Difference between revisions of "Teaching and Learning Resources Portal/Distance Technologies/Student Approach to Learning"
| Line 37: | Line 37: | ||
deep: true, there may be diabetes but the results also suggest that the electrolyte imbalance mean a heart attack is imminent. | deep: true, there may be diabetes but the results also suggest that the electrolyte imbalance mean a heart attack is imminent. | ||
==Kong n Earle== | ==Kong n Earle== | ||
| − | + | SUrface vs deep learning | |
| + | |||
| + | Deep -= understanding the why that happens; looking at the data to see other explanations | ||
| + | Surface = the single event, following the pattern, | ||
| + | |||
| + | Analogy: surface= the eruption of a volcano whereras deep = WHY it erupted the way it did and HOW can we predict a subsequent eruption | ||
| + | |||
| + | Real life example: medical lab tests = electrolyte levels | ||
| + | surface: results suggest diabetes because lots of lab tests have diabetes | ||
| + | |||
| + | deep: true, there may be diabetes but the results also suggest that the electrolyte imbalance mean a heart attack is imminent. | ||
Revision as of 09:58, 31 May 2014
Editing the Wiki
Wiki use in Education: Sample
Encouraging Students to take Deeper Approaches to their learning.
- Why is a deep approach important?
- What strategies do you use to promote deep approaches?
Resources
- TRU Strategic Priorities
- 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.
- Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based Internet learning environment using diverse instructional strategies. Journal of Computer Mediated Communication, 10(3). [online]. Available: http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2005.tb00256.x/full.
- Teaching Teaching and Understanding Understanding on YouTube
Carson
Sign that you are on the path to deeper understanding is sometimes confusion about a topic. When you are on the path to deeper learning you are often overloaded with information and not sure how to organize that information.
Group 2 Notes
Group 3 Notes
Group 4 Notes
SUrface vs deep learning
Deep -= understanding the why that happens; looking at the data to see other explanations Surface = the single event, following the pattern,
Analogy: surface= the eruption of a volcano whereras deep = WHY it erupted the way it did and HOW can we predict a subsequent eruption
Real life example: medical lab tests = electrolyte levels surface: results suggest diabetes because lots of lab tests have diabetes
deep: true, there may be diabetes but the results also suggest that the electrolyte imbalance mean a heart attack is imminent.
Kong n Earle
SUrface vs deep learning
Deep -= understanding the why that happens; looking at the data to see other explanations Surface = the single event, following the pattern,
Analogy: surface= the eruption of a volcano whereras deep = WHY it erupted the way it did and HOW can we predict a subsequent eruption
Real life example: medical lab tests = electrolyte levels surface: results suggest diabetes because lots of lab tests have diabetes
deep: true, there may be diabetes but the results also suggest that the electrolyte imbalance mean a heart attack is imminent.