OLFM Workshop/Planning/Track 4

Facilitators

Mary Wilson, Fränzi Ng, Loretta Teng, and Colin Madland

Encouraging Deeper Approaches to Learning

Deep: high level cognitive skills used for activities which require them Surface: low-level cognitive skills for tasks which require high level skills.

Guiding Questions

1. What do we mean by a student's approach to learning?
2. How are approaches to learning different from learning styles?
3. What is the 3-P Model of Teaching and Learning and how is it relevant to TRU-OL?
4. What should SMEs and designers consider when planning learning activities?
5. What should facilitators consider while the course is in progress?

Resources

• Biggs, J., & Tang, C. (2007). Teaching for quality learning at university: What the student does (3rd ed.). New York: Society for Research into Higher Education & Open University Press. Retrieved from http://site.ebrary.com.ezproxy.tru.ca/lib/trulibrary/docDetail.action
• Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149. doi:10.1348/000709901158433
• Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press.
• Madland, C. (2014) Structured Student Interactions in Online Distance Learning: Exploring the study buddy activity. Unpublished master's thesis, Athabasca University

Activities

• Teaching and Learning Portal

• The portal is where participants will collaborate and record their learning during the workshop.

• How might this resource be measured with respect to effectiveness and student learning?
• What activities have been shown to promote deeper approaches? (Kanuka, 2005?)
• Divide participants by discipline?

• Health
• Business

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• Example activity: brainstorm activities then peer review, then talk about Study Buddies