1. Innovations to support learning Dr Jen Harvey, AHEAD symposium 28 April 2009

2. Presentation outline Innovations to support learning: Choices and opportunities Feedback and achievement

3. Choices and opportunities Where Who When How

4. Where can I learn? Informed choices

11. The provision of different learning opportunities

12. Formal learning spaces: Learning about

13. Learning to be/learning with others

14. Opportunities to learn with others Who will I learn with?

15. Digital Connected Experiential Immediate Social Today’s learners: tomorrow’s learners ?

16. University of Melbourne student survey (2007) 96% had mobile phone, 90% had desktop PC, 76% had digital camera, 69% had MP3 Player Most common usage of computer based activities email (94%), creating documents (88%) playing digital music files (84%) search for information (general 83% and study 76%) communicating via instant messaging (80%) Students were also engaging with emerging technologies: blogs, file sharing, social networking, web-conferencing etc

17. My favourite piece of technology is my phone, because I record lectures. I am more likely to watch what I have recorded than to log on the [VLE] and to go through the long procedure of finding something… Student, STROLL project

22. Addressing the need for new learning spaces and opportunities Combining virtual and physical spaces

25. What is a good learning environment? Good learning environment provides: interaction with knowledge interaction with the teacher interaction with peers opportunity to make mistakes and learn from them challenges good resources (Smith‘95)

26. Student Success in College? Academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, attainment of educational objectives, and post-college performance

27. Provision of opportunities to learn in different ways. How do I want to learn?

28. Thinking about the student learning experience How can learners be provided with a range of learning opportunities? How can practitioners support learners with different needs, experiences and preferences? How can we design learning environments that: –support a wide range of learning tasks/interactions –meet different learner needs (access, competence) –enable positive learning experiences What would help to improve learners’ experiences and encourage active participation? How can we help learners improve their personal practice and effectiveness to become lifelong learners?

32. Social spaces or learning spaces? Students spend more time out of class than in it Learning occurs through conversations, web surfing, social interactions, group work, spontaneous interactions “Capture time” is particularly important for non- residential students

33. Broaden definition of learning Powerful pedagogical models (guided inquiry, apprenticeship, learning communities) Learning distributed across classroom, work, home, community On-demand and just-in-time Collaborative Dispersal of intellectual functions across physical, social and symbolic supports Dede, 2006

34. Consider the options Visual: less reading, more visuals Mixed delivery: mix online, face-to-face Engagement: involvement similar to problem- solving or games Redesign space: space for learning not just for instruction Real: capitalizes on real world problems; information can be applied to real situations Social: interaction with others Dede, 2006

35. eLearning the basics… Educationally led not technology driven How are my students going to learn from using these resources? How can I encourage a student centred approach that promotes active learning?

42. Embedding technology within the curriculum Some considerations: learner / tutor backgrounds/skills? access, technical concerns? aligning with learning outcomes? aligned within the module/programme/Dept technical support, infrastructure? students with different needs? plagiarism? assessment – who, when, how?

43. Challenges to institutions Learner expectations Learner Literacy Skills Staff development Managing perceptions Moving from project based activities to mainstream activities

44. Addressing the challenges… …thinking about the whole student experience – getting back to basics

45. ‘Ultimately it is only the decisions which learners make about what they will or will not do which actually influence the outcomes of their learning.' [Boud, 1981]

46. Learning basics – programme information Programme documentation - timetable Module title and numbers Programmes to which module contributes Level and credit points Modules leader and other staff information Mode of delivery – distance, PT, FT – place of delivery Aim and learning outcomes Learning & teaching methods used (lectures, seminars etc) Assessment (mode, weightings, links to LOs, detail) Outline content Indicative bibliography (essential reading)

47. before the course… common concerns of students I’m not sure how much work I will have to do on this course I’m afraid I’ll get behind in my work I’m worried I won’t get a good set of lecture notes I’m dreading the prospect of assessments I think I probably won’t be a good student I don’t know how much I’ll be expected to read and what to read for each subject I’m not sure what a seminar is I hope noone asks me to speak in class I don’t want people to think I’m stupid I’m not sure what to do if I get into difficulty on the course (Habeshaw et al. 53 interesting ways of helping your students to study)

48. Providing Learning Support Outlining the basics /key information – Handbooks, guides Introductions /overviews - induction sessions, lectures Additional support as needed - technical advice/help desks Access to other students /tutors etc - online /offline New Learning communities - Self-help groups/learning sets Prepare students for the process and ways of learning Define key terms, key points/readings Ensure equal access to resources (additional when needed) Believe that students can succeed Boud (2000) Tutor belief in student’s ability to develop through their efforts rather than innate ability is important (Yorke and Knight, 2004)

50. Feedback and achievement Where Who When How

51. “What is the one thing we should do to increase student engagement and success on our campus?” Kuh NESSE study

52. National Survey of Student Engagement Community College Survey of Student Engagement National Survey of Student Engagement (pronounced “nessie”) Community College Survey of Student Engagement (pronounced “cessie”) College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

53. Deep approaches to learning are important because students who use these approaches tend to earn higher grades, and retain, integrate and transfer information at higher rates (Nelson Laird, Shoup, Kuh, & Schwarz, in press).

54. Integrating ideas or information from various sources Included diverse perspectives in class discussions/writing Put together ideas from different courses Discussed ideas with faculty members outside of class Discussed ideas with others outside of class Analyzing the basic elements of an idea, experience, or theory Essential Learning Outcomes: NSSE Deep/Integrative Learning Synthesizing & organizing ideas, info., or experiences Making judgments about the value of information Applying theories to practical problems or in new situations Examined the strengths and weaknesses of your own views Tried to better understand someone else's views Learned something that changed how you understand an issue

55. National Survey of Student Engagement Feedback and Deep Learning 1.00 1.50 2.00 2.50 3.00 3.50 4.00 NeverSometimesOftenVery often Frequency of Prompt Feedback from Faculty Average Deep Learning Seniors First-Year Students

56. Different ways to demonstrate and support learning… Robson (2005) argues that as well as offering a variety of different assessment methods across a course, students should be presented with a choice of ways to complete an individual assignment ‘same assessment different process’ “sustainable assessment meets the needs of the present without compromising the ability of students to meet their own future learning needs.” (Boud)

57. Providing a range of assessment methods… essay, report, letter, journal, diary, project present a case, write an article, portfolio, learning contract, dissertation, applied task, problem, objective test, produce a poster, make a video, review, briefing paper, oral, write a question, performance, debate, role play, written exam, concept map, develop a plan, produce A-Z, answer client’s Qs, diary… Linking assessments to learning outcomes…

58. Assessment as learning - Sadler (1989) Students must know what the standard or goal is that they are trying to achieve (assessment guidance) Frontload assessment They should know how their current achievement compares to those goals (feedback) sustainable assessment for lifelong learning They must know how to take action to reduce the gap between the first two (applying feedback to future assignments )– FEED FORWARD

59. Feedback is arguably the most important aspect of the assessment process for students (Black & Wiliam 1998)

60. Ensure that students obtain feedback on their learning

61. Thinking about feedback: what, when, how, who? informal feedback from tutors/students tutorial/presentation feedback forms linked to self-assessment questions scoring/ marking grids student surgeries meetings/ interviews with students interim project plans/synopses/presentations learning contracts /portfolios

62. Bringing it all together…

63. Embracing Diversity 1 (Hyland) 1. Culture: A Belief in Learners’ Strengths and Potentials Advocacy of Care and Respect A Belief that Learning is Exciting Educators Work Hard

64. Embracing Diversity 2 2.Readiness (Preparing people to work with an awareness of diversity) 3.Tools to foster high-quality work 4.Collaboration: Informal and Formal Exchanges 5.Choice: Meaningful Curriculum and Assessment Options

65. Inclusion extends beyond equity and its associated legislative frameworks to encompass approaches in which each individual is valued and respected, differences between individuals are seen positively and the diversity on an individuals are seen as a quality outcome (Cones et al. 1983)