Difference between revisions of "OLFM Workshop/Planning/Track 4"

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==Encouraging Deeper Approaches to Learning==
 
==Encouraging Deeper Approaches to Learning==
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Deep: high level cognitive skills used for activities which require them
+
*Deep: high level cognitive skills used for activities which require them
−
Surface: low-level cognitive skills for tasks which require high level skills.
+
*Surface: low-level cognitive skills for tasks which require high level skills.
  
 
==Guiding Questions==
 
==Guiding Questions==
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*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., 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.
 
*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 Unpublished master's thesis, Athabasca University [[File:Structured Student Interactions.pdf]]
+
*Madland, C. (2014) [http://bit.ly/1mmcyeG Structured Student Interactions in Online Distance Learning: Exploring the study buddy activity]. Athabasca University  
 
*Edwards, J (2010) Inviting students to learn: 100 tips for talking effectively with your students.ASCD. Alexandria, Virginia.  
 
*Edwards, J (2010) Inviting students to learn: 100 tips for talking effectively with your students.ASCD. Alexandria, Virginia.  
 
::http://www.ascd.org/publications/books/110015.aspx
 
::http://www.ascd.org/publications/books/110015.aspx
  
 
==Activities==
 
==Activities==
 +
 +
 +
{| class="wikitable"
 +
|-
 +
! Time !! Topic !! Activity !! Notes
 +
|-
 +
| 9:15 || Welcome and Overview, introductions at tables|| ||
 +
|-
 +
| 9:30 || Why is this topic important? ||
 +
*student as spectator vs. student engaged in "thinking like a chemist"
 +
*TRU Strategic Priorities ||
 +
|-
 +
| 9:45 || Participant perceptions  ||
 +
discuss at your table
 +
*'What are the characteristics of deep learning vs. surface learning?'
 +
* What would "deep learning" look like in my course? surface learning?
 +
||
 +
|-
 +
| 10:00 || Resources Available ||
 +
* Annotated List of Webpages
 +
||
 +
*flip charts
 +
*pens
 +
*guiding questions
 +
|-
 +
| || 3P Model of Teaching and Learning ||
 +
||
 +
*flip charts
 +
*pens
 +
*guiding questions
 +
|-
 +
| 10:15 || Constructive Alignment || assessments aligned with outcomes ||
 +
|-
 +
| 10:15 || SOLO Taxonomy || assessing deep vs surface approaches ||
 +
|}
 +
 +
Guiding questions...
 +
* How can you tell the difference between approaches?
 +
 +
3P Model
 +
[[File:3P Model of Teaching and Learning.png|thumb|3P Model of Teaching and Learning]]
 +
 +
Group conversations
 +
 +
{| class="wikitable"
 +
|-
 +
! Time !! Topic !! Activity !! Notes
 +
|-
 +
| 11:00 || Case Studies || ||
 +
|-
 +
| 11:15 || Example || ||
 +
|-
 +
| 11:30 || Example || Example ||
 +
|-
 +
| 11:45 || Example || Example ||
 +
|}
 +
 +
{| class="wikitable"
 +
|-
 +
! Time !! Topic !! Activity !! Notes
 +
|-
 +
| 2:30 || debrief || ||
 +
|-
 +
| 2:45 || prepare presentation || ||
 +
|-
 +
| 3:00 || wrap up || Example ||
 +
|-
 +
| 3:15 || Example || Example ||
 +
|}
 +
 
* [[Teaching and Learning Resources Portal/Distance Technologies|Teaching and Learning Portal]]
 
* [[Teaching and Learning Resources Portal/Distance Technologies|Teaching and Learning Portal]]
 
::*The portal is where participants will collaborate and record their learning during the workshop.
 
::*The portal is where participants will collaborate and record their learning during the workshop.
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*Example activity: Kanuka's activities as exemplars, then brainstorm activities then peer review, then talk about Study Buddies
 
*Example activity: Kanuka's activities as exemplars, then brainstorm activities then peer review, then talk about Study Buddies
 
*Differences between facilitating paced and continuous entry courses
 
*Differences between facilitating paced and continuous entry courses
−
*Using language effectively (Edwards) Skype interview?? Franzi to organize.
 
−
 
−
 
−
==UPDATE: April 8, 2014, Franzi Ng==
 
−
*Dr. Edwards is available on May 31 to do an online workshop for us. She just presented her work at the ASCD conference in LA. I have a copy of her PowerPoint presentation and the 12 page handout. If you would like to see them, please email me (fng@tru.ca).
 

Latest revision as of 06:08, 30 May 2014

Facilitators

Mary Wilson, Fränzi Ng, and Colin Madland

Franzi's Foundation Questions

1. How did we arrive at this topic, "Encouraging Deeper Approaches to Learning"? 2. To what extent is this topic based on our interests vs. the needs of OLFMs?

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. Athabasca University
  • Edwards, J (2010) Inviting students to learn: 100 tips for talking effectively with your students.ASCD. Alexandria, Virginia.
http://www.ascd.org/publications/books/110015.aspx

Activities

Time Topic Activity Notes
9:15 Welcome and Overview, introductions at tables
9:30 Why is this topic important?
  • student as spectator vs. student engaged in "thinking like a chemist"
  • TRU Strategic Priorities ||
9:45 Participant perceptions

discuss at your table

  • 'What are the characteristics of deep learning vs. surface learning?'
  • What would "deep learning" look like in my course? surface learning?
10:00 Resources Available
  • Annotated List of Webpages
  • flip charts
  • pens
  • guiding questions
3P Model of Teaching and Learning
  • flip charts
  • pens
  • guiding questions
10:15 Constructive Alignment assessments aligned with outcomes
10:15 SOLO Taxonomy assessing deep vs surface approaches

Guiding questions...

  • How can you tell the difference between approaches?

3P Model

3P Model of Teaching and Learning

Group conversations

Time Topic Activity Notes
11:00 Case Studies
11:15 Example
11:30 Example Example
11:45 Example Example
Time Topic Activity Notes
2:30 debrief
2:45 prepare presentation
3:00 wrap up Example
3:15 Example Example
  • 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? Skype Interview?)
  • Divide participants by discipline?
  • Health
  • Business
  • solo_taxonomy.jpg
  • blooms.gif
  • Example activity: Kanuka's activities as exemplars, then brainstorm activities then peer review, then talk about Study Buddies
  • Differences between facilitating paced and continuous entry courses
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