Bridging the gap between Learning and Deep Learning

Bridging the gap between Learning and Deep Learning Dharini Krishnamoorthy

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Introduction to Deeper and Surface Learning Surface learning involves simply 'scraping the surface' of the material being studied, without carrying out any deep processing of the material. National Research Council (NRC) defines deeper learning as “the process through which an individual becomes capable of taking what was learned in one situation and applying it to new situations (i. e. , transfer). Researchers such as Craik and Lockhart (1982) and Craik and Tulving (1975) have shown that information processed to a ‘deep’ level will be better remembered than information processed only to a ‘shallow’ level.

Surface Learning vs Deep Learning-1 Surface learning approaches Deep learning Approaches • Teacher leads the learning for • Student lead their learning for example I took notes and looked up for information, collected facts, completed tasks 1 and 2. analysed and grouped them based on the relationship between the facts. Primary focus is memorising material for the tests and exams. Primary focus is understanding material that allows you to use and reuse the information in a variety of situations.

Surface Learning vs Deep Learning-2 Surface learning approaches Deep learning Approaches Information Reproducing: Knowledge Transforming: Examining new Accepting new facts and ideas critically, and linking them without critically examining them. to your existing knowledge base and also No interaction with the making numerous links between ideas. content/ideas. Students stick too closely to the class notes and textbook examples. Read and study beyond the subject specification requirements. Tend to relate subject content to real world examples or personal experiences.

Relationship between Test Format and Study Strategies Test formats directly affect the choice of study strategies but how? For example multiple choice questions focusses only on information recall so students won’t be wasting time to expand their understanding of the underlying principles of that topic. When students are faced with questions that require higher level thinking skills they will discover that they can’t answer those questions with the information they have memorised and so they will start studying differently. RAM or MAR? PC stands for… Wi-Fi and Internet same or different?

Deeper Learning 1– The start Programming skills is not what you have but this is what you gain when you spend hours and hours of practice in the process of learning to program. Student’s confidence on their ability to do academically well is the key. Linking current learning to prior learning --- I can see the link but can you? Introduction unplugged activity/learning activity/example assessment/homework. A slight change within the lesson structure could yield a better understanding Introduce the concept example together back to concept second example back to concept Third one individually / Further reading/ activities / homework.

Classroom Activities To Incorporate Deeper Learning Information recall: After completion of learning a topic/ before teaching a topic ask them to write everything they know about that topic. Keyword Acronym: Come up with an acronym using keywords related to that specific topic and a Relational mind map: This could be used to show links between topics or ideas. Efficient technique to expand student’s understanding. Question creator: Students in class/home create a question paper about a particular topic with possible answers. Topic analysis: In class teacher may provide the exam questions for that topic and students to use their question creator project sheet and try to answer the exam questions. Students to mark work using mark scheme and may be a whole class discussion Note down the questions they couldn’t answer(information gaps) – for homework

Application Of Theory In Programming To start on these projects students will need to have all the facts, worked out examples and/or real life examples. Pseudo-code/algorithm in class projects: Link to theory content starting with detailing of variables needed, algorithm/Pseudo-code and/or flowchart including any functions needed. Variables and outputs are identified. Programming development at home: Students to complete the programming at home and students to include annotations. Trace Table class test: Complete Trace table test with values provided by teacher/by student for the variables. Update Pseudo-code based on homework programming project: compare their Pseudo-code with the programming homework submitted any changes needs to be included as a second version of Pseudo-code. Example activities include Data conversions, quiz on hardware, Random IP address generator, Caesar cipher encryption, Sorting numbers or alphabets, Identify Ethical, Legal and moral issues or cyber security using different files to store and retrieve information.

Questions that Challenge Learners -1 Write Pseudo-code/algorithm/ draw flowchart to solve this problem What is missing in this Pseudo-code/flowchart …. ( involves reading and understanding) What is wrong with this code/algorithm/Pseudocode? (recall – should be able to know basics of expectation of programming technique (Syntax errors) but what about logical errors (deeper learning to understand code) ) Trace table questions: Understand code and apply values (Deeper learning) Suggest a suitable solution for a specific scenario and give your reasons for the choice made. For e. g. Use of LAN/ WAN , Type of cyber security needed, To improve computer performance etc. [ Teachers can identify learners understanding : for Deeper learning ( Links between ideas supported by many good real life examples) / Surface learning (Very few/or no examples and few facts covered)]

Questions that Challenge Learners -2 Discuss whether you agree/disagree with the above statement --- (Surface learning – stating points or facts but deeper learning by linking key facts leading to a clear conclusion) What might happen when I change this ……. ( understanding , analysing/testing and predicting) Benefits and drawbacks of networking computers (recall) in this scenario…. ( deeper learning) Misconceptions: Show it works (sorting/ conversions) by providing your own examples

Web References Surface and deep Learning Resource links https: //intranet. birmingham. ac. uk/as/hefi/birminghambeacon/documents/public/ebl/journey/surface-and-deep-learning. pdf https: //teaching. unsw. edu. au/sites/default/files/uploadfiles/deep_and_surface_learning. pdf https: //www. researchgate. net/publication/263461660_A_Critique_of_the_Deep_and_ Surface_Approaches_to_Learning_Model online pdf http: //www. lander. edu/docs/default-source/white-board-newsletters/whiteboard 12 dec. pdf? sfvrsn=2 https: //onlinelibrary. wiley. com/doi/pdf/10. 1348/000709905 X 79158 online library http: //www. ceeman. org/docs/default-source/documents/arshad-ahmad---surfacestrategic-amp-deep-approaches-to-learning. pdf? sfvrsn=0 https: //www. kpu. ca/sites/default/files/Learning%20 Centres/Think_Approach 2 Learn_ LA. pdf https: //www. learning. ox. ac. uk/media/global/wwwadminoxacuk/localsites/oxfordlea rninginstitute/documents/supportresources/lecturersteachingstaff/resources/resourc es/Student_Approaches_to_Learning. pdf http: //ijern. com/journal/August-2013/01. pdf cese. science. psu. edu/files/Kun_Miao_Poster. pptx

Web References https: //ir. uiowa. edu/cgi/viewcontent. cgi? article=4881&context=etd www 2. wlv. ac. uk/webteam/confs/socdiv/sdd_keith_trigwell. ppt http: //cpr. indiana. edu/uploads/acpa 2009 dalinsa-finalslides. pdf https: //resourced. prometheanworld. com/education-system-deep-learning/ learning https: //deeperlearning-cc. org/about-deeper-learning/154087_Deeper_Learning_Handout_102015_FINAL. pdf http: //deeperlearning 4 all. org/teaching-and-learning-for-deeper-learning/ online learning includes examples https: //www. teachthought. com/learning/6 -teaching-strategies-to-promote-deeperlearning/ online learning to promote deeper learning http: //www. educationworld. com/a_curr/teaching-strategies-deeper-learning. shtml online learning to promote deeper learning http: //www. evidencebasedteaching. org. au/crash-course-evidence-basedteaching/nurturing-deep-learning/ online deeper learning online