Fry, H., Ketteridge, S. & Marshall, S. (2007). A Handbook for Teaching and Learning in Higher Education. London: Routledge. Chapter 2: Understanding student learning, pages 8 – 25Links to an external site..
What aspects of what is being said about learning and how students learn, resonate with your own views and experience?
What aspects of what is being said are surprising, new or different from your own views and experience?
I agree with the reading that I understand how I learn and learnt best at University but I feel that I resonate with the reading in that I want to greater understand how my learners learn. Learning is about how we understand the world, make sense of it and make meaning. (Marton and Booth, 1997). It is not easy to explain clearly ‘how do we learn’ learning is ever changing and developing depending on context, and involves mastering multiple strands. Students have varied backgrounds and expectations which will effect how they learn and whether they want to learn or not.
Student’s intention to a task (how they go about approaching the task) will determine how well they engage with the task at hand and result in the quality of the learning outcome. (deep and surface learning approaches) (Marton, 1975)
There is evidence that teachers that take a student led approach to their teaching will have a greater likely hood of achieving a deep approach to studying (Prosser and Trigwell, 1999)
Deep and surface learning has been explored further with (Biggs, 1987) and (Ramsden, 1988)
(Ramsden, 2003, 47 – 48) illustrates examples of students deep and surface learning approaches.
Biggs and Ramsden worked differently, and instead of looking to philosophers and psychologists they looked at the students themselves.
I have found the following theories interesting and was unaware of them previously so have made notes on them:
In psychology there are several theories on how learning takes place. These theories could be categorised into two main streams. Firstly, Rationalism (or idealism) this is championed by Chomsky and is still very much in play currently. Secondly, Associationism, forming associations between stimuli and response, championed by Pavlov and Skinner. Further detais of both can be found in Richardson (1985). In the 21st Century Constructivism is widely used with ideas coming from cognitive and social theories. In the early 20th century most theories involved working in isolation but as time went on theories began to introduce the idea of social interaction in order to learn.
Constructivism
Continuous building and emending of structures in the mind to hold knowledge. (This is known as Schemata).
Learning is often thought of as only the addition of new knowledge, where as it should be how to bring change and transformation to existing knowledge (Mezirow, 1991) As new information, actions, experiences are gathered schemata’s change. If they do now change learning does not occur. Additions to knowledge can be made by adding factual knowledge, although to increase deeper learning for example in creative subjects it can only happen when the underlying schemata is changed to incorporate stronger linkage.
Case study Page12: Lecture to a large group of students, followed by an informal interactive group work session. The lecture gives students facts and surface learning while the group work allows for social interactive deeper learning around a subject.
SOLO Taxonomy of Levels of Understanding:
Structure of the Observed Learning Outcomes. Taxonomy, As students learn the outcomes of their learning increase in complexity. (Biggs and Collins, 1982) and (Biggs, 1999). The changes come down to the detail and quality.
SOLO Taxonomy can be used for curriculum development and articulation of learning outcomes.
Threshold Concepts:
(Meyer and Land, 2006) Threshold concepts are idea that you have to have a foundational knowledge (concept) of a subject before you can move on to learn the next stage of a subject.
Experimental Learning and Reflection
David Kolb (1984) Experience gained through life, work and education should play a role in how learners learn. A constructivist perspective.
An appreciation to experimental learning through work based, placement, action learning , laboratory teaching, reflective practice. Case studies, role play, working in small groups.
Experimental learning is the theory that learning is not fixed or unchangeable and “that experience can contribute to its forming and re-forming” Page 15. It is a continuous cycle and can be changed and adapted by the experience itself.
‘The Kolb learning Cycle’
-Firstly, Learners are involved fully in a new learning experience. (Concrete experience)
-Secondly they make and have time and space to reflect from different experiences (Reflective Observation) (Greatly influenced by feedback from others)
-Thirdly, learners have to be able to forma and re-form what they have learnt and the processes. Can they take ownership and use the ideas to integrate into their own ideas, making logical theories?(Abstract Conceptualisation) (Greatly influenced by feedback from others)
-Lastly, Using their higher understanding to problem solve. Test the usage in new situations. (Active Experimentation)
The cycle doesn’t work by simply just doing. It needs the “reflecting, processing, thinking, and furthering understanding” Page 16
“Reflection is a key part of experimental learning, as it turns experience into learning” (Boud et a., 1985)
(Schon 1987) argues that practitioners should learn to observing and learning through reflection. Reflection on practice ‘experience’ is paramount for teachers development of lifelong learning.
CASE STUDY:
Role play can provide a safe place for students to try things out without the thought of harming/ consequence. Was used in a medical situation. Put the role play in context, set the scene, then allow for a debrief for reflection and feedback. (Nestle and Tierney 2007) Role play with peers gives space for experimental learning and deeper learning outcomes. Considering how to maintain and develop their skills.. (Kolb’s abstract conceptualisation, active experimentation) Role plays can be repeated to allow students to try out different scenarios and to see the varying outcomes this encourages active experimentation.
Learning Styles and related ideas:
Even though learners may find they have a preference to how they learn, it is important to give a range of learning styles and preferences in teaching.
Serialist and Holist Learning Style (Pask,1976) – Serialist prefers step by step learning with narrow focus. Holist prefers to see the big picture, working with analogies and illustrations.
Activist, Reflectors, Theorists & Pragmatists (Honey and Mumford, 1982)- Activists prefers the challenge of excitement and freedom of learning, with new experiences and problem solving. Reflectors respond to structured learning timed to observe, respond, reflect and think, working in detail. Theorists prefer logical rational structure, strong aims with opportunity to push their intellect. Pragmatists respond to practical immediate relevant learning outcomes which allow for practice and theory. It is preferred to provide at least two of these for best learning.
Learners that have a preference over one way of learning over another can lead to certain characteristics. See table below. (Wolf and Kolb, 1984)
When referring to a learning style, it is important to say which category you are referring to. Or it learning style is confused with approaches to study.
Understanding on your own or understanding with help ‘scaffolding’ learning with help and support. Avoid spoon feeding but still think independently. (Lev Vygotsky, 1978)
Situated learning- Learning and understanding knowledge in context. The learner works with others to develop collective understanding ‘community of practice’. Social practice. (Lave and Wenger, e.g 1991)
Teachers should avoid too much content to avoid overload and surface teaching.
Teachers should consider reducing the amount of didactic teaching (Overly planned teaching)
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