Learning and Teaching

1. Learning and Teaching Hugh Davis Web and Internet Science ECS The University of Southampton, UK www.ecs.soton.ac.uk/~hcd

2. This lecture • An intro to learning objectives (how we describe what we hope someone will learn!) • A bit about models of learning (How we understand learning happens – and the implications of that for how we teach) • And finally – how to plan a unit of learning Why? Have you looked at the CW?

3. The (revised) Nurnberg Funnel

4. When it comes to models of learning remember…. The Map is not the territory

5. A taxonomy of Learning Outcomes • This taxonomy comes from the Dialog Plus Toolkit (DPT), and is based on surveys of current literature and expert contributions • The affective domain  is concerned with skills related to emotions, feelings, and values. • The cognitive domain is concerned with skills that related to the intellect and attaining knowledge. • The psychomotor domain is concerned with skills related to one's physical abilities and well being.

6. Blooms (Revised) Taxonomy of Cognitive Skills • CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. • EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging • AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding • ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing • UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining • RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Higher-order thinking

7. (Some) Important Approaches to Learning and Teaching • (Behaviourism) • Instructional Design • Constructivism • Problem Based Learning • (Apprenticeship)

8. Gagné’s Nine Steps of Instruction

9. Constructivism • This point of view maintains that people actively construct new knowledge as they interact with their environment. • Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Contructive learning principles. • 1. Knowledge is physically constructed by learners who are involved in active learning. • 2. Knowledge is symbolically constructed by learners who are making their own representations of action; • 3. Knowledge is socially constructed by learners who convey their meaning making to others; • 4. Knowledge is theoretically constructed by learners who try to explain things they don't completely understand

10. Problem Based Learning (PBL) • There are all sorts of variations on this….. • General Characteristics • learning is driven by messy, open-ended problems • students work in small collaborative groups • 'teachers' are not required, the process uses 'facilitators' of learning. Accordingly, students are encouraged to take responsibility for their group and organise and direct the learning process with support from a tutor or instructor • can be used in a "weak" or a "strong" form: • if you go for the strong form, it requires a whole different approach to curriculum and course design, crossing disciplinary boundaries, and tolerating a degree of uncertainty about outcomes. • The weak form, on the other hand, can be incorporated within existing structures with rather less disruption.

11. Kolb’s Learning Cycle

12. Scaffolding (Bruner) • We understand that learners cannot perform complex new tasks in the entirety • The idea with Scaffolding is to provide some supports for learners undertaking a complex task, until the user is able to perform the task without the scaffolding. E.g. • Gapped handouts • Skeleton programs with blank procedures/methods • Breaking a question into sections that lead the student through the correct process of answering the question • Giving a learning swimmer a float

13. Motivation • Expressive  Interest for its own sake: satisfaction derived directly from understanding/ skill • Achievement  Desire to succeed: “I'm not going to let this beat me”: mastery represents something important • Social  In order to gain social acceptance, either within the class/course etc. (“Pleasing teacher” or being one of the in-crowd, or outside • Instrumental    In order to gain a tangible reward or avoid negative consequences Intrinsic (doing something for its own sake) Extrinsic (doing something for some other reason)

14. Deep vs Surface Learning Deep and Surface look rather like Intrinsic and Extrinsic but note that it is the Learning that is deep/surface not the Learner.

15. Preparing a Unit of Learning • Title • Time • Who is it aimed at (age/level) • Equipment Required • Prior knowledge / skills required • Objectives • What is actually going to happen? (and how long each) • Gaining Attention • Setting the scene • Activities (learner? teacher?) • Assessment (formative)(how will the learner know how they have done?) • Summative Assessment (Now or later?) • Review learning and Sum-up

16. Exemplar Activities • Lecture • Reading / Self Study • Interactive on-line activity • Game • Simulation • Discussion Group • Field Trip • Demo (by expert) • Debate • Panel discussion • Role Playing • Written Work • Worksheets/ problem sheets • Experiment • Lab • Practice with feedback (coaching) • Brainstorming • Drill and practice • Memory Aids • Think, share, pair • Group Problem Different activities suit different learning outcomes,different learning styles, and different models of learning

17. References • An accessible introduction to much of what this lecture was about is at ATHERTON J S (2005) “Learning and Teaching: Angles on learning, particularly after the schooling years” at http://www.learningandteaching.info/learning/index.htm • A more heavy weight report is Terry Mayes & Sara de Freitas (2005) JISC e-Learning Models Desk Study Stage 2: Review of e-learning theories, frameworks and models. http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf • A fairly recent angle on Blooms Taxonomy is Forehand, M. . (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy • A short but helpful download on lesson planning (with a few suggested templates) is at https://helpdesk.bcit.ca/fsr/teach/courseprep/htlessonplans.pdf