UGC funded teaching development project Learning to Learn

1. The Learning-to-Learn NETWORK presents a 4-session certificate courseDeveloping Good Learners in Your Subject

2. UGC funded teaching development projectLearning to Learn Developing students’ Cognitive, Motivational & Interpersonalstrategies for learning

3. ITC LSGI ME ISE OR Participating departments • BSE • BUSS • COMP • EDC • ENGL • GEC

4. Developing Good Learners in Your Subject 4-session Certificate Course Session 1: 21 Jan (Tue)Learning-to-Learn InstrumentsforUse&Research Session 2: 28 Jan (Tue)Learn to Review: Learning Review Table Session 3: 11 Feb (Tue)Learn to Reflect: Reflective Learning Journal Session 4: 19 Feb (Wed)Learn to Relate: O-diagram

5. What will you get from this 4-session Certificate Course? • Ready-to-useworksheets and interesting ideas for developing students’ learning abilities • Reports from teachers and students on their experience of using these worksheets • Assistance in planning your own research on helping students learn to learn • A certificate

6. Session 1: ‘Learning-to-Learn’ Instruments for Use and Research • Learning to Learn and L2L instrumentsThe learning abilities that our L2L materials attempt to develop • UseStudents’ opinions about how learning to learn should be addressed in university • ResearchIntroduction to scholarship of researching into learning to learn

7. Students’ opinions about how learning to learn should be addressed in university

8. L2L in-context of academic subject ‘… in such general terms we don’t know how to apply them … do it for every subject…’ Students lack abilities to transfer generic knowledge about learning to academic learning, hence, they prefer L2L to be • Associated with the learning of academic subjects to allow easy application • Done for every subject

9. L2L in-task (academic learning task) ‘[L2L] should go along with the process of learning … understand more of [L2L], …. Could see its usefulness.’‘… force us to do those things, then we would learn them’ Merits of integrating L2L in academic learning tasks • Allows effective understanding and application of L2L concepts • Motivates students towards L2L as they can see the relevance directly • Effectively engages (‘forces’) them in L2L

10. L2L in-assessment ‘No assignment [on L2L] will not spare time for it.’ ‘In exam no time to think about quality … write down everything’‘Use this [SOLO] as marking scheme ...’ Students explicitly point out the need to • Include learning abilities as part of the assessment • Use assessment methods and assessment criteria which encourage use of good learning approaches

11. L2L Incessant throughout course of study ‘We have been spoon-fed for so long, … hard to change the habit. … Need to follow up, perhaps every week.’ Students expressed a felt need for continuous support and development in L2L, because • New L2L concepts / methods require time and effort to develop • Old L2L habits take time and effort to change

12. How should L2L be addressed in PolyU? • In-contextwith reference to academic subject matter • In-task integrated into academic learning tasks • In-assessment Including L2L as part of the assessment • Incessant continues throughout course of study

13. Session 1: ‘Learning-to-Learn’ Instruments for Use and Research • Learning-to-Learn and L2L instrumentsThe learning abilities that our materials attempt to develop • UseStudents’ opinions about how learning to learn should be addressed in university • ResearchIntroduction to simple methods for researching into learning to learn

14. What is Learning to Learn? Developing in students the following • Understanding of what learning means • Abilities for carrying out learning • Attributes as a self-regulated learner

15. Understanding of what learning means – underpinning theories • Conceptions of learningQuantitative conception VS Qualitative conception • Levels of learning outcomes SOLO taxonomy • Extended abstract (think beyond given) • Relational understanding (able to relate ideas) • Multi-structural (memorization of unrelated facts) • Qualities of a preferred graduate

16. Abilities for carrying out learning • Motivation • Cognitive abilities • Interpersonal abilities

17. Attributes as a self-regulated learner (Meta-cognition) • Knowledge of oneself as a learner • Self-regulation of one’s learning • Planning one’s learning • Monitoring of one’s learning • Evaluating one’s learning

18. Session 1: ‘Learning-to-Learn’ Instruments for Use and Research • Learning to Learn and L2L instrumentsThe learning abilities that our L2L materials attempt to develop • UseStudents’ opinions about how learning to learn should be addressed in university • ResearchIntroduction to scholarship of researching into learning to learn

19. Scholarship of helping student L2L – practice, research and publication L2L work in the PolyU is contributing to the literature in the following ways: • New realms of L2L are explored, e.g. • learning goals • Conceptions of learning • 4-INs of L2L (in-context, in-task, in-assessment, incessant) • New materials are developed and tested, e.g. • O-Diagram • Knowledge Building Worksheet • Renowned theories are used to underpin L2L, e.g. • SOLO taxonomy • Conceptions of learning • Meta-cognition

20. Researching into L2L: Publications and Presentations • UGC 2001 Conference on ‘The Scholarship of Teaching • 2 papers on the project • 1 paper on implementation of 3-Column Table • 1 paper on survey of students’ L2L needs (selected for publication in printed proceedings) • Forum of Higher Education Reform, Society of HK Scholars • invited speech • 2002 International Conference of HK Educational Research Association • 1 paper on evaluation results (qualitative interviews) • 2003 International Conference of European Association for Research on Learning and Instruction • 1 paper on evaluation results (findings on SPQ)

21. Sustaining and extending development in Learning to Learn byIntegrating L2L into Teaching andPiloting Approaches to Assessing Learning and Meta-cognitive Abilities