Trends in T&L in Higher Ed. Critical enablers for the institution
JUNE 2017 NTNU CONFERENCE Ecological Restoration and Innovation of Teaching and Learning in Higher Education
What weve learned about learning How to make it so that more people do more
of these things more of the time.
What we have learned about learning
Learning frameworks as bridges Research in brain science, cognitive,
developmental, and social psychology, anthropology, education, and diversity studies
Domain- & experience-independent Cross-culturally relevant A bridge between research into learning and
implications for teaching practice
One page description from CMU website http://www.cmu.edu/teaching/principles/index.html Brent, R. & Felder, R. (2011). Random thoughts how learning works. Chemical Engineering Education 45(4). 257-8. Available at: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Ambrose.pdf
Five page summary of the 7 principles http://bit.ly/HLWshort
Critical enablers for success
Our roles as educators Many different drivers but increasingly
complex: Technology Larger classes Learning research Globalization Funding pressures ..
What are the habits, skills, values needed to thrive?
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Measurement, collection, analysis and reporting of data about learners and their contexts with the goal of understanding
and optimizing learning and learning environments
How am I doing?
Top: UMBC Check my Activity tool.
Bottom: the Course Signals alert system at Purdue.
Both of these snapshots are of the learner view.
Video Analytics Top: ViDeX, a UBC system, shows how the class, overall, watched the video, by overlaying a heatmap on a filmstrip. Right: CLAS, a UBC system, shows where students asked questions about the video. Bottom: Insights by edX shows three instances of the same videos, demonstrating that overall students repeat the same parts of the video.
Left: course structure of current UBC MOOCs. Top: X axis shows the course structure, from left to right; height shows # of unique learners; colour denotes element type. In that programming course, learners learn mainly by solving problems. The course has high retention rate. Bottom: This genetics course has mainly self-tests. Many drop the course, mainly in Module 1.
So whats the issue?
CurrentstateUBCsolu3onsare Limitedtospecificenvironments Lackins3tu3onalcontextdataintegra3onor Lackreal-3medatacaptureandanalysis
Learning Analytics strands
We have learned enough about learning effectiveness that if more people used these approaches more of the time, it could have a step-change effect on student learning.
The challenge for institutions is to create the
conditions that allow that to happen.