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

From Kumu Wiki - TRU
Jump to navigation Jump to search
Line 56: Line 56:
| 10:15 || Constructive Alignment || assessments aligned with outcomes
| 10:15 || Constructive Alignment || assessments aligned with outcomes
| 10:15 || SOLO Taxonomy || assessing deep vs surface approaches

Revision as of 10:00, 26 May 2014


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?


  • 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 Unpublished master's thesis, Athabasca University Structured Student Interactions.pdf
  • Edwards, J (2010) Inviting students to learn: 100 tips for talking effectively with your students.ASCD. Alexandria, Virginia.


  • 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

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 3P Model of Teaching and Learning

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