1. Master of Science – Introductory Semester (E7 – Intro)
PE-course Project Organised Learning (POL) Mm 5: Learning – individually and in the Team
Master of Science – Introductory Semester (E7 – Intro)
Lecturer: Lars Peter Jensen
Ass. teacher: Xiangyun Du
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2. Mm 5: Learning – individually and in the Team
Learning outcome:
After this mm you should be able to
Explain the concepts of learning, meta-learning and team roles
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3. Mm 5: Learning – individually and in the Team
Contents:
Lecture 1: On learning, meta-learning and learning style
Self-test of learning style
Lecture 2: On team roles
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4. What is ’learning’?
Yes, it’s actually true – you can get a degree by repeating everything the teacher says.
The psychological mistake in learning:
”We pretend that there is co-incidence between what is being taught and what is being learned” (Illeriis, 1998)
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5. Learning – two different perceptions
’Knowledge’ is objective, measurable, conscious.
’Learning’ is ’to receive knowledge’ from outside.
’Teaching’ is ’to handout knowledge’ (’waterglass-pedagogics). B
’Knowledge’ is subjective, non-measurable – often implicit.
’Learning’ is ’personal transformation of experiences’.
‘Teaching’ is ‘to stage transformation of experiences’, ‘to establish room for learning’.
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6. Passive versus active learning
A study performed by Socony-Vacuum Oil Company shows that students learn (i.e. remember) :
10% of what they read
26% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
passive
active
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7. Experiential learning - Kolb’s learning cycle
Test
Generalisation/
conceptualisation
Reflection
Experience
Learning is the process whereby knowledge is created through the transformation of experiences David Kolb
Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated
- Jean Lave & Etienne Wenger
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8. Experiential learning – the Cowan loopy diagram
P0-proces analysis
”P1-midway seminar”
P1-process analysis on
action
Reflection
for in
Eksperimental, testing
Consolidating, verifying
Next project
P0-project start
Time
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9. Everyday reflections – an enhanced Cowan loopy diagram
Planned and joint ’grand’ reflections
Incidential and personal ’small’ reflections
Time
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10. WHAT? Learning about learning WHY? Deeper, more lasting learning
Meta-learning
WHAT? Learning about learning
WHY? Deeper, more lasting learning
HOW? Via reflection on own learning process
WHO? You, individually and in the group
WHERE? In the POL-course and in other learning situations
WHEN? When there is a need to improve learning processes
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11. Learning and meta-learning - the Pask model
Experiential learning = ’to find the way out of the maze’ by:
Gain experience by trying
Reflect on the result
Generalise
Test generalisation by new trials
Genera-
lisation
Test
Reflection
Experi-
ence
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12. Learning and meta-learning - the Pask model
Meta-læring = become better in ’finding the way out’ by having my ’observing self’ climb up and:
Observe my ’learning self’ in the maze,
Reflect on learning processes, i.e. my attempts to ’find the way out’
Generalise learning processes,
Test new methods of learning.
Genera-
lisation
Test
Reflection
Experi-
ence
Genera-
lisation
Test
Reflection
Experi-
ence
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13. Meta-learning (cont.)
Meta-learning is associated with concepts such as:
Lifelong learning
Learning-to-learn
Responsibility for own learning
Development of personal skills
Change management
Flexibility
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14. Meta-learning (cont.) Meta-learning deals with such questions as:
Knowing what you know
Knowing what you do not know
Knowing when you know
Knowing when you do not know
Knowing what you need to know
Knowing how to best learn what you need to know
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15. On Learning Styles Overview: WHAT is learning style?
WHY test learning style?
The test
Different learning styles
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16. WHAT is learning style?
A person’s way of taking in and processing information – and thereby learn.
Different persons have different learning styles.
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17. WHY test learning style?
To make you aware of how you learn
…and thereby improve your learning process
To enable the group to take into consideration the group members’ different learning styles
… and thereby improve your team work
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18. The learning styles test (1)
Circle "a" or "b" for every one of the 44 questions.
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19. The learning styles test (2)
Fill out the scoring sheet with a ’1’ for each of your answers.
Add ’1’s in column ’a’ and column ’b’ in each of the 4 fields.
Calculate the numerical difference between a-score and b-score and add an ’a’ or a ’b’ depending upon which is the larger sum.
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21. The learning styles test (3)
Transfer your 4 preferences to the preference sheet which you keep yourself.
Each group member transfers her/his 4 preferences to the group preference sheet, as well as to the group acetate.
The scoring sheet is handed in to the lecturer. Remember to write name, sex and nationality. The group acetate is also handed in to the lecturer.
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23. Different learning styles – Information channel
Visual Learners
‘Show me’
Pictures
Diagrams
Sketches
Schematics
Flow charts
Verbal learners
‘Explain it to me’
Spoken word
Written words
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24. Different learning styles – Information processing
Active Learners
‘Let’s try it out’
Process actively
Jump in prematurely
Like group work
Reflective Learners
‘Let’s think about it’
Process introspectively
Work quietly
Slow in starting
Like solo or pair work
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25. Different learning styles – Perceiving
Sensing Learners
Concrete: facts and data
Focus on sensory input
Practical
Observant
Repetition
Intuitive Learners
Abstract: theory and models
Focus on subconscious
Imaginative
Look for meanings
Variety
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26. Different learning styles – Comprehension
Sequential Learners
Function with partial understanding
Steady progress
Explain easily
Analysis, details
Global Learners
Need big picture to function
Initially slow, then major leaps
Can’t explain easily
Synthesis, systems-ecological thinking
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27. REMEMBER: The test cannot be used to categorise people.
No learning style is better than another – they are simply different.
The test informs you about your preferred learning style(s) – strengths and weaknesses
The more ways you are able to learn the better you learn.
Take into consideration differences in learning styles when cooperating in the group.
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28. Espoused theory/theory in use – be aware of the difference - 1
Chris Argyris (from ”On Organizational Learning”):
Ask people in an interview or questionnaire to articulate the rules they use to govern their actions, and they will give you what I call their ”espoused” theory of their action. But observe the same people’s behaviour, and you will quickly see that this espoused theory has very little to do with how they actually behave.
When you observe people’s behaviour and try to come up with rules that would make sense of it, you discover a very different theory of action – what I call the individual’s ”theory-in-use.” Put simply, people consistently act inconsistently, unaware of the contradiction between their espoused theory and their theory-in-use, between the way they think they are acting and the way they really act.
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29. Espoused theory/theory in use – be aware of the difference - 2
What’s more, most theories-in-use rest on the same set of governing values. There seems to be a universal human tendency to redesign one’s actions consistently according to four basic values:
To remain in unilateral control
To maximize ”winning” and minimize ”losing”
To suppress negative feelings
To be as ”rational” as possible – by which people mean defining clear objectives and evaluating their behaviour in terms of whether or not they have achieved them
The purpose of all these values is to avoid embarrassment or threat, feeling vulnerable or incompetent. In this respect peoples actions is profoundly defensive.
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30. Espoused theory/theory in use – how to change from defensive to productive reasoning
Soft data
Tacit, private inferences
Conclusions not publicly testable
Tacit theory of dealing with treat
Set of tacitly interrelated concepts
Set of tacit rules for using concepts to reach private conclusions, and private criteria to judge the validity of the test
Productive:
Hard data
Explicit inferences
Premises explicit, conclusion publicly testable
Explicit theory of strategy formulation
Set of directly interrelated concepts
Set of rules for using concepts to reach testable conclusions, and criteria to judge the validity of the test
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