Innovations to support learning

Dr Jen Harvey,AHEAD symposium

28 April 2009

Presentation outline

Innovations to support learning:

• Choices and opportunities• Feedback and achievement

Choices and opportunities

• Where• Who

• When• How

Where can I learn?

Informed choices

The provision ofdifferent learning opportunities

Formal learning spaces: Learning about

Learning to be/learning with others

Opportunities to learn with others

Who will I learn with?

• Digital• Connected• Experiential• Immediate• Social

Today’s learners: tomorrow’s learners ?

University of Melbournestudent survey (2007)

• 96% had mobile phone, 90% had desktop PC,76% had digital camera, 69% had MP3 Player

• Most common usage of computer based activities email (94%), creating documents (88%) playing digital music files (84%) search for information (general 83% and study 76%) communicating via instant messaging (80%)

• Students were also engaging with emerging technologies: blogs, file sharing, social networking, web-conferencing etc

My favourite piece of technology is my phone, because I record lectures. I am more likely to watch what I have recorded than to log on the [VLE] and to go through the long procedure of

finding something…Student, STROLL project

Addressing the need for newlearning spaces and opportunities

Combining virtual and physical spaces

What is a good learning environment?

Good learning environment provides:

• interaction with knowledge• interaction with the teacher• interaction with peers• opportunity to make mistakes and learn

from them• challenges• good resources

(Smith‘95)

Student Success in College?

Academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, attainment of educational objectives, and post-college performance

Provision of opportunities to learn in different ways.

How do I want to learn?

Thinking about the student learning experience

• How can learners be provided with a range of learning opportunities?

• How can practitioners support learners with different needs, experiences and preferences?

• How can we design learning environments that:– support a wide range of learning tasks/interactions– meet different learner needs (access, competence)– enable positive learning experiences

• What would help to improve learners’ experiences and encourage active participation?

• How can we help learners improve their personal practice and effectiveness to become lifelong learners?

Social spaces or learning spaces?

• Students spend more time out of class than in it• Learning occurs through conversations, web surfing,

social interactions, group work, spontaneous interactions•“Capture time” is particularly important for non-

residential students

Broaden definition of learning

• Powerful pedagogical models (guided inquiry,apprenticeship, learning communities)

• Learning distributed across classroom, work,home, community

• On-demand and just-in-time• Collaborative• Dispersal of intellectual functions across physical,

social and symbolic supports

Dede, 2006

Consider the options

• Visual: less reading, more visuals• Mixed delivery: mix online, face-to-face• Engagement: involvement similar to problem-

solving or games• Redesign space: space for learning not just for

instruction• Real: capitalizes on real world problems;

information can be applied to real situations• Social: interaction with others

Dede, 2006

eLearning the basics…Educationally led

not technology driven

How are my students going to learn from using these resources?

How can I encourage a student centred approach that promotes active learning?

Embedding technology within the curriculum

Some considerations:• learner / tutor backgrounds/skills?• access, technical concerns?• aligning with learning outcomes?• aligned within the module/programme/Dept• technical support, infrastructure?• students with different needs?• plagiarism?• assessment – who, when, how?

Challenges to institutions

• Learner expectations• Learner Literacy Skills• Staff development• Managing perceptions• Moving from project based activities to

mainstream activities

Addressing the challenges…

…thinking about the whole student experience – getting back to basics

‘Ultimately it is only the decisions which learners make about what they will or will not do which actually influence the

outcomes of their learning.'

[Boud, 1981]

Learning basics – programme information

Programme documentation - timetable

• Module title and numbers• Programmes to which module contributes• Level and credit points• Modules leader and other staff information• Mode of delivery – distance, PT, FT – place of delivery • Aim and learning outcomes• Learning & teaching methods used (lectures, seminars etc)• Assessment (mode, weightings, links to LOs, detail)• Outline content• Indicative bibliography (essential reading)

before the course…common concerns of students

• I’m not sure how much work I will have to do on this course• I’m afraid I’ll get behind in my work• I’m worried I won’t get a good set of lecture notes• I’m dreading the prospect of assessments• I think I probably won’t be a good student• I don’t know how much I’ll be expected to read and what to

read for each subject• I’m not sure what a seminar is• I hope noone asks me to speak in class• I don’t want people to think I’m stupid • I’m not sure what to do if I get into difficulty on the course

(Habeshaw et al. 53 interesting ways of helping your students to study)

Providing Learning Support

• Outlining the basics /key information – Handbooks, guides• Introductions /overviews - induction sessions, lectures• Additional support as needed - technical advice/help desks • Access to other students /tutors etc - online /offline• New Learning communities - Self-help groups/learning sets

• Prepare students for the process and ways of learning• Define key terms, key points/readings• Ensure equal access to resources (additional when needed)

• Believe that students can succeed Boud (2000) • Tutor belief in student’s ability to develop through their

efforts rather than innate ability is important (Yorke and Knight, 2004)

Feedback and achievement

• Where• Who

• When• How

“What is the one thing we should do toincrease student engagement and

success on our campus?” Kuh

NESSE study

National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “cessie”)

College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

Deep approaches to learning are important because students who use these approaches

tend to earn higher grades, and retain, integrate and transfer information at higher rates

(Nelson Laird, Shoup, Kuh, & Schwarz, in press).

• Integrating ideas or information from various sources

• Included diverse perspectives in class discussions/writing

• Put together ideas from different courses

• Discussed ideas with faculty members outside of class

• Discussed ideas with others outside of class

• Analyzing the basic elements of an idea, experience, or theory

Essential Learning Outcomes: NSSE Deep/Integrative Learning

• Synthesizing & organizing ideas, info., or experiences

• Making judgments about the value of information

• Applying theories to practical problems or in new situations

• Examined the strengths and weaknesses of your own views

• Tried to better understand someone else's views

• Learned something that changed how you understand an issue

National Survey of Student Engagement

Feedback and Deep LearningFeedback and Deep Learning

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Never Sometimes Often Very often

Frequency of Prompt Feedback from FacultyFrequency of Prompt Feedback from Faculty

Avera

ge D

eep

Learn

ing Seniors

First-Year Students

Different ways to demonstrate andsupport learning…

• Robson (2005) argues that as well as offering a variety of different assessment methods across a course, students should be presented with a choice of ways to complete an individual assignment

• ‘same assessment different process’

“sustainable assessment meets the needs of the present without compromising the ability of students to meet their own future learning needs.” (Boud)

Providing a range of assessment methods…

essay, report, letter, journal, diary, project present a case, write an article, portfolio, learning contract, dissertation, applied task, problem, objective test, produce a poster, make a video, review, briefing paper, oral, write a question, performance, debate, role play, written exam, concept map, develop a plan, produce A-Z, answer client’s Qs, diary…

Linking assessments to learning outcomes…

Assessment as learning - Sadler (1989)

• Students must know what the standard or goal is that they are trying to achieve (assessment guidance) Frontload assessment

• They should know how their current achievement compares to those goals (feedback) sustainable assessment for lifelong learning

• They must know how to take action to reduce the gap between the first two (applying feedback to future assignments )– FEED FORWARD

Feedback is arguably the most important aspect of the

assessment process for students(Black & Wiliam 1998)

Ensure that students obtain feedback on their learning

Thinking about feedback: what, when, how, who?

• informal feedback from tutors/students• tutorial/presentation feedback forms• linked to self-assessment questions• scoring/ marking grids• student surgeries • meetings/ interviews with students• interim project plans/synopses/presentations• learning contracts /portfolios

Bringing it all together…

Embracing Diversity 1 (Hyland)

1. Culture:• A Belief in Learners’ Strengths and Potentials• Advocacy of Care and Respect• A Belief that Learning is Exciting• Educators Work Hard

Embracing Diversity 2

2. Readiness (Preparing people to work with an awareness of diversity)

3. Tools to foster high-quality work4. Collaboration: Informal and Formal Exchanges5. Choice: Meaningful Curriculum and Assessment

Options

Inclusion extends beyond equity and its associated legislative frameworks to

encompass approaches in which each individual is valued and respected,

differences between individuals are seen positively and the diversity on an

individuals are seen as a quality outcome(Cones et al. 1983)