Download - Dispelling the Fog of Learning through SoTL John Tagg Indiana University October 15, 2010
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Dispelling the Fog of Learning through SoTL
John TaggIndiana UniversityOctober 15, 2010
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“[T]he general unreliability of all information presents a special problem . . . : all action takes place, so to speak, in a kind of twilight, which, like fog or moonlight, often tends to make things seem grotesque and larger than they really are.”
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“[T]he general unreliability of all information presents a special problem in war: all action takes place, so to speak, in a kind of twilight, which, like fog or moonlight, often tends to make things seem grotesque and larger than they really are.”Carl von Clausewitz, On War
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Adam Brandenburger and Barry Nalebuff, Co-opetition, 1996
“Games in business are played in a fog—not von Cluasewitz’s fog of war, perhaps, but a fog nonetheless. That’s why perceptions are a fundamental element of any game.”
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The Fog of Learning
• Lack of Information• Unreliable Information• Distorted Information
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Lack of Information
• “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach . . . accordingly.”– David Ausubel, 1968
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Lack of InformationAbout Students
• What do students know? What do they believe?
• What are students’ assumptions and expectations about the learning environment
• What are students’ prior experiences in similar learning environments (e.g., classes)?
• What are students’ goals?
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Lack of InformationAbout Faculty
• What do faculty know? What do they believe?
• What are faculty assumptions and expectations about the learning environment?
• What are faculty other than you doing in the classroom?
• What are faculty goals?
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Lack of Information About Who’s Doing What
• Pedagogy: How are teachers teaching?• Approaches to learning: How are students
studying?• Outcomes
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Unreliable Information
• Chris Argyris and Donald Schön: Theories of Action
• Espoused Theory• Theory-in-Use
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Espoused Theory vs. Theory-in-Use
• “Although people [often] do not behave congruently with their espoused theories, . . . they do behave congruently with their theories-in-use, and they are unaware of this fact.” --Chris Argyris, Reasoning, Learning, and Action: Individual and Organizational, 1982.
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Is the University a Reliable Source?
“Institutions espouse high-sounding values, of course, in their mission statements, college catalogues, and public pronouncements by institutional leaders. The problem is that the explicitly stated values—which always include a strong commitment to undergraduate education—are often at variance with the actual values that drive our decisions and policies”--Alexander Astin, What Matters in College, 1993
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Examples of Unreliable Information(TFDN)
• Accreditation: Faculty don’t believe it.• Student learning outcomes: hard to get
faculty to believe it’s not just a game.• Syllabus: do students read it? Do they believe
it? • Students dubious about what faculty
members say. “Will this be on the test?”
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Distorted Information
• Organizational and work structures magnify some things unnaturally
• And shrink or conceal others.
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Structures That Distort
• Credit hour• Grades• Requirements—General Education or Major• Classes
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Can SoTL Help?
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Maybe
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Be Aware
• The fog simplifies; visibility introduces complexity and complications.
• Reality comes in layers; we need to make our way carefully.
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How can SoTL Disperse the Fog?
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1. Seek to Reveal What Is Hidden
• Look first at students and teachers and the learning environment, not organizational structures.
• Ask new questions, based on ones to which we have reasonably reliable answers.
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2. Extend Beyond the Classroom
• “Go meta”— “with an eye not only to improving their own classroom but to advancing practice beyond it.”—Shulman & Hutchings
• Go beyond the discipline—draw on the work of other departments and disciplines for models and lessons.
• Make SoTL the core of Institutional Research.
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What Do We Know?
• Enrollments• Grades• Numbers of students engaged in formal
activities and programs.
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What Don’t We Know?
• Level of Academic Challenge• Active and Collaborative Learning• Student-Faculty Interactions• Enriching Educational Experiences• Supportive Campus Environments• Who is engaged in what high-impact activities
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3. Make the Goal of SoTL Organizational Transformation
• SoTL should be Action Science: • “Action research. . . Involves iterative cycles of
identifying a problem, planning, acting, and evaluating.”—Chris Argyris, Robert Putnam, & Diana McLain Smith, Action Science, 1985
• “The intended change typically involves reeducation, . . . changing patterns of thinking and acting that are presently well established in individuals and groups.”—Argyris, Putnam, & Smith.
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Example: Stages of Change
• James Prochaska, Carlo DiClemente, & John Norcross:
• “In Search of How People Change: Applications to Addictive Behaviors,” 1992.
• Changing for Good, 1994.• How do people intentionally change addictive
behaviors? Smoking, Drug Addiction, Obesity.
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Stages of Change
1. Precontemplation: No intention to change, some awareness.
2. Contemplation: Thinking about changing, no commitment.
3. Preparation: Intend to take action, but only small changes.
4. Action: Actively modifying behavior or environment.
5. Maintenance: Preserve gains and prevent relapse.
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A Transtheoretical Model of Change (TTM)
• Change is cyclical.• “You can’t change until you want to.” But
what makes you want to?• “The amount of progress clients make
following intervention tends to be a function of their pretreatment stage of change.” Prochaska & Norcross, Systems of Psychotherapy.
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A Transtheoretical Model of Change (TTM)
• “One of the most powerful findings to emerge from our research is that particular processes of change are more effective during particular stages of change. Twenty-five years of research in behavioral medicine and psychotherapy converge in showing that different processes of change are differentially effective in certain stages of change.”—Prochaska & Norcross, Systems of Psychotherapy
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Learning Is Change
• Anton Tolman, Director, Faculty Center for Teaching Excellence, Utah Valley [email protected]
• Revised Study Process Questionnaire• TTM Surveys• How to facilitate metacognition
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Approaches to LearningFerence Marton and Roger Säljö
• Sought to distinguish qualitatively rather than quantitatively between student approaches to learning.
• “A description of what the students learn is preferable to the description of how much they learn.”
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Two approaches to learning:
• Surface approach: focusing on the signs, the words of the essay, the numbers in the physics problem.
• Deep approach: focusing on the meaning, what the signs signify, the ideas the author is presenting, the concepts that the numbers represent
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Learning Is Change
• Anton Tolman, Director, Faculty Center for Teaching Excellence, Utah Valley [email protected]
• Revised Study Process Questionnaire• TTM Surveys• How to facilitate metacognition
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TTM Stage and RSPQ Score
Surf
ace
Appr
oach
M
ean
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Classroom Research OR Institutional Research: A Foggy Choice
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No Class Is an Island
• Every teacher is engaged in institutional research.
• If we all knew it, we’d all be smarter than we are.
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Fog-clearing Questions
• How do faculty approaches to teaching affect student approaches to learning? What is a deep approach to teaching?
• How do student experiences affect student stages of change-readiness?
• How does the sequence and co-incidence of student experiences affect long-term metacognitive change?
• How could the local and global design of learning experiences maximize student development.