OLFM Workshop/Planning/Track 4

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

What do we mean by a student's approach to learning?
How are approaches to learning different from learning styles?
What is the 3-P Model of Teaching and Learning and how is it relevant to TRU-OL?
What should SMEs and designers consider when planning learning activities?
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 Unpublished master's thesis, Athabasca University
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

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? Skype Interview?)
Divide participants by discipline?

Health
Business

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

Time	Activity	Notes
9:15	Welcome and Overview
9:30	Why is this topic important?	student as spectator
9:45	Resources Available	*Annotated List of Webpages
10:00	Participant perceptions	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

Group conversations

Time	Activity	Notes
11:00	Case Studies
11:15	Example
11:30	Example	Example
11:45	Example	Example

Time	Activity	Notes
2:30	debrief
2:45	prepare presentation
3:00	wrap up	Example
3:15	Example	Example