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Trends in T&L in Higher Ed. Critical enablers for the institution JUNE 2017 NTNU CONFERENCE Ecological Restoration and Innovation of Teaching and Learning in Higher Education

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Page 1: Development & trends in teaching and learning

Trends in T&L in Higher Ed. Critical enablers for the institution

JUNE 2017 NTNU CONFERENCE Ecological Restoration and Innovation of Teaching and Learning in Higher Education

Page 2: Development & trends in teaching and learning

Overview

•  What we’ve learned about learning •  How to make it so that more people do more

of these things more of the time.

Page 3: Development & trends in teaching and learning

What we have learned about learning

Page 4: Development & trends in teaching and learning

Learning frameworks as bridges •  Research in brain science, cognitive,

developmental, and social psychology, anthropology, education, and diversity studies

•  Domain- & experience-independent •  Cross-culturally relevant •  A bridge between research into learning and

implications for teaching practice

Page 5: Development & trends in teaching and learning

One page description from CMU website http://www.cmu.edu/teaching/principles/index.html Brent, R. & Felder, R. (2011). Random thoughts… how learning works. Chemical Engineering Education 45(4). 257-8. Available at: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Ambrose.pdf

Five page summary of the 7 principles http://bit.ly/HLWshort

Page 6: Development & trends in teaching and learning

Knowledge

Structure Motivation

Mastery

Practice

Climate

Metacognition

Page 7: Development & trends in teaching and learning

KnowledgeStructureandOrganiza3on

Howstudentsorganizeknowledgeinfluenceshowtheylearnandapplywhattheyknow

Howexpertsandnovicesstructureandorganizeknowledge

SourceHLWFig2.1

Page 8: Development & trends in teaching and learning

Critical enablers for success

Page 9: Development & trends in teaching and learning

tools

people

data

Page 10: Development & trends in teaching and learning

tools

people

data

Page 11: Development & trends in teaching and learning

Our roles as educators •  Many different drivers but increasingly

complex: –  Technology –  Larger classes –  Learning research –  Globalization –  Funding pressures –  …..

•  What are the habits, skills, values needed to thrive?

Page 12: Development & trends in teaching and learning

Anatomyof21stCenturyEducators

Scholar

Technologist

Curator

TeacherforLearning

Collaborator

Experimenter

Anawareness&apprecia3onofeffec3ve,research-based,discipline-appropriatepedagogicalapproaches.

Fluencyusinglearningtechnologyineduca3onallyeffec3veways.

Aproducer&consumerofappropriateeduca3onalresourcesthroughsharing&development.

Anunderstandingofhowstudentslearn&howtodesigneffec3velearningac3vi3es&experiences.

Sharing&enhancingone’sowneduca3onalapproachesthroughcollabora3onswithin,across&betweendisciplines.

Anopennesstotry,reflect&learnfromnewapproaches,pedagogy&technologiestosupportstudentlearning.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Page 13: Development & trends in teaching and learning

tools

people

data

Page 14: Development & trends in teaching and learning

Measurement, collection, analysis and reporting of data about learners and their contexts with the goal of understanding

and optimizing learning and learning environments

SOLAR,hPp://www.solaresearch.org

Page 15: Development & trends in teaching and learning

‘How am I doing?’

Top: UMBC “Check my Activity” tool.

Bottom: the “Course Signals” alert system at Purdue.

Both of these snapshots are of the learner view.

Page 16: Development & trends in teaching and learning

Video Analytics Top: ViDeX, a UBC system, shows how the class, overall, watched the video, by overlaying a heatmap on a filmstrip. Right: CLAS, a UBC system, shows where students asked questions about the video. Bottom: Insights by edX shows three instances of the same videos, demonstrating that overall students repeat the same parts of the video.

Page 17: Development & trends in teaching and learning

MOOC Analytics

Left: course structure of current UBC MOOCs. Top: X axis shows the course structure, from left to right; height shows # of unique learners; colour denotes element type. In that programming course, learners learn mainly by solving problems. The course has high retention rate. Bottom: This genetics course has mainly self-tests. Many drop the course, mainly in Module 1.

Page 18: Development & trends in teaching and learning

So… what’s the issue?

• Despiteislandsofac3vity&exper3se….•  Significantshortcomingswiththeeasebywhichinteres3ngques3onscanleadtoac3onableinsights.

• CurrentstateUBCsolu3onsare•  Limitedtospecificenvironments•  Lackins3tu3onalcontextdataintegra3onor•  Lackreal-3medatacaptureandanalysis

Page 19: Development & trends in teaching and learning

Learning Analytics strands

CommunityEngagement(Research)

Ethics/Policyframeworks

Solu3onArchitecture

Page 20: Development & trends in teaching and learning

tools

people

data

Page 21: Development & trends in teaching and learning

In summary

•  We have learned enough about learning effectiveness that if more people used these approaches more of the time, it could have a step-change effect on student learning.

•  The challenge for institutions is to create the

conditions that allow that to happen.

Page 22: Development & trends in teaching and learning