HEA Gulf University workshop Day 1 second session 1 16/07/2017 - - PowerPoint PPT Presentation

HEA Gulf University workshop Day 1 second session

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Learning and teaching in HE: what do some studies say?

Let’s find out by doing a quick Kahoot quiz! Work as a team! Use one enabled device per team. On that device go to https://kahoot.it/ And type in the game PIN and enter your team’s name: Bloom, Dewey, Vygotsky, Piaget, Bruner

Information on this quiz was taken from the infographic: Grow the 8% (Infographic) | Teaching & Learning in Higher Ed. https://teachingandlearninginhighered.org/grow-the-eight-percent-infographic/

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If you want to create your own Kahoot quizzes, you need to create a free account at https://kahoot.com/

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Desired learning outcomes from this session

You should be able to: To have a basic understanding of 3 approaches to learning To have a heightened awareness of the power of emotion and motivation on student learning; To be able to take steps to mitigate possible negative influences through effective teaching and creating positive learning environments. Keep a record of these areas in your Tracker.

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What about the theory?

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In your groups, divide the

• work. Read about a different

approach and

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Note down…..

• 1. What is the approach? Summarise the characteristics of

the approach in 3 key points.

• 2. Do you recognise this approach from your own

experiences of learning/teaching? Give an example if possible.

• 3. Are there any implications for your own practice from this

approach?

• 4. Tell the other people in your trio about the approach,

application and implications (briefly – 1 minute).

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21st century updated needs, based on Maslow!

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Different types of learning theory

‘Each (theory) emphasises different aspects of learning, and each is therefore useful for different purposes. To some extent these differences in emphasis reflect a deliberate focus

• n a slice of the multidimensional problem of learning, and to

some extent they reflect more fundamental differences in assumptions abut the nature of knowledge, knowing, and knowers, and consequently what matters in learning.’ Wenger, 2009, p210

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Wenger, E. (2009). A social theory of learning. In K.Illeris (ed). Contemporary learning theories (pp209-218). London: Routledge

Summary

Behaviourist and cognitive learning theories: focus on learning as individual. Behaviourism useful in contexts where correct response is required, memorisation of facts, where learners need to react in predictable ways. Social and situated learning theories: focus on social view of learning. Constructivism – knowledge is actively constructed by the learner, rejects view that knowledge is passively received. Social constructivism stresses collaborative processes in knowledge building.

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Underpinning

http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm https://www.heacademy.ac.uk/resource/engaged-student-learning-high- impact-strategies-enhance-student-achievement

Emotion and motivation: gatekeepers to learning

The 8 Basics of Motivation

Students are more motivated to engage in learning when: they perceive stable links between specific actions and achievement; they feel competent to do what is expected of them; they value the subject and have a clear sense of purpose; they perceive the environment as favourable for learning, and they experience positive emotions towards learning activities; students direct their attention away from learning when they experience negative emotions; students are more persistent in learning when they can manage their resources and deal with obstacles efficiently; students free up cognitive resources for learning when they are able to influence the intensity, duration and expression of their emotions.

13 http://www.oecd.org/edu/ceri/50300814.pdf

How emotions impact learning

How do emotions impact learning 14 16/07/2017

As you watch the short talk:

Note down any interesting points Think of any personal examples of where emotions, either positive or negative, have impacted on your learning. For negative emotions, in what ways might the experience have been transformed into a positive one?

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Motivation, self-regulation and learning

Value system

External Internal

Locus of control

External

External: e.g. working hard because family expect and insist on this Identified: e.g studying algebra in

• rder to graduate

from university

Internal

Introjected: e.g. studying in order to avoid feeling like a failure Integrated: e.g. studying Advanced Maths is “part of the package” if you want to be an engineer

Deci and Ryan (1994)

“Flow” (Csikszentmihalyi,1990, pp. 53–54)

A dancer describes how it feels when a performance is going well: “Your concentration is very complete. Your mind isn’t wandering, you are not thinking of something else; you are totally involved in what you are doing. […] Your energy is flowing very smoothly. You feel relaxed, comfortable and energetic.” A rock climber describes how it feels when he is scaling a mountain: “You are so involved in what you are doing [that] you aren’t thinking of yourself as separate from the immediate activity. … You don’t see yourself as separate from what you are doing.” A chess player tells of playing in a tournament: “… the concentration is like breathing— you never think of it. The roof could fall in and, if it missed you, you would be unaware

• f it.”

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Your ‘flow’ experiences during learning episodes?

Describe, explain

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Motivation: cause or effect?

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Intelligence is not ‘fixed’ (Dweck 2006) and brains are plastic

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Carol Dweck’s TED talk on fixed mindsets in 2014:

https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?langu age=en

Engagement and Learning

Attribution (Dweck, 2000)

• Personalisation (internal vs external)
• Permanence (stable vs unstable)
• Good learners attribute failure and success to internal unstable
• causes. (It’s down

to you, and you can do something about it) Views of ‘ability’

• Fixed (IQ)
• Incremental (untapped potential)
• Essential that teachers inculcate in students a view that ‘ability’ is

incremental rather than fixed (by working, you are getting smarter).

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Dual pathway theory (Boekaerts, 2006)

Long-term learning goals are translated into short- term learning intentions Dynamic comparisons of task and situational demands with personal resources, taking into account:

• Current perceptions of the task
• Beliefs about the subject or task
• Beliefs about “ability” and the role of effort in the subject
• Interest in the subject (personal vs. situational)
• Previous experiences on similar tasks
• Costs and benefits

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The dual pathway

Resulting activation of energy along one of two pathways:

• Well being
• Growth

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Desired learning outcomes from this session

You should be able to: To have a basic understanding of 3 approaches to learning To have a heightened awareness of the power of emotion and motivation on student learning; To be able to take steps to mitigate possible negative influences through effective teaching and creating positive learning environments. Keep a record of these areas in your Tracker.

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Development Plan……

Join Yammer Create a free account at kahoot, Poll Everywhere, padlet Make notes in Tracker document pages 14 - 17 Go to https://ocw.mit.edu/courses/audio-video-courses/ Pick any lecture and start

• watching. Note how you engaged with the session: were you attentive all the time or

did your concentration lapse? If so how long did you concentrate for before getting distracted? Did the lecturer do anything which kept your attention? What were they good at and less good at? Bring materials from a teaching session with you to Day 2.

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What are your takeaways from today?

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