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Page 1 … beyond … Active Learning !!! Professor Manjula Sharma Faculty of Science Sydney Nano Institute SUPER group UK HEA Principal Fellow

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Page 1: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 1

… beyond …Active Learning

!!!Professor Manjula SharmaFaculty of ScienceSydney Nano Institute

SUPER group

UK HEA Principal Fellow

Page 2: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 2

QuestionIs active learning the way-to-go in a world which is facing the challenge of discerning fake news?

• Tertiary science/maths education • Bulk/mass• Information technology

• Historical perspective

Page 3: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 3

Industry, machines, assembly linesKnowledge in textbooksTeachers as trusted sources

Artificial intelligence, cyber, remoteFake knowledge, mis/dis informationWho is the trusted source?What is the role of the teacher?

Computers, information technologyKnowledge on internetInternet as trusted source (?)Teachers as facilitators

Teacher centre vs student centredConstructivism, Biggs, Ramsden, Trigwell, ProsserDriver, Schwab, …

Lectures vs small groupsActive learningWeimann, Hake, Georgiou

Valid vs fakeTrustworthy University credentialsGraduate qualities

CONTEXT PEDAGOGYTIME

DiversityAccess

Page 4: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 4

What am I doing?Valid vs fake - 2020Nature of (social, online) networks, nature of knowledge

Valid vs fakeTrustworthy University credentialsGraduate qualities

Trustworthy University credentials – 2018, ACSMEIndividual assessment, certifying students, standards,Prac tests, Lab reports, exams, UNSW,

Graduate qualities - 2019Experimental analysis, uncertainty ~ critical thinkingScenarios, socio scientific, (work ready?)

Page 5: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 5

Physics Chem Biochem Pharmac Biology1 2 1 2 1 2 1 2 1 2

6. Understanding .779 .761 .773 .547 X .755

8. Relevance .736 .670 .750 .527 X .693

2. Lab skills .642 X .702 .747 .758 .606

1. Data interpret .672 .652 X .721 .738 .643

4. Interest in labs .609 .610 X .627 .682 X .771

7. Demonstrators .618 .659 .607 .695 .501

10. Comm skills .770 .796 .812

.

.769 .789

13. Ethics .710 .709 .716 .561 .502

9. Teamwork .597 .647 .679 .649 .813

11. Responsibility for own learning .584 X .599 X .545 .686 .620

3. Research skills .624 X .619 X .551 .615 .605

ALPE: 9790 students

Page 6: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 6

Thanks to all those connected with me!

studentspeers

networksProfessor Manjula SharmaFaculty of ScienceSydney Nano Institute

SUPER group

UK HEA Principal Fellow

Page 7: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 7

Three learning outcomes-Conduct and collect data -Data analysis, including uncertainties- Interpretation

Deliberate alignmentEach skill tested separately

Page 8: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 8

PRAC TEST• Students chose one of 9 experiments,

published in advance• Students execute• No analysis, no write-up• Marking criteria:

– sketch of apparatus– Conduct (tutors oversee)– collect data and data recording– record uncertainties

Page 9: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 9

Lab report• Choose an sub-set of exp done during the

semester by their group• Write individual report, with strict word

limits, upload to CANVAS, similarity index:–provide the aim–provide original data, data in final form– interpret the analysed data to answer

original question• Marking criteria:

– ability to formulate question, analyse data, present data, draw conclusions

Page 10: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 10

What is the big deal?• Standards, criteria based assessment• Perceived as fair

• No complaints, queries • All involved - influences team work

• Inclusive• Individual justify learning outcomes

• academic honesty

Page 11: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 11

Skills development across yearsWhat are students learning in practicals? A cross sectional study in university physics laboratories.

Richardson, A., Sharma, M. D., Khachan, J. (2008), CAL-laborate International, 16(1), 20-27.

Page 12: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 12

• Yeung, A., Cornish, S., Kable, S., Sharma, M.D. (2019) What Can InstructorsFocus on When Improving Undergraduate Science Experiments? Supportinga Cross-Disciplinary Approach. International Journal of Innovation in Scienceand Mathematics Education, 27(3), 25–40

• Barrie, S. C., Bucat, R. B., Buntine, M. A., Burke da Silva, K., Crisp, G. T.,George, A. V., Jamie, I. M., Kable, S. H., Lim, K. F., Pyke, S. M., Read, J. R.,Sharma M. D., and Yeung A. A. (2015) Development, Evaluation and Use ofa Student Experience Survey in Undergraduate Science Laboratories: TheAdvancing Science by Enhancing Learning in the Laboratory StudentLaboratory Learning Experience Survey, International Journal of ScienceEducation 37 (11) 1795-1814.

• Yeung, A., Pyke, S. M., Sharma, M. D., Barrie, S. C., Buntine, M. A., BurkeDa Silva, K., Kable, S. H and Lim K. F. (2011) The Advancing Science byEnhancing Learning in the Laboratory (ASELL) Project: The first Australianmultidisciplinary workshop, Int. J. of Innovation in Science andMathematics Education, 19(2), 51-72.

• Bhathal, R., Sharma, M. D. and Mendez, A. (2010) Educational analysis ofa first year engineering physics experiment on standing waves: based onthe ACELL approach, European Journal of Physics, 31, 3-35.

Page 13: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

The University of Sydney Page 13

• Gordon, T., Sharma, M. D. and Georgiou, H. (2015) Shifting towardsinquiry-oriented learning in a high school outreach program, InternationalJournal of Innovation in Science and Mathematics Education 23(6), 63-74

• Huntula, J., Sharma, M. D., Johnston, I. and Chitaree, R. (2011) Aframework for laboratory pre-work based on the concepts, tools andtechniques questioning method, European Journal of Physics, 32(5), 1419-1430.

• Sharma, M.D., Mendez, A., Sefton, I.M., Khachan, J. (2014) Student evaluation of research projects in a first-year physics laboratory. European Journal of Physics, 35, (2), 025004.

• Burgess, C., Yeung, A. and Sharma, M. D. (2015) Integrating assessment to promote engagement in an introductory chemistry laboratory, International Journal of Innovation in Science and Mathematics Education, 23 (2), 74-91.

• Emotions new study in progress

Page 14: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

One active learning case study…

Page 15: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

CORE80

units1 MAJOR80 units

ELECTIVES80 units

Single Major OptionThe BSc’s core…and students’ journeys across 1st to 3rd year…

3rd Year -Transdisciplinary

↑2nd Year -Interdisciplinary

↑1st Year -Multidisciplinary

The BSc’s structure…

Page 16: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

Water – would you drink it?

Alternative energy – how much does it cost?

In SCIE1002 Multidisciplinary Laboratories we ask…

P.S. – “These kinds of courses typically fail.”(!)

Page 17: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

https://www.youtube.com/watch?v=5iI0wXaSivI

Page 18: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

Some immediate reflections…

• Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended, two campuses, campus as learning laboratory, multidisciplinary, etc)

• Three key things:• The role of narrative• Community building – amongst students, amongst staff• Equity is for considering in every little decision ;-)…

Page 19: Active Learning - acds-tlcc.edu.au · • Active learning? Sure, but it probably would have been anyway, and it’s fun to think about how to extend on active learning… (blended,

1. There do not seem to be many good examples of effective active learning in mathematics. Do you know of any?2. Diverse examples would be great. Thank you.3. Input on a solution: We've found that students are the most engaged in a course where the delivery is based on experiential learning AND involves both fun and social elements e.g. field trips, off-campus group projects. How can we encourage more active take-up of this approach?4. What are the costs of 'hands on' - including time to do well and safely?5. Can we find words for active learning (and indeed blended learning) so our colleagues see these as things they may already be doing? Because we need to accept that there have ALWAYS been innovative and creative teachers.6. What is best practice in this context given the employment opportunities or science graduates?

Session 6: Hands-on Experience – Active Learning in Science7. What spaces work best?8. A burning question: Class attendance has been shrinking over the last decade. We put a lot of effort into improving the classroom experience, e.g. by making learning (inter)active. What can we do to get students to come again given all this effort? Or should we not do anything?9. How are Universities applying deeper and challenging hands-on experience in the online guided environment? What tools (other than video instruction, manuals and traditional mechanisms) are being employed?10. How do we make sure best practice is shared across and within our institutions?11. Many of my colleagues do hands-on learning, but it seems like it's just for fun. I'm not sure if they understand that there are often different pedagogies involved (i.e. constructionism). Help?


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