Planning for learning in maritime education

Topics

• Learning outcomes • Planning for student activities• Teaching methods, means and tools• Assessment…

The dramaturgy of teaching

Learning outcomes• Qualification framework• Types of learning

outcomes• Blooms taxonomy

The Norwegian Qualification frameworkLevel 6 (part of Bachelor) Higher education of shorter duration:A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

The candidate… has knowledge of

important topics, theories, problems, processes, tools and methods in the subject area

is familiar with research and development work in the field

can update his/her knowledge in the subject area

is familiar with the subject area’s history, traditions, distinctive nature and place in society

The candidate… can apply academic

knowledge to practical and theoretical problems and explain his/her choices

can reflect on his/her own academic practice and adjust it under supervision

can find, assess and refer to information and academic material and relate it to an issue

masters relevant academic tools, techniques and styles

The candidate… has insight into relevant

ethical issues relating to the field/ profession

can plan and carry out tasks and projects alone or as part of a group and in accordance with ethical requirements and principles

can present important academic material such as theories, problems and solutions, both in writing and orally, as well as using other relevant forms of communication

can exchange opinions with others with a background in the field and participate in discussions concerning the development of good practice

is familiar with new ideas and innovation processes

Blooms taxonomy - Cognitive domainKnowledgeExhibit memory of previously learned materials by recalling facts, terms, basic concepts and answers• Knowledge of specifics - terminology, specific facts• Knowledge of ways and means of dealing with specifics - conventions,

trends and sequences, classifications and categories, criteria, methodology

• Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures

Questions like: What are the health benefits of eating apples?ComprehensionDemonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas• Translation• Interpretation• ExtrapolationQuestions like: Compare the health benefits of eating apples vs. orange.ApplicationUsing new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different wayQuestions like: Which kinds of apples are best for baking a pie, and why?

AnalysisExamine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations• Analysis of elements• Analysis of relationships• Analysis of organizational principlesQuestions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.SynthesisCompile information together in a different way by combining elements in a new pattern or proposing alternative solutions• Production of a unique communication• Production of a plan, or proposed set of operations• Derivation of a set of abstract relationsQuestions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.EvaluationPresent and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria• Judgments in terms of internal evidence• Judgments in terms of external criteriaQuestions like: Do you feel that serving apple pie for an after school snack for children is healthy?

Planning for student activity

Teaching methods, means and tools

Sociocultural theory

• Learning is: – Situated– Mediated – Distributed

Teaching stylesThe thoughtful instructor: Strong discipline focus; instructivist/teacher-managed; pre-emptive; highly structured curriculum; extrinsic motivation; minimal or fixed feedback on a reproductive learning process; concerned more with content than process.The pre-emptive professional: Strong discipline focus; constructivist/student-managed, but pre-emptive. There may be tensions between constructivist beliefs and implementation (e.g. sharply focused and experiential). Emphasis on case-study methods with experiential focus. Reliance on intrinsic motivation; a mixture of reproductive and constructive learning with some constructive interactivity; guided rather than structured framework.The conversational constructivist: Strong discipline focus; strongly constructivist and student-managed; conversational in accommodation of students’ conceptions; authentic environments with CAL implementing constructive interactivity; reliance on intrinsic motivation; responsive feedback to students with guidance rather than facilitation.The learning facilitator: Strong discipline focus; strongly constructivist and student-managed; varied approaches to students’ conceptions (non-defining); open task structure (complex problems), but low interactivity (much of work is offline); reliance on intrinsic motivation; little emphasis on collaborative work; facilitated rather than guided framework.The situated knowledge negotiator: Knowledge is seen as being situated and negotiable with the student; strongly constructivist and student-managed; open task structure (complex problems), but low interactivity (much of work is offline); little collaboration, but it is cognitive in focus; the CAL is facilitative rather than guiding, and provides little feedback; predominantly conversational approach to students’ conceptions. (

Bain og McNaught 2006:104)

Artefacts/tools[…] rather than considering computers and digital technologies primarily as instructional aids, one of the main consequences of why these technologies are so significant is that they affect the manners in which society builds up and provides access to social memory, that is, the pool of insights and experiences that people are expected to know about and to make use of. Then, my second point is that the technology does not facilitate or improve learning in a linear sense, rather it is currently hanging our interpretations of what learning is and changing our expectations about what it means to know something.

Roger Säljö (2010) Journal of Computer Assisted Learning 26, 53–64

[…] it is through its impact on our culture and our communicative/cognitive activities that technology becomes significant to a rather radical restructuring of how we develop skills and exercise intelligent action. By changing the communicative ecology of our daily practices, and the way in which we interact with the collective resources of our social memory, technology contributes to transforming our conceptions of what learning is: our expectations of what people should master, and how human skills should be cultivated.

Significant elements of changes exerting pressure on formal education: • (1) the role of the technology as a tool for storing

information and building up a social memory;• (2) the consequences of the recent

developments in our abilities to have access to social memory; and

• (3) the increasing capacity of technologies to perform analytical, cognitive-like operations that were previously made by people.

Text and languageWhat is specific about writing and texts is that they became elements of a cultural development that radically transformed the ability to externalize and objectify human experiencesTexts became – at least to some extent – publicly available as a social memory. They became constitutive elements of many practices, making it possible to share information and insights between people in new ways. They became partners in thinking and remembering across a range of activities and they were to serve as potent cognitive amplifiers of considerable cultural significance for collective as well as individual action.

Externalized cognition

• spell and grammar checks, • search engines, • Global Positioning System (GPS) navigators, • bookkeeping software, • face recognition devices • and a range of similar resources used in

various sectors of society

Learning definition:

to learn something is to be able convert information stored in the expanding external symbolic storages of our social memory into something that is new, interesting and consequential for a practice or an issue

Säljö 2009:62

Adult learning(1) more aware and critical in assessing assumptions—both those of others and those governing one’s own beliefs, values, judgments, and feelings; (2) more aware of and better able to recognize frames of reference and paradigms (collective frames of reference) and to imagine alternatives; and (3) more responsible and effective at working with others to collectively assess reasons, pose and solve problems, and arrive at a tentative best judgment regarding contested beliefs.

(Mezirow 1997b:9)

Discourse

Discourse is necessary to validate what and how one understands, or to arrive at a best judgment regarding a belief. In this sense, learning is a social process, and discourse becomes central to making meaning.

(Mezirow 1997b:10)

Assessment

• Next lecture…

refSäljö, R 2010 “Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning” Journal of Computer Assisted Learning (2010), 26, 53–64Bain, J. D. and C. McNaught (2006). "Original article: How academics use technology in teaching and learning: understanding the relationship between beliefs and practice." Journal of computer assisted learning 22(2): 99-113.Mezirow, J. (1997). "Transformative Learning: Theory to Practice." New Directions for Adult and Continuing Education 1997(74): 5-12.Fowler, C. and T. Mayes (2004). Stage 2: Mapping Theory to Practice and Practice to Tool functionality based on the Practitioners’ perspective. JISC e-Learning Models Desk Study. C. Fowler, JISC: 32.