Development & trends in teaching and learning

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  • 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

  • Overview

    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

  • Knowledge

    Structure

    Motivation

    Mastery

    Practice

    Climate

    Metacognition

  • KnowledgeStructureandOrganiza3on

    Howstudentsorganizeknowledgeinfluenceshowtheylearnandapplywhattheyknow

    Howexpertsandnovicesstructureandorganizeknowledge

    SourceHLWFig2.1

  • Critical enablers for success

  • tools

    people

    data

  • tools

    people

    data

  • 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?

  • Anatomyof21stCenturyEducators

    Scholar

    Technologist

    Curator

    TeacherforLearning

    Collaborator

    Experimenter

    Anawareness&apprecia3onofeffec3ve,research-based,discipline-appropriatepedagogicalapproaches.

    Fluencyusinglearningtechnologyineduca3onallyeffec3veways.

    Aproducer&consumerofappropriateeduca3onalresourcesthroughsharing&development.

    Anunderstandingofhowstudentslearn&howtodesigneffec3velearningac3vi3es&experiences.

    Sharing&enhancingonesowneduca3onalapproachesthroughcollabora3onswithin,across&betweendisciplines.

    Anopennesstotry,reflect&learnfromnewapproaches,pedagogy&technologiestosupportstudentlearning.

    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

  • tools

    people

    data

  • Measurement, collection, analysis and reporting of data about learners and their contexts with the goal of understanding

    and optimizing learning and learning environments

    SOLAR,hPp://www.solaresearch.org

  • 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.

  • MOOC Analytics

    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?

    Despiteislandsofac3vity&exper3se. Significantshortcomingswiththeeasebywhichinteres3ngques3onscanleadtoac3onableinsights.

    CurrentstateUBCsolu3onsare Limitedtospecificenvironments Lackins3tu3onalcontextdataintegra3onor Lackreal-3medatacaptureandanalysis

  • Learning Analytics strands

    CommunityEngagement(Research)

    Ethics/Policyframeworks

    Solu3onArchitecture

  • tools

    people

    data

  • In summary

    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.