1. PGCert in Higher Education Professional Practice Introductory Workshop 4 th February 2009 Jannie Roed

2. Learning approaches/styles and your assignments Your introduction about previous learning experiences and discussion of values Your reflections/discussions on your peer reviews

3. The lecturer’s expectations of the student/learner

4. What is learning?

5. Think about something you are really good at. How did you learn to do it? In your own view, what is the best way for you to learn?

6. Approaches to learning – different stands. Students will have a preferred learning style and use it whatever the task (Schmeck 1988) Approaches entirely determined by context (Marton & Saljo 1976) An interaction between personal and contextual factors (Biggs & Tang 2007)

7. Honey and Mumford (1986)

8. Felder and Silverman (1988) 1. How does the student perceive information most effectively – through which sensory channel? 2. How does the student prefer to process information? 3. How does the student progress towards understanding?

9. 3P model of teaching and learning Presage – before learning takes place - student factors - teaching context Process – during learning - learning focused activities Product – the outcome of learning - learning outcomes (Biggs and Tang 2007)

10. References Biggs, J. and Tang Catherine (2007) Teaching for Quality Learning at University. SRHE & Open University. Felder, R.M. and Silverman, L.K. (1988) Learning and Teaching Styles in Engineering Education in Engineering Education, 78(7), 674-681 Honey, P. and Mumford A. (1986). A Manual of Learning Styles, Peter Honey, Maidenhead Marton, F. and Saljo, R.(1976) On qualitative differences in learning – I: Outcome and process, British Journal of Educational Psychology, 46:4-11. Reynolds, M.(1997) Learning Styles: A Critique. Management Learning, 28(2), 115-133. Schmeck, R.(ed.) (1988) Learning Strategies and Learning Styles. New York:Plenum