1. Dr. MARTIN VALCKE 11 04 2016: Breaking the boundaries of traditional learning

3. Structure Advance organizer Student activities and “learning”? – A model of “learning” to inspire design decisions – Information selection – Information organisation – Information integration Putting learning objectives at the centre of teaching and learning Examples & Research Examples & Research

5. Student activities and “learning” Learning? 5

7. Student activities and “learning” Learning? 7 Learning model

8. Learning Information SelectionInformation Integration Information Organisation MM presentation Sensory Memory Working Memory Long Term Memory Words Images Hearing Looking Sound Image Verbal Model Visual Model Prior Knowledge Integration Organisation Mayer (2001) and Paivio (1986) 8

9. MM presentation Sensory Memory Working Memory Long Term Memory Words Images Hearing Looking Sound Image Verbal Model Visual Model Prior Knowledge Integration Organisation Learning Information Selection -Multi-sensorial (video, audio, …) -Teacher versus learner developed, gathered, selected, … -Complex, authentic versus accessible by learner -Contextualized -Manipulable -Interactive (e.g., simulation data entry) -… 9

10. MM presentation Sensory Memory Working Memory Long Term Memory Words Images Hearing Looking Sound Image Verbal Model Visual Model Prior Knowledge Integration Organisation Learning Information Selection -Possibility to select/reselect -Possibility to store, review,.. -Possibility to (re)view multiple representations -Navigation possibilities (e.g., in audio, video, animations, …) -Learner control -Flexible access (time and place) -… 10

11. Information selection phase Example 1 Vietnamese University Can Tho – Undergraduate foundation course – Non-vertebrates – Strong focus on “concepts”, “facts” “structures” – Traditional approach: lectures ( see picture CTU) 11

19. Research information selection phase Annand (2008) review: – Most students simply print the ematerials. – “Print “is put at the top of the delivery medium, – On-screen reading, less information transferred to long-term memory. – More rereading when on screen materials. – Not significant better learning results. But: selection process has to be “guided” 19

20. Research selection phase Annand (2008) review: – Most students simply print e-materials. – “Print “is put at the top of the delivery medium, – On-screen reading, less information transferred to long-term memory. – More rereading when on screen materials. – Not significant better learning results. But: selection process has to be “guided” – Guided questions, organizers, tasks, “goals” 20

21. Tuncer, M., & Bahadir, F. (2014). Effect of Screen Reading and Reading from Printed Out Material on Student Success and Permanency in Introduction to Computer Lesson. TOJET: The Turkish Online Journal of Educational Technology, 13(3).

22. Stoop, J., Kreutzer, P., & Kircz, J. (2013). Reading and learning from screens versus print: A study in changing habits: Part 1-reading long information rich texts. New Library World, 114(7/8), 284- 300.

23. Information selection phase Selection phase is to be an active phase Listening and reading are difficult for novices – Understanding depends on prior knowledge that is lacking in novices Support is needed to foster top down and bottom up processes in memory (STM – LTM) – Keywords – Goals - Mind maps – Advance organizers – Examples – Videoclips -... 23

24. Information organisation phase Example 2 1st year foundations course Strong emphasis on concepts, theories, … Large and complex knowledge base Information selection via flipped classroom approach, supported with mind maps 24

26. http://owk1516.weebly.com/thema-10-evaluatie.html

28. MM presentation Sensory Memory Working Memory Long Term Memory Words Images Hearing Looking Sound Image Verbal Model Visual Model Prior Knowledge Integration Organisation Learning Information organisation - Share with others/discuss -Compare (similarities/differences) -Process (order, structure, hierarchy, represent) -Multiple perspectives -Representing -Summarizing -Linking to other info -… 28

29. Research information organisation phase Research: Ambrose, Bridges, Pietro, Lovett & Norman (2010), Marzano, Pickering, & Pollock. (2001) and Schunk (2004, p.185). – Active processing of learning content – Importance non-linguistic representations – Invoke looking for similarities and differences – Work together!! Collaborative learning – Help learners to question themselves 29

30. Information organisation phase Example 3 1st year foundations course Strong emphasis on concepts, theories, … Large and complex knowledge base Organisation of knowledge on the base of “tasks”, after information selection flipped classroom 30

32. http://owk1516.weebly.com/thema-10-evaluatie.html

33. Example of journal articles as base for active processing content, requiring information organisation

34. Information organisation phase Example 4 1st year foundations course Strong emphasis on concepts, theories, … Large and complex conceptual base Focus on “concepts” – Analysis research literature – Looking for definitions in articles – Developing “own” working definition 34

35. Wiki’s

41. Information organisation phase Example 5 Teacher training course Videoclips Focus on skills development in linkage with introduction to theoretical base

42. Walker, J. M., & Dotger, B. H. (2012). Because Wisdom Can’t Be Told Using Comparison of Simulated Parent–Teacher Conferences to Assess Teacher Candidates’ Readiness for Family-School Partnership. Journal of Teacher Education, 63(1), 62-75. DOI: 10.1177/0022487111419300

43. Reacting to real-life Situations in video-clips

44. MM presentation Sensory Memory Working Memory Long Term Memory Words Images Hearing Looking Sound Image Verbal Model Visual Model Prior Knowledge Integration Organisation Learning Information Integration -Communicating and presenting to others -Reporting -Repeating/rehearsing -Exercising -Testing -Assessing, evaluating -Getting/giving evaluative feedback (feedback, feedup, feed forward) -… 44

45. Information integration Crucial part of learning process to guarantee information gets stored in LTM Requires separate attention and time

46. Information integration Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta- Analysis relating to Achievement. Milton Park, Oxon: Routledge.

48. Information integration phase Example 6 Foundation course 1st year Large knowledge base Continuous focus on – Self assessment – Examples of final assessment

49. http://owk1516.weebly.com/thema-10-evaluatie.html

51. See extra session Francqui Chair

52. Putting learning objectives at the centre http://pcs2ndgrade.pbworks.com/w/page/46897760/Revised%20Bloom's%20Taxonomy Bloom’s taxonomy of learning objectives

53. Putting learning objectives at the centre Student activities refer to the “verbs” in Bloom’s taxonomy Lower level “ground” higher level activities http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

54. Putting learning objectives at the centre Student activities refer to the “verbs” in Bloom’s taxonomy Lower level “ground” higher level activities http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

55. Putting learning objectives at the centre Student activities refer to the “verbs” in Bloom’s taxonomy Lower level “ground” higher level activities http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

56. Conclusions Stop “teaching” …... focus on fostering the “learning process” Centre on student activities Consider model of learning: selection, organisation, integration processes Start with definition of “learning objectives” that put student activity upfront

57. Dr. MARTIN VALCKE 11 04 2016: Breaking the boundaries of traditional learning