OET 2003 Talk 3 Learning and Teaching Anita

OET 2003 Talk 3 Learning and Teaching Anita Pincas 1

This talk Why you would want to go online at all? What we know and don’t know about learning? What our common starting point ought to be? What our online options are? 2

Autonomous - self-directed Self directed adult learners attempt to navigate in an information landscape without landmarks, and to make sense of (and impose order on) the profusion of stimuli they encounter in cyberspace. This presentation develops a model for designing software and creating structures to support lifelong learning through formal, non formal and informal means. 3

The dilemma Students need help Provide non human support Rich resources Make students autonomous Write better materials: Self assessment, FAQs Students still need help Provide human support Too many students Too few staff 4

What do we know about learning? 1. Everyone can learn – no research needed; it is obvious 2. Everyone does it a bit differently, 3. Even if you are aware of different learning strategies you will not be able to predict them for any individual 4. An individual person’s strategies may change in different circumstances, for different subjects, at different times of the day! 5. Everyone needs some guidance – from parents, teachers, peers. 6. Expectations influence learning – own, and parents’ or teachers’ or peers’. 7. Cultural traditions affect people’s learning 8. Previous learning experience may be valuable, motivating, discouraging…. . 5

L e a r n e r v a r i a b l e s 1 Age 2 Sex 3 Previous experience 4 Proficiency 5 Personality 6 Aptitude 7 Attitudes 8 General intelligence IQ 9 Sense modality preference 10 Sociological preference 11 Cognitive styles 12 Learner strategies 1 Aptitude 2 Motivation 3 Strategies 4 Cognitive and effective factors a. extroversion/introversion b. risk‑taking c. intelligence d field independence e. anxiety f. empathy g. inhibition h. tolerance of ambiguity Difficult Terms………… Sense modality preference: Preferring to learning by seeing vs. hearing, etc. Sociological preference: E. g. learning with peers vs. learning with the teacher Field independence: Perceiving an area as a whole vs. perceiving the separate parts within the whole 1 Age 2 Socio‑psychological factors a. motivation b. attitude c. anxiety 3 Personality a. self‑esteem b. extraversion c. anxiety d. risk‑taking e. sensitivity to rejection ……………. . Empathy: ability to sense the feelings of other people Reflexivity/impulsivity: Being reflective or impulsive Analytic/gestalt: Seeing the parts vs. seeing the whole 4 Cognitive style a. field dependence vs. independence b. reflexivity/impulsivity c. aural/visual factors d. analytic/gestalt 5 Hemisphere specialization 6 Learning strategies 7 Other factors e. g. memory, 6 sex

Interrelation of learning variables Individual learning differences beliefs about learning affective state general factors Learning processes and mechanisms Learner strategies Learning outcome proficiency achievement rate of learning 7

Learner strategies Activist Pragmatist Reflector Theorist Honey P and Mumford A (1982) The Manual of Learning Styles Activists prefer new experiences, problems and opportunities to be engrossed in the 'here and now' excitement change to lead the learning freedom in their learning Theorists prefer . to organise learning within a personal system or model time for methodical exploration of ideas and situations a chance to question and probe to be intellectually stretched learning with clear aims learning that is logical and rational to think, analyse and generalise to be required to understand. Pragmatists prefer Reflectors prefer to see immediate relevance to the learning in practically biased ways to practise and apply their learning to copy or emulate a model or theory to observe and think about activities a 'back seat' role time to reflect and consider to work in a detailed and painstaking way well structured learning experiences 8

Individual learner differences Hypotheses led Data collection led Real life settings A B Theory‑led studies that examine Exploratory studies that examine IDs in how learners learn IDs in the way learners learn in in real life settings. real life settings. Controlled environments C D Theory‑led studies that examine Correlational studies designed to IDs experimentally, i. e. by investigate whether expected assigning learners to special patterns of relation ships involving groups and by manipulating IDs and learning occur in their learning experiences specially selected groups of learners A. Checking how people learn when self motivated outside school/college Hypothesis: Strong self motivation will improve learning. B. Collecting data on different factors in people learning outside school/college C. Checking how people learn in control groups with different motivations in school/college Hypothesis: Differences in motivations x and y will improve learning. D. Collecting data on different factors in people learning in control groups in school/college 9

Kinds of Learning factual or knowledge-based associated with write, state, explain, show, compare, generalise, select, judge. skills based associated with try, experiment, correct, re-try, practise, drill - affective, ie to do with people’s attitudes or feelings associated with listen, perceive, answer, accept, relate, change, decide. Bloom B. (1956 Vol. 1, 1964 Vol. 2) A Taxonomy of Learning Objectives 10

Factual n n n What access your students have: Is paper easier than CD? Is CD easier than the www? Do email attachments solve the problem? What methods of clear presentation are best? text graphics pictures film audio How much teacher explanation is needed? Gradual blackboard build up: working through a maths problem talking head: explaining, defining terms Q/A session with real students: vicarious learning lecture (classroom video or talking head) putting substance of text materials into context, in own words, explaining things, linking them to the students’ interests and needs, giving more examples than are in the textbook…. . Case studies, video simulations… 11

Skills Do the skills need live training from a teacher, e. g. a sport, a machine to operate? illustrated online by moving film/cartoons before live training samples by film analysed for understanding practice still needed? filmed simulations videoconferencing, e. g. role play meetings, teacher trainees video own real class and get remote feedback Intellectual skills e. g. teaching people to use computer software programmed, step by step instruction online with self assessments. teach the rules of rule governed behaviours What about study skills, writing reports, research methods, critical analysis? 12

Affective How change people’s attitudes power of film to influence people power of the written word use of the internet to demonstrate factors in the wider world online loss of personal impact if merely writing? 13

Reasons for internet use quickly update texts and materials cheaper and easier for the provider Search across subjects, across books, etc. , in ways that are not possible in a library or even on a CD because not enough space. communicate between people 14

FLEXIBILITY World Collis B. and Moonen J. (2001) Flexible Learning in a Digital Flexibility related to time: 1. Times (for starting and finishing a course) 2. Times (for submitting assignments and interacting within the course) 3. Tempo/pace of studying 4. Moments of assessment Flexibility related to content: 5. Topics of the course 6. Sequence of different parts of a course 7. Orientation of the course (theoretical, practical) 8. Key learning materials of the course 9. Assessment standards and completion requirements Flexibility related to instructional approach and resources: 10. Conditions for participation 11. Social organization of learning (face‑to‑face; group, individual) 12. Language to be used during the course 13. Learning resources: modality, origin (instructor, learners, library, WWW) 14. Instructional organization of learning (assignments, monitoring) Flexibility related to delivery and logistics: 15. Time and place where contact with instructor and other students occur 16. Methods, technology for obtaining support and making contact 17. Types of help, communication available, technology required 18. Location, technology for participating in various aspect of the course 19. Delivery channels for course information, content, communication 15

Changing the approach • flexible learning • constructivist teaching peer group learning is important • resource based teaching learners discover information for themselves • problem based teaching learning starts not from given solutions but from students trying to work out solutions to problems set • activity methods learners are more active than listening to lectures • transformative teaching students [and teachers] develop independence • autonomous learning 16

Before, during, after Collis and Moonen op cit p. 93, based on Figure 5. 3) (Before) Preparation by learners (During) F 2 F event by teacher (After) Follow‑up by learners (Predominately) Acquisition+Contribution (Predominately) Contribution Study resources in the WWW site are partially from work, partially from the WWW. *Build on the preparation: Use session to focus on ideas indicated in the 'Before' period and also to prepare for follow‑ up activities. *Re‑view and re‑use resources *Individually or as a group, develop or locate resources to contribute to the WW‑W site. *Prepare for upcoming face‑to‑face session by contributing new material, indicating preference for study focus during the focal session. *(Possibly) integrate remote participants. *Capture key aspects of the session for re‑use via the WWW site. *Build professional network via contacts for just‑in‑time learning. 17

Elements of teaching Ko S. & Rossen S. (2001) Teaching Online A Practical Guide The activities in most college classes can probably be divided into a few large categories: • Instructor presentation: Typically lectures, simulations, charts, and graphs, computer‑assisted pre sentations. (Guest lecturers included). • Discussion: Small group, guided discussion sections run by teaching assistants are common. So are question‑ and answer sessions as adjuncts to lectures, labs, and exams. In seminars, instructor presentation and discussion are often combined. • Group‑oriented work and student presentation: Collaborative, cooperative, and other peer activities: a group project, peer‑reviewed compositions, independent project presented to the class. • Research: conducted by individuals or in groups; practical applications, experiments, fieldwork, interviews, and apprenticeships. • Assessment: exams, essays, projects; portfolios that combine different types of work; and evaluation and credit for participation. Instructor Presentation: Classroom teaching, or lectures. These are probably the most common method of presenting content in school or college classrooms, with transparencies, slides, blackboard writings, or computer‑assisted Power. Point presentations. To translate this type of activity into an online environment, you can use several different online formats alone or in combination. Here are some notes on these possibilities, along with their advantages and disadvantages. 18

Effective Teaching Panel 1 Effective Teachers: Panel 2 Pupils achieve more when a teacher: > are clear about their instructional goals; > are knowledgeable about their content and the strategies for teaching it; > communicate to their students what is expected of them ‑ and why; > monitor students' progress and check their understanding; > are knowledgeable about their students, adapting teaching to their needs and anticipating misconceptions in their existing knowledge; > teach students ‘meta‑cognitive strategies' and provide opportunities to master them; > address higher as well as lower level cognitive objectives > monitor students' understanding by offering regular, appropriate feedback; >integrate their teaching with that in other subject areas; >accept responsibility for student outcomes; > are thoughtful and reflective about their practice. > emphasises academic goals; > makes them explicit and expects pupils to be able to master the curriculum; > carefully organises ; and sequences the curriculum; > clearly explains and illustrates what pupils are to learn > make expert use of existing teaching materials in order to devote more time to practices that enrich end > frequently asks direct and specific questions to clarify the content until it is over‑learned or automatic; > provides pupils with ample opportunity to practise; > gives prompts and feedback to ensure success; > reviews regularly and holds pupils accountable for work. > corrects mistakes end allows pupils to use a skill 19

Three options Replication of existing practice Simply re-create, or replicate, the kind of course you are most familiar with. n Improvements Use the capacity of the internet to add value to the kind of course you are familiar with. n Innovations Use the internet to change the way you organize teaching and learning. n 20

The 3 elements of teaching n new knowledge of some kind presented to them either abstractly or concretely, often called input active exercises in which they are guided to come to grips with this new knowledge often called uptake application of the new knowledge in the real world often called consolidation 21

The three Ps Presentation – teacher gives information input Practice – students work on the information through exercises uptake Production – students use what they have learned consolidation 22

Components 1. Lecture – Teacher provides new knowledge, information or instructions Examples: an explanation, a demonstration 2. Lecture follow-up: Activity workshop or seminar Teacher sets guided or controlled exercises Examples: writing a definition, doing/reporting an experiment, a field trip. [3. Monitoring Teacher comments on or corrects the exercises. ] 4. Application Teacher sets open tasks Examples: essay, project, research. [5. Feedback 23 Teacher comments on the work and offers encouragement. ]

Traditional Teaching sequence PRESENTATION New knowledge Lecture Video Text Reflection student follow up by reading, etc. PRACTICE PRODUCTION Active exercises Tasks Problems Research Application [Assessment] Tasks Problems Research Workshops or seminars Collaboration Co operation Sharing ideas Individual work TUTOR moderates provides feedback Reflection student follow up TUTOR supports assesses provides feedback Reflection by student 24

Alternate Teaching sequence PRACTICE Active exercises Tasks Problems Research Workshops or seminars Collaboration Co operation Sharing ideas PRESENTATION New knowledge Lecture Video Text Reflection Student follow up on lecture TUTOR moderates provides feedback Reflection student follow up by reading, etc. PRACTICE PRODUCTION Active exercises Tasks Problems Research Application [Assessment] Tasks Problems Research Workshops or seminars Collaboration Co operation Sharing ideas Individual work TUTOR supports assesses provides feedback Reflection by student 25