Post on 22-Jan-2018
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 we’ve 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&enhancingone’sowneduca3onalapproachesthroughcollabora3onswithin,across&betweendisciplines.
Anopennesstotry,reflect&learnfromnewapproaches,pedagogy&technologiestosupportstudentlearning.
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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… what’s 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.