1. Learning to Learn Kristina Edstr ö m, KTH Learning Lab, kristina@kth.se

2. "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.) Make notes on each of the examples. Focus on your own role, what you did and how it felt. (6 min) Work in pairs: compare your experiences. Try to find issues that your stories have in common. Take notes. (10 min) Form groups of four: Find the recurring themes, what you most seem to associate with good and bad learning. Write keywords on poster sheets. (20 min)

3. "Good" and "bad" learning (cont) Tack your posters to the wall. Gather around them. Each group will in turn choose one item from their poster and explain it to us. For each item: Can we together suggest a way to translate that particular wisdom into to a strategy which you can use to improve your learning?

4. What I can influence Other factors The thought "If only the teacher…" is a trap! My life is my responsibility

5. 4 principles of "good" learning 1.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. [Biggs]

6. 4 principles of "good" learning 2.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. [Biggs]

7. 4 principles of "good" learning 3.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. [Biggs]

8. 4 principles of "good" learning 4.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. [Biggs]

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

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

11. Deep and surface strategy of learning  Intention: to understand and learn  Leads to well- structured knowledge, that can be applied, long retention  Positive feelings  Intrinsic motivation  Intention: to pass the course (typically exam)  Leads to poorly structured knowledge which soon deteriorates  Negative feelings  Extrinsic motivation [Marton & Säljö 1976, Biggs 2003]

12. Deep or surface strategy is not an attribute of the student  "I read very slowly, trying to concentrate on what it means. There's a lot of meaning behind it. You mustn't regurgitate because that's not the idea with the exercise. Rather getting it all together."  "Getting enough facts so that you can write something relevant in the exam. I know what I've got to write about without really thinking about it really. I know the facts about it and regurgitate."

13. Surface strategy - factors  A heavy workload  Relatively high class contact hours  An excessive amount of course material  A lack of opportunity to pursue subjects in depth  A lack of choice over subjects and method of study  A threatening and anxiety provoking assessment system [Gibbs 1992]

14. 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."

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

16. Professionally relevant competencies for an engineer Technical / disciplinary competencies Professional competencies : –Working effectively with others –Oral & written communication, in Swedish and English, with different target groups –Professional ethics –…–… Personal competencies : –Engagement, judgment, independence, vision, endurance, belief in what you do, driving force, courage, presence, focus, motivation, energi, creativity, integrity…

17. Objectives Teaching & Learning Assessment What work should I do to reach the objectives? What do I have to perform to demonstrate that I have reached the objectives? What am I able to do as a result of learning in the course?

18. What is the aim with project work in my education? Project goal Learning outcomes

19. 5 practical tips

20. # 1 ”The secret of success is constancy of purpose.” Benjamin Disraeli

21. # 2 Study in informal study groups.

22. # 3 Connect theory to applications, examples and reality.

23. # 4 Prepare and follow up on your learning activities.

24. # 5 Reflect on your study habits, in order to improve them.

25. “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.” Lena Endre on working with director Ingemar Bergman No pain, no gain

26. Good luck!