Learning to Learn Kristina Edström, KTH Learning Lab, kristina@kth.se

"Good" and "bad" learning Think back on one example of "good" learning, and one example of "bad" learning, in your experience. It can be in or outside school. ("Good" learning means that you really understand and can use the knowledge, and you retain it for long time.) Focus on your own role, what you did and how it felt. What do you most seem to associate with good and bad learning?

My life is my responsibility Other factors What I can influence Relate this to what the students suggested in their exercise, especially if many of them have seen themselves as being dependent on the teacher for good learning. Talk about what the students can do to learn even when they experience "bad" teaching. The thought "If only the teacher…" is a trap!

4 principles of "good" learning Motivational context Deep learning is more likely when the student experiences a need to know something in order to carry out tasks which matter to them. Students need to be involved in selecting what is to be learnt and in planning how the learning should take place in order to experience “ownership”. A positive emotional and motivational climate is a necessary condition for deep learning. Relate this to what the students suggested in their exercise. Most of it will have come up in your discussions already. [Biggs]

4 principles of "good" learning Learner activity: Students need to be active rather than passive. Deep learning is associated with doing. If the learner is actively involved, then more connections will be made both with past learning and between new concepts. Doing is not sufficient for learning, however. Learning activity must be planned, reflected upon and processed, and related to abstract conceptions. Relate this to what the students suggested in their exercise. Most of it will have come up in your discussions already. [Biggs]

4 principles of "good" learning Interaction with others: It is often easier to negociate meaning and to manipulate ideas with others than alone. Interaction can take many forms […]. Students teaching each other is a very effective method for learning, however it is the student who teaches who will learn more than the student who is taught. Relate this to what the students suggested in their exercise. Most of it will have come up in your discussions already. [Biggs]

4 principles of "good" learning Well-structured knowledge base: It is vital that students’ existing knowledge and experience are brought to bear in learning. The subject matter must be well structured and integrated. The structure of knowledge is more visible to and more useful to students where it is clearly displayed, where content is taught in integrated wholes, rather than in small separate pieces, and where knowledge is required to be related to other knowledge rather than learned in isolation. Relate this to what the students suggested in their exercise. Most of it will have come up in your discussions already. [Biggs]

Why does one end up in this position? Teacher - knows all - is active Student - passive

Change the model - active learning Teachers, advisors Student - active - responsible Tasks, assignments challenges Theory, Literature Peers

Motivation can be created in the course "With some courses I can feel ‘Oh no, not another math course’. But then you get some understanding for something in that course and then it feels great fun in a way." "The interest for the subject is the most important. It can be an prior interest or it can be created during the course." "If you get the right answer on a calculation assignment you continue with the next one and it gets fun. If it’s difficult you get unmotivated and you spend less time on it. One should really put more time into things that work badly but it doesn’t work that way." Quotes are from the student survey http://www.cdio.org/papers/papers_gen.html#studentsurvey Student involvment in principled change: Understanding the student experience K. Edström, M. Engström, Å. Wiklund, J. Törnevik

A monster you face is never quite so scary as one you don't.

What work should I do to reach the objectives? What am I able to do as a result of learning in the course? Objectives Teaching & Learning Assessment See the concept constructive alignment in John Biggs, Teaching for Quality Learning at University, 2003 What work should I do to reach the objectives? What do I have to perform to demonstrate that I have reached the objectives?

What is the aim with project work in my education? Project goal Learning outcomes Always ask yourself (or the teacher) What are the intended learning outcomes?

5 practical tips

# 1 ”The secret of success is constancy of purpose.” Benjamin Disraeli

# 2 Study in informal study groups.

# 3 Connect theory to applications, examples and reality.

# 4 Prepare and follow up on your learning activities.

# 5 Reflect on your study habits, in order to improve them.

No pain, no gain “What really puts demands on you, things you have to fight for - they’re all worthwhile afterwards. Even if it’s hell at the time. Whereas you can barely remember something that comes to you easily.” Learning from mistakes Lena Endre on working with director Ingemar Bergman

Good luck!