keynote lecture at 2016 ntu learning and teaching seminar - students as partners in learning and...

Simon.Bates@ubc.cabit.ly/batestalks @simonpbates

What research can tell us about how we learn

Whatisknownaboutlearning

• isaprocessnotaproduct• involveschangeinknowledge,beliefs,behaviors,orattitudes

• isnotsomethingdonetostudents,butrathersomethingstudentsthemselvesdo

Whatisknownaboutlearning

Effective teaching has to be rooted in what improves learning

The instructor can advance learning only by influencing what the student does to learn

Bridging

• Whatisneededisaframeworkthatbridgeslearningresearchandteachingpractice

• Fortunately,suchframeworksalreadyexist.

http://goo.gl/CzvyP

WhatHLWisabout:

• Abridgebetweenresearchaboutlearningandimplicationsforteachingpractice:–Whycertainteachingapproachesareorarenotsupportingstudents’learning

– Teachingapproachesthateffectivelyfosterstudentlearninginspecificcontexts

– Transferringandapplyingtheseprinciples

Aboutthe7principles

• Researchinbrainscience,cognitive,developmental,andsocialpsychology,anthropology,education,anddiversitystudies

• K-12andhighereducation• Domain-independent• Experience-independent• Cross-culturallyrelevant

7Principles1. Studentspriorknowledgecanhelporhinder

learning2. Howstudentsorganizeknowledgeinfluences

howtheylearnandapplywhattheyknow3. Students’motivationdetermines,directs,and

sustainswhattheydotolearn4. Todevelopmastery,studentsmustacquire

componentskills,practiceintegratingthem,andknowwhentoapplywhattheyhavelearned

7Principles5. Goal-directedpracticecoupledwithtargeted

feedbackenhancesthequalityofstudents’learning

6. Students’currentlevelofdevelopmentinteractswiththesocial,emotional,andintellectualclimateofthecoursetoimpactlearning

7. Tobecomeself-directedlearners,studentsmustlearntomonitorandadjusttheirapproachestolearning

Knowledge

Structure

Motivation

Mastery

Practice

Climate

Metacognition

Principle2:KnowledgeStructureandOrganization

Howstudentsorganizeknowledgeinfluenceshowtheylearnandapplywhattheyknow

Principle2:KnowledgeStructureandOrganization

Howexpertsandnovicesstructureandorganizeknowledge

SourceHLWFig2.1

Principle2:KnowledgeStructureandOrganization

Considerthefollowingcodekey

1

2

3

4

5

6

7

8

9

0

Principle2:KnowledgeStructureandOrganization

Writedownyourphonenumberinthesymboliccode

Principle2:KnowledgeStructureandOrganization

Considerthefollowingcodekey

1

2

3

4

5

6

7

8

9

0

1 2 3

64

98

5

7

Whattheresearchshows

• Whenstudentsareprovidedwithastructurefororganizingnewinfo,theylearnmoreandbetter

• Studentsshowbetterlearninggainswhengivenanadvanceorganizeri.e.asetofprinciplesthatprovideacognitivestructuretoguideincorporationofnewknowledge

Additionalexampleavailableinslides:testenhancedlearning

Takehome:research

Familiaritywithandapplicationofprinciplesthatsupportlongtermretentioncanenhance

teachingdesignandstudentlearning

What students say about how they learn

24https://www.youtube.com/watch?v=RH95h36NChI

25

26

For a full explanation, see Stephen Chew’s excellent resources"How to get the most out of studying"

https://goo.gl/HHjEP7

27

“I have learned so much in this course!”

A preliminary glimpse into students’ perceptions of their learning in a fourth year biology course.

Pam Kalas and Sylvia McLellan Science Supper Series

January 26, 2016

kalas@zoology.ubc.ca

RESEARCH QUESTIONS

1. What do students in my Biology 463 course think they are learning, and how does this align with the course learning objectives?

2. What kinds of evidence do students rely on to determine that they have learned something, and how does that align with the evidence used by the instructor?

METHODOLOGY

week 1 week 3 week 8 week 11

METHODOLOGY

Factual knowledge

Brief description of one or two new pieces of

knowledge developed since your last learning journal

How do you know that you have acquired this

knowledge? Please describe, or refer to and attach,

evidence

Code

Code

32

J.Kruger,andD.Dunning,“Unskilledandunawareofit:howdif:icultiesinrecognizingone'sownincompetenceleadtoin:latedself-assessments.”,J.Pers.Soc.Psychol.77(6),1121–1134(1999).

Theeffectofresearch-basedinstructioninintroductoryphysicsonacommoncognitivebiasRKGalloway,SPBates,JParker,EUsoskina2012PHYSICSEDUCATIONRESEARCHCONFERENCE1513(1),138-141AIPConf.Proc.1513,138(2013);http://dx.doi.org/10.1063/1.4789671

• Wellknowncognitivebiasregardingtheextenttowhichonecanpredictone’sownability(Dunning-Krugereffect)

• Lesscompetentmarkedlyoverestimatetheirownability—“calibrationerroroftheself”

• Morecompetenttendtounderestimatetheirability—“calibrationerroraboutothers”

• Graphrightshowsfirstyearstudentsdiscrepancyinpredictingtestscores,splitbyperformance(Q1highscore—Q4lowscore)

Howwelldoyouknowwhatyouknow?

Takehome:students

Weneedtounderstandmoreaboutwhatstudentsbelievesupportstheirlearningandembraceinstructional

approachesthatexplicitlyaimtodevelopmetacognitiveskills

Where technology can drive the student as producer model

Technology - scale and pace

Slide credit: Eric Grimson (MIT)

Technology - scale and pace

Slide credit: Eric Grimson (MIT)

37

http://bgr.com/2014/05/29/smartphone-computer-usage-study-chart/

Technologyimplications

• Wovenin,notanadd-on;collaborativenotadversarial

• Considerassessments:-issuesofauthenticityandrelevancee.g.papervsonlineexamse.g.digitalmediaartefactsvsstandardproblemsheetse.g.groupvsindividualcontributions

39http://www.slideshare.net/EdPER_talks/ntu-innovations-in-teaching-seminar-students-as-co-creators

Resourcesforuseinclass

http://blogs.ubc.ca/phys101

41

http://net.educause.edu/ir/library/pdf/eli3035.pdf

42

# SIS

# Connect

# SIS API # CTC3

# IAM

# LTI

# Building Block

* CoursEval (CEV)

# CTC3 (CTC)

* Exam Prep DB (EDB)

# Grade Export (FGE)

* Identity Detective (IDE)

Collaborative Learning Annotation System (CLA)

* Copyright Alerts (COA)

* Collaborate (COL)

# Kaltura (KAL)

* Macmillian (MAC)

* Pearson (PEA)

* Wiley (WIL)

* Cengage iLrn (CEN)

# Blackboard Mobile (BLM)

* iClicker (ICK)

* iPeer (IPE)

* Videoscribe (VOS)

* PeerScholar (PRS)

# Grade Export (FGE)

* Camtasia/Snagit (CSN)?

# MediaSite (MDS)

Learning Technology Ecosystem: Current State

# Library OCR (LOC)

ActiveMQ, Rules, Web UI

Application Owner

* CTLT

# UBC IT

Others

Integration Point

Application

LegendData Integration Patterns

Section catalog Section registration Student eligibilities Student names, preferred names Student email addresses Instructor/TA assignment Identifiers, e.g. student number, PUID

* WP Spaces (WPS)

# Web Services # RISe

Moodle (MOL)

* Turnitin (TIN)

cIRcle (CIR)

Online Evaluation Form (OEF)

ExamSoft (XSM)

# TeachEval

* UBC Blogs (UBL)

Abacus (ABA)

* Piazza (PIA)

Chem233 (CHM)

* edX – edge (EDX)

* Sapling Learning (SAL)

* Reef (REF)

FOM Video Server (FOM)

BCC Internship DB (BID)

* WeBWork (WWK)

* Response Map (RPM)

* Calibrated Peer Review (CPR)

FoM IDManagement (MID)

Computer Lab Support (CLS)

# SEoT Datamart (SED)

Panopto (PAN)

Computer Lab Support (CLS)

* edX – edge (EDX)

* UBC Blogs (UBL)

*# FluidReview (FLU)

* UBC Wiki (UWI)

* Content Management System (CTS)

January 2016

Not Integrated

Content Authoring Content Delivery Publisher Simulations

Adobe Creative Suite Livescribe Arts File Share Kaltura UBC Blogs / WordPress (Content) Cengage (PIC) Google Cardboard

Articulate Studio MediaSite Cengage iLrn LearnDash UBC Blogs / WordPress (LMS) Macmillan (PIC) Layar

Audacity Microsoft Excel Connect (Content Management)

Library Online Course Reserves (LOCR) UBC iTunes McGraw-Hill (PIC) Mannequin Simulations

Bb Collaborate Voice Authoring Microsoft PowerPoint Document Cameras Lyryx UBC Wiki Pearson (PIC) Motion Control

Camtasia One button Studio DropBox MDID UBC YouTube Sapling Learning (PIC) NeoReality

Collaborative Learning Annotation System (CLAS) Panopto Drupal Moodle Vimeo Wiley (PIC) Phet Simulations

Explain Everything Pearson MyTest Dspace Omeka Vitalsource Praxis

Final Cut Pro Prezi edX Owncloud WebAssign VCER

Form Builder Respondus Quiz Entrada Perusall Wikipedia

Hot Potatoes Respondus Studymate Evernote Piazza Wistia

Jing Snagit Exam Prep Database Plone Workspace Portfolios

Keynote Timeline JS Github Podcasts Zimbra Chalk and Wire

Lectora UBC Studios Google Docs Reflector Zoomify Connect (ePortfolio)

Lightboard VideoScribe HTML 5 Flash Cards SourceTree Document Cameras Pep

iBooks SugarSync

Assessment Response System

ACJ Mechanical TA Aplia

Aplia Moodle iClicker

Calibrated Peer Review (CPR) Open Badges UBC Kahoot!

Cengage iLrn PeerScholar Learning Catalytics

Crowdmark PeerWise Poll Everywhere

Entrada Poll Everywhere REEF polling

ExamSoft REEF polling Top Hat

Grade Grinder Remark Turning Point

iClicker Scantron

iPeer Turning Point

LearnDash WebAssign

Learning Catalytics Webwork

Analytics Course Evaluation Course Admin Other

Arts Datamart Blackboard Outcomes Assessment Cengage iLrn 3D printing

Blackboard Outcomes Assessment CoursEval Connect (Grade Center) Google Earth

Connect (Performance Center) SEoT Datamart Doodle iStudiez Pro

Google Analytics TeachEval Entrada SCORM

IBM SPSS Google Calendar Tin Can API (Experience API)

JMP LearnDash

Microsoft Excel Moodle

SEoT Datamart One45

Stata Turnitin

Tableau UBC Blogs / WordPress (LMS)

WebAssign

LEARNING TECHNOLOGY TOOLS - FUNCTIONAL MAP

CONTENT ASSESSMENT

COURSE MANAGEMENT & EVALUATIONINTERACTIONS

Discussion Survey Tool Social Media VC

Piazza Connect (Enterprise Surveys) Facebook Adobe Connect

PulsePress Connect (Surveys) Figure 1 Bb Collaborate Web Conf.

Slack FluidSurveys Google+ BlueJeans

UBC Blogs / WordPress (Discussion) Gravity Forms LinkedIn Google Hangouts

LimeSurvey Twitter Lifesize

Qualtrics Skype

Survey Monkey VC (MedIT)

Vovici WebEx

Takehome:technology

Weneedtocontinuetodevelopauthenticwaystoembedtechnologyeasilyintoallaspectsofacademicprograms(andtheinfrastructure,processesandsupporttoenablethis)

Image/Iconcredits

• FiguresfromHowLearningWorks,Ambroseetal.Chaps2and3

• Icons:– StackofBooksdesignedbyJeremyJBristolfromTheNounProject– MeshNetworkdesignedbyLanceWeisserfromTheNounProject– ExciteddesignedbyAustinCondifffromTheNounProject– ComponentsdesignedbyIrisQ.LifromTheNounProject– GroupdesignedbyAlexandraCoscovelnitafromTheNounProject– BraindesignedbyMarthaOrmistonfromTheNounProject

Resources-HLW

• 1pagesummary:fromCMwebsite• 2pagesummaryBrent,R.&Felder,R.(2011).Chemical

EngineeringEducation45(4).257-8.“Randomthoughts…howlearningworks.”

• 5pagesummary:http://goo.gl/lqmSI

http://www.cmu.edu/teaching/principles/index.html