Learning strategies in PBL team project and professional communication Lars Peter Jensen Sep25th, 2008

Agenda Learning strategies in PBL –Learning styles –Learning in a team project Professional communication – oral presentation skills

How much are you aware of your learning? –Preferred method –Strength –Weaknesses How much are you aware of the changing process of your learning?

Exercise 1 The learning styles test (1) 1.Circle "a" or "b" for every one of the 44 questions.

The learning styles test (2) 2.Fill out the scoring sheet with a ’1’ for each of your answers. 3.Add ’1’s in column ’a’ and column ’b’ in each of the 4 fields. 4.Calculate the numerical difference between a-score and b-score and add an ’a’ or a ’b’ depending upon which is the larger sum.

The learning styles test (3)

Learning styles Individuals’ different ways of taking in and processing information - Richard Felder

How do you do reading? Some people… sometimes…

Factors Influencing Learning Styles Before entering the University Native ability (IQ) Background (past experiences) At the University Learning environment e.g. match between learning style and teaching style

Purpose of Testing Learning Style To know about yourself - ‘in which way a student is smart’ rather than ‘whether this student is smart or not’ To help learners to develop learning strategies and improve their learning by balancing it. To work with our teaching style to match and maximize student learning But not to Divide people into a set category as blood types – instead, it is just measuring height or weight along some point in life

Different learning styles 1 Active Learners Retain and understand information best by doing something active Like discussion or applying it or explaining it to others ‘let’s try it out and see how it works’ Like group work Reflective Learners Think about it quietly before talk Let’s think it through first Prefer working alone quietly Everybody is sometimes active and sometimes reflective. Your preference for one category or the other may be strong, moderate, or mild. It is hard for both learning types sitting through lectures without getting to do anything physical but taking notes, particularly hard for active learners.

Different learning styles 2 Sensing Learners Tend to like facts Like solving problems by well- established methods and dislike complications and surprises Be patient with details and good at memorizing facts and doing hands-on work More practical and careful don’t like courses that have no apparent connection to the real world Intuitive Learners Prefer discovering possibilities and relationships Like innovation and dislike repetition Be better at grasping new concepts and more comfortable with abstractions and mathematical formulations Work faster and more imaginative Don’t like courses that involve a lot of memorization and routine calculation Everybody is sometimes sensing and sometimes intuitive. Your preference for one category or the other may be strong, moderate, or mild.

Different learning styles 3 Visual Learners Remember best what they see - ‘Show me’ Pictures Diagrams Sketches schematics Flow charts plots Verbal learners Getting more out of words - ‘Explain it to me’ Spoken words Written words Everybody is both visual and verbal. Preferring one does not mean that you don’t learn in the other way. Your preference for one category or the other may be strong, moderate, or mild.

Different learning styles 4 Sequential Learners Gain understanding in linear steps Follow logical stepwise paths in finding solutions Feel comfortable explaining things Global Learners Learning in large jumps, absorbing materials almost randomly without seeing connections, and suddenly ‘get it’. Need big picture to function Solve complex problems quickly or put things together in novel ways once they have grasped the big picture Feel difficult to explain Which is your preference? Your preference for one category or the other may be strong, moderate, or mild.

Strong (-) Moder ate (-) Mild (-) Mild (+) Moder ate (+) Strong (+) Active(- )/Reflective( +) Sensitive(- )/Intuitive(+) Visual (-)/Verbal (+) Sequential(- )/Global(+) The learning styles of the 493 students divided into strong, moderate and mild preferences, AAU, 2003 (Kolmos & Holgaard 2008)

Learning style preferences related to disciplines at Aalborg University (Kolmos & Holgaard 2008) ProfessionActive % Sensing % Visual % Sequen tial % Architecture & Design (N=77) Building & Civil Engineering (N=63) Computer Engineering & Science (N=70) Physics & Nanotechnology (N=25) Electronics (N=57) Mathematics (N=14) Global Business Development & Industry (N=73) Chemistry, Bio- & Health Technology (N=62) Geography, Land Surveying and Planning & Environment (N=52)

Summary All types of learners are needed in every profession All learning styles are needed to addressed and satisfied in teaching

Please discuss with your group members: How can you make best of and learn from each other based on your individual strengths and weakness?

Complementary skills Wider perspectives Team project A forum for discussion and reflection Challenges Learning opportunities Motivation and supports Good teams are collections of differences and companies would like to get cross-functional teams Domination by an individual Using too much time Taking one’s own purpose Slipping into conformity and groupthink How can a team benefit a project? How can a team damage a project?

How clear, relevant and realistic is your goal?

Have you done team building excise?

How do you conductmeetings?

The team performance curve High performing team Real team Potential team Pseudo team Working group Interact with each other Share informaiton, experiences Help each other Do not share a common goal No shared goal Do not know how to collaborate Personal conflict No interest in joining forces Weak group Try to set up clear goals Try to collaborate Try to share work But a long way to go… Complementary skills Committed to common goals and working approaches Good social environment Do more At the best level

Integration Crystallization of roles Sub-groups Deeper communication We - feeling Conflicts Divide /rule Alliances Management Maturity Clear goals and role Mutual respect Clear communication of facts and feelings Constructive criticism Consensus Honeymoon “ Nice ” communication Unity and generosity Idealization The initial phase Uncertainty Vague norms and roles Power struggles The Group Process (Lenneer-Axelson and Thylefors 1993)

Diversity of group situation

Professional communication (oral presentation) Group work To make a ‘do’ list for making oral presentation To make a ‘donot’ list for making oral presentation

The short presentation plan 1.Tell them what you are going to tell them! 2.Tell them! 3.Tell them what you have told them!

The longer presentation plan Questions to ask: Who is to know? Receiver, code, power What is my point? Message Why do I want to tell? Motivation How much do I know? Competence How should I tell it? Focus, media Where/when to tell? Situation How do I behave? Attitude

Things to think about: Content - message, structure Appearance - confident, open, lively (eye-contact, hands) Articulation - clear, fluent, correct terminology (write) AV-aids - blackboard, OHP, PowerPoint, posters, film Time-management - organise, message Group collaboration - organise, message Plan - rehearse - evaluate – review – rehearse etc. The longer presentation plan

36 Oral presentations - body language Elements in body language eyes facial mimic gesture posture position dressing

Be aware of your body language – often there is a contradiction between what you say and what your body tells Some examples which may well be culturally biased?? Oral presentations - body language

How do you think of these?

Nervousness Everyone is nervous, insecure and/or exited - the only thing that helps is practice. Prepare Rehearse o in front of friends o in front of mirror Write introduction + conclusion

Strategies Using manuscript Using clue card with keywords Design of slides (put more words) Choosing certain audience to have eye contact Remember: You are the one knowing the subject in most details, often much better than censor and lecturer.