne Wenger E7 Intro - E03

8. Experiential learning – the Cowan loopy diagram P0-proces analysis ”P1-midway seminar” P1-process analysis on action Reflection for in Next project Eksperimental, testing Consolidating, verifying P0-project start Time E7 Intro - E03

9. Everyday reflections – an enhanced Cowan loopy diagram Reflection Planned and joint ’grand’ reflections Incidential and personal ’small’ reflections Time E7 Intro - E03

10. Meta-learning • WHAT?Learning about learning • WHY?Deeper, more lasting learning • HOW?Via reflection on own learning process • WHO?You, individually and in the group • WHERE? In the POL-course and in other learning situations • WHEN?When there is a need to improve learning processes E7 Intro - E03

11. Experi- ence Test Reflection Genera- lisation Learning and meta-learning- the Pask model • Experiential learning = ’to find the way out of the maze’ by: • Gain experience by trying • Reflect on the result • Generalise • Test generalisation by new trials E7 Intro - E03

12. Experi- ence Experi- ence Test Test Reflection Reflection Genera- lisation Genera- lisation Learning and meta-learning- the Pask model • Meta-læring = become better in ’finding the way out’ by having my ’observing self’ climb up and: • Observe my ’learning self’ in the maze, • Reflect on learning processes, i.e. my attempts to ’find the way out’ • Generalise learning processes, • Test new methods of learning. E7 Intro - E03

13. Meta-learning (cont.) Meta-learning is associated with concepts such as: • Lifelong learning • Learning-to-learn • Responsibility for own learning • Development of personal skills • Change management • Flexibility E7 Intro - E03

14. Meta-learning (cont.) • Meta-learning deals with such questions as: • Knowing what you know • Knowing what you do not know • Knowing when you know • Knowing when you do not know • Knowing what you need to know • Knowing how to best learn what you need to know E7 Intro - E03

15. On Learning Styles Overview: • WHAT is learning style? • WHY test learning style? • The test • Different learning styles E7 Intro - E03

16. WHAT is learning style? • A person’s way of taking in and processing information – and thereby learn. • Different persons have different learning styles. E7 Intro - E03

17. WHY test learning style? • To make you aware of how you learn • …and thereby improve your learning process • To enable the group to take into consideration the group members’ different learning styles • … and thereby improve your team work E7 Intro - E03

18. The learning styles test (1) • Circle "a" or "b" for every one of the 44 questions. E7 Intro - E03

19. The learning styles test (2) • Fill out the scoring sheet with a ’1’ for each of your answers. • Add ’1’s in column ’a’ and column ’b’ in each of the 4 fields. • Calculate the numerical difference between a-score and b-score and add an ’a’ or a ’b’ depending upon which is the larger sum. E7 Intro - E03

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21. The learning styles test (3) • Transfer your 4 preferences to the preference sheet which you keep yourself. • Each group member transfers her/his 4 preferences to the group preference sheet, as well as to the group acetate. • The scoring sheet is handed in to the lecturer. Remember to write name, sex and nationality. The group acetate is also handed in to the lecturer. E7 Intro - E03

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23. Different learning styles – Information channel Visual Learners • ‘Show me’ • Pictures • Diagrams • Sketches • Schematics • Flow charts Verbal learners • ‘Explain it to me’ • Spoken word • Written words E7 Intro - E03

24. Different learning styles – Information processing Active Learners • ‘Let’s try it out’ • Process actively • Jump in prematurely • Like group work Reflective Learners • ‘Let’s think about it’ • Process introspectively • Work quietly • Slow in starting • Like solo or pair work E7 Intro - E03

25. Different learning styles – Perceiving Sensing Learners • Concrete: facts and data • Focus on sensory input • Practical • Observant • Repetition Intuitive Learners • Abstract: theory and models • Focus on subconscious • Imaginative • Look for meanings • Variety E7 Intro - E03

26. Different learning styles – Comprehension Sequential Learners • Function with partial understanding • Steady progress • Explain easily • Analysis, details Global Learners • Need big picture to function • Initially slow, then major leaps • Can’t explain easily • Synthesis, systems-ecological thinking E7 Intro - E03

27. REMEMBER: • The test cannot be used to categorise people. • No learning style is better than another – they are simply different. • The test informs you about your preferred learning style(s) – strengths and weaknesses • The more ways you are able to learn the better you learn. • Take into consideration differences in learning styles when cooperating in the group. E7 Intro - E03

28. Espoused theory/theory in use – be aware of the difference - 1 Chris Argyris (from ”On Organizational Learning”): • Ask people in an interview or questionnaire to articulate the rules they use to govern their actions, and they will give you what I call their ”espoused” theory of their action. But observe the same people’s behaviour, and you will quickly see that this espoused theory has very little to do with how they actually behave. • When you observe people’s behaviour and try to come up with rules that would make sense of it, you discover a very different theory of action – what I call the individual’s ”theory-in-use.” Put simply, people consistently act inconsistently, unaware of the contradiction between their espoused theory and their theory-in-use, between the way they think they are acting and the way they really act. E7 Intro - E03

29. Espoused theory/theory in use – be aware of the difference - 2 What’s more, most theories-in-use rest on the same set of governing values. There seems to be a universal human tendency to redesign one’s actions consistently according to four basic values: • To remain in unilateral control • To maximize ”winning” and minimize ”losing” • To suppress negative feelings • To be as ”rational” as possible – by which people mean defining clear objectives and evaluating their behaviour in terms of whether or not they have achieved them The purpose of all these values is to avoid embarrassment or threat, feeling vulnerable or incompetent. In this respect peoples actions is profoundly defensive. E7 Intro - E03

30. Defensive: Soft data Tacit, private inferences Conclusions not publicly testable Tacit theory of dealing with treat Set of tacitly interrelated concepts Set of tacit rules for using concepts to reach private conclusions, and private criteria to judge the validity of the test Productive: Hard data Explicit inferences Premises explicit, conclusion publicly testable Explicit theory of strategy formulation Set of directly interrelated concepts Set of rules for using concepts to reach testable conclusions, and criteria to judge the validity of the test Espoused theory/theory in use – how to change from defensive to productive reasoning E7 Intro - E03