How active is your lecture?

1. How active is your lecture? "Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves (Chickering & Gamson, 1987)." Prof. dr. Martin Valcke Workshop Innovative teaching and Learning Strategies in Higher Education Maputo July 2011

2. Structuur • Exploring “action” • A theoretical base for active learning • Activating lectures

3. Approach • Building on current practices; large scale lectures • Extending the current strategies without questioning meso-level issues • Proving that powerful solutions are possible at this level

4. Approach • Research based education • Problem based learning • Task based learning • Project teaching • Virtual companies • Situated learning • Experiential learning • … Too many or too demanding implications

5. Conclusions • Activation requires to rethink conceptions of learning • Existing approaches can be revamped; reactivated

6. Exploring « action » • Sheets + marker • Write down keywords • What is according to you “active learning”? • Take the perspective of the student!

7. Exploring « action » • Sheets of paper • Try to cluster the former set of answers

8. “Active” learning • Elements • Internal processes (cognitive activities) • Application • Together with other students • Motivated • Deep learning • … “Elements of the learning process”

9. Instruction and “active learning” Mate van retentie

10. Theoretical base for “active” le arning • Dissection of the process • Social cognitive analysis • Information processing model

11. Integrating information Organising information Selecting information Newell & Simon

12. Bloom: comprehension, application, analysis, and synthesis. Information selection Information organisation Information integration Prior knowledge Development Mentaal Model Information Senses Cognitive structure, schema,

13. Bloom: comprehension, application, analysis, and synthesis. Information selection Information organisation Information integration Prior knowledge Development Mentaal Model Information Senses ? Where do we situate the introductory activity?

14. Stop! • Try to summarize in about three sentences what we can conclude until now. • Form a learning duo • Bring your ideas together • Make a final decision about the three sentences

15. Look out ! • « activation » has to focus on the 3 types of cognitive processes • Take care! Many strategies are single-sided (only one type is activated) • Individually and working together helps • Contrast met minder-actieve vormen

16. Look out! • Individually and working together • Guarantee that each individual is responsible for its own activities • See analysis of further examples

17. Why is a traditional lecture less activating? Information selection Information organisation Information integration Prior knowledge Development Mentaal Model Information Senses

18. Why is a traditional lecture less activating? • Wrong selection of information • Information does not connect to prior knowledge • Selected info not congurent with what is important (lkr lln) • Cognitive overload in working memory • Organisation of info not guaranteed • … Embedding active learning into lectures is possible

19. Relationship with learning goals http://www.vuw.ac.nz/acis99/Papers/PaperJones-149.pdf

20. Activation of lectures easily possible • Jumpie-lectures (Hinkstapsprong) • Guided lectures • Feedback lectures • Response lectures • Peg Lectures • In-built discussion • The use of visualizers

21. Jumpie lectures (Hinkstapsprong) • Build in pauses to foster storage and retrieval of new content: each 12-18 minutes a pause of 2-3 minutes in which students – alone or in couples – review what has been dealt with and in which they can help each other to clarify items. • At the end 3 minutes during which they list the whole session (free recall).

22. Research evidence • Higher performance • Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987)higher performance and longer retention 3 times 2 minutes of pauseif we talk six minutes less, students learn more http://scholar.lib.vt.edu/ejournals/JVME/V21-1/Seeler1.html

23. Guided lectures • The objectives of the lecture are clearly stated: operational. • The lecture lasts 20-30 minutes. Students take notes. Next, 5 minutes to structure their notes. Next, they reconstruct the lecture in little groups (2-3 student). Update of their notes.

24. Feedback lectures • Students know the objectives and studied the content beforehand independently. They solved pre- and postquestions en they have developed a structure/scheme of the content. • The lecture last 20 minutes. Next a study period of 20 minutes. Next, little groups of 2-3 students to solve the tasks/problems presented in the materials. • Very successful with students !

25. Research evidence • 88% of the students prefer this approach http://scholar.lib.vt.edu/ejournals/JVME/V21-1/Seeler1.html

26. Average learning gain in a course RED = traditional GREEN = active format Differentiële leerwinst http://www.physics.indiana.edu/%7Esdi/ajpv3i.pdf

27. Respons lectures • De lezing is gebaseerd op de (open) vragen van de studenten die bijv. via een forum zijn doorgestuurd of die midden in een klassieke lezing worden ingezameld onder de studenten. • Stelt eisen i.v.m. zelfstudie

28. « Peg » lectures • Build in interactive assessment • « Pegs » with number are used by students. To indicate their answer they put a peg on the back of the chair in front of them. (colored cards) • Verhy high level of efficacy. Brings assessment closer to the study activity.

29. 07 12 1995 Cursor Univ. Eindhoven

30. Built-in discussion • OK, you have now experiences a number of examples of more ative lectures. • Work together in groups (3 students “Team Think”). You get 3 minutes to solve the following problem: • What approach do you prefer. Give (1) a theoretical argument and (2) a personal reason to underpin your choice. • I will select one group to bring forward their solution.

31. Research evidence http://www.vuw.ac.nz/acis99/Papers/PaperJones-149.pdf

32. Research evidence http://www.vuw.ac.nz/acis99/Papers/PaperJones-149.pdf

33. The use of visualisers • Use schemas, structure diagram. • CTML theory • Some examples

34. The use of visualisers • Design principles: • TEXT + graphics versus TEXT • Audio + graphics versus text + graphics • Audio + text + graphics versus text + graphics • Animations: • Audio + animated graphics versus audio + static graphics • Example: discussion of the “dual channel theory’” of Paivio

35. Multimedia presentation Sensory memory Working memory LongTermMemory Prior knowledge VerbalModel Hearing Sound Sounds Integration Organisation Sight Image Graphical VisualModel

36. Read this: “When we pull the lever air can pass via the valve in the room between valce and air-valve. When we push the lever,, the valve is shut closed and the air-valcve is pressed open so that air is pushed outside via the air-valve into the tire.” Multimediaprincipe

37. Read this text: “When we pull the lever air can pass via the valve in the room between valce and air-valve. When we push the lever,, the valve is shut closed and the air-valcve is pressed open so that air is pushed outside via the air-valve into the tire.” Multimedia principle

38. When we pull the lever, When we push the lever lever Air passes along the valve The valve closes Air-valve Valve And air enters the room between Th e valve and air-valve And air is pressed through the air-valve to the tire. Spatial contiguity principle

39. O° C Spatial contiguity principle When the air moves down, we get cold winds we feel before its starts to rain.

40. O° C When the air moves down, we get cold winds we feel before its starts to rain. Spatial contiguity principle

41. + + + + + - - - - - A leader for negative elements drops zig-zag downwards. It comes close to the earth. O° C - Coherence principle + + + - + + - - + + - - A leader for negative elements drops zig-zag downwards. Many scientists think that this starts due to a spark between positive and negative elements in a cloud. Each step in the downward zig-zag movement is about the length of 50 yards and last about 1 million part of a second. There is a pause of about 50 million second between each step. At last the zig zag movement comes close to the earth.

42. Research evidence CTML

43. Research evidence: impact when learners develop own representations

44. Conclusions CTML research • Cognitive processing is activated by use and development of external representations • Graphical elaboration • Construction of a real physical model • Construction mental model (internal) • Drwaings and graphics and pictographics • Include physical movement (kinesthetic)

45. Other evidence based approaches • Oblige to take notes • Start from problems, questions, tasks instead of scientific content • Evolve towards task-driven and evaluation driven lectures instead of a strong focus on text. • Provide feedback on the tasks/questions you present during the lecture • Work with criteria, checklists

46. Other evidence based approaches • Wait: don’t expect an immediate answer after a question, task, problem. • Ask students to rephrase remarks, questions of other students • Ask students to submit exam questions that you actually use in your exams. • Ask to visualize notes with mind maps

47. How active is your lecture? "Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves (Chickering & Gamson, 1987)." Prof. dr. Martin Valcke Workshop Innovative teaching and Learning Strategies in Higher Education Maputo July 2011