Transcript Your Presentation Title Goes Here

Centre for Excellence in Teaching and Learning
(Promoting Learner Autonomy)
Small scale project workshop
September 2008
Ivan Moore
Director CPLA
Format for the session
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Lunch
Review of last meeting (the launch)
Action learning set
Workshop
– evaluation
A definition of learner autonomy
• An autonomous learner takes responsibility for
his/her own learning
• They can identify:
– their learning goals (what they need to learn)
– their learning processes (how they will learn it)
– how they will evaluate and use their learning
Characteristics of ‘effective’ autonomous learners
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they have well-founded conceptions of learning
they have a range of learning approaches and skills
they can organize their learning
they have good information processing skills
they are well motivated to learn
STANCE TOWARDS LEARNING
WILLINGNESS TO LEARN
Orientation to learning
Appropriate conceptions of learning
Deep approach to learning
A range of appropriate learning
strategies
Balance of vocational, academic,
personal and social motivations to learn
Intrinsic motivation
Extrinsic motivation
Goals
Short - Medium - Long
Confidence
INFORMATION
MANAGEMENT
Information handling
Access to resources:
On line and Paper-based
Role models (people, exemplars,
designs)
Equipment
Other learners
Contexts
Study Skills
Planning and problem solving
Evaluation & Metacognition
Self-assessment
Focus & ‘stickability’
Time and project management
Balancing social, work and learning
needs
Assessment
STANCE TOWARDS LEARNING
WILLINGNESS TO LEARN
Orientation to learning
Appropriate conceptions of learning
Deep approach to learning
A range of appropriate learning
strategies
Balance of vocational, academic,
personal and social motivations to learn
Intrinsic motivation
Extrinsic motivation
Goals
Short - Medium - Long
Confidence
INFORMATION
MANAGEMENT
Information handling
Access to resources:
On line and Paper-based
Role models (people, exemplars,
designs)
Equipment
Other learners
Contexts
Study Skills
Planning and problem solving
Evaluation & Metacognition
Self-assessment
Focus & ‘stickability’
Time and project management
Balancing social, work and learning
needs
Assessment
Review
• The questionnaire
• Ethics
The action learning set
• Is my work on track, in general?
• Since the last meeting:
- What have I accomplished?
- What’s going well?
- What’s not going well?
- What have been the barriers to my progress?
• What support could I get?
• What I am going to do next.
Evaluation
• Why evaluate?
• Minimise risk
• Partnership with students
– control, autonomy
• Professional practice
Developing teaching
practice
Theory
scholarship
Theory
Developing teaching
practice
Developing teaching
practice
scholarship
Theory
Previous experience
Developing teaching
practice
scholarship
Theory
Previous experience
Different
contexts
Developing teaching
practice
scholarship
Theory
Previous experience
Different
contexts
Teaching
in
practice
Developing teaching
practice
scholarship
Theory
Previous experience
Different
contexts
Teaching
in
practice
Outcome
Developing teaching
practice
scholarship
Theory
Previous experience
Different
contexts
Further
scholarship
Teaching
in
practice
Reflection, feedback
Outcome
Principles of evaluation
• An integral part of our teaching practice
• An ongoing process, so that we learn from systematic
reflection
• Should be participatory
• Should enable us to make appropriate modifications along the
way
• Should enable us to make judgments on specific sessions,
but also to draw out wider implications
Purposes of evaluation
• Mike Prosser
• Quality Assurance
– student satisfaction
– the mean score is important as a measure of quality
• Quality Enhancement
– Student conceptions/how they experience the course
– The deviation is important: more focused view
Purposes of evaluation
• Mike Prosser
• Is the learning environment/teaching approach having any
influence on student conceptions/approaches?
• A student experience survey is more important than a
student satisfaction survey
Evaluating your development
• Three approaches
– Goal-oriented evaluation
– Goal-free evaluation
– Context-based evaluation
• Several methods
– Questionnaire
frequent, large student
numbers, superficial
– Focus groups
– Structured interviews
summative, representative
sample, rich information
But first - autonomy
• The potential for autonomy in learning (Fazey and Fazey,
2001)
– Autonomous people are intrinsically-motivated,
perceive themselves to be in control of their decision
making, take responsibility for the outcomes of their
actions and have confidence in themselves
Three factors
motivation
perceived control
perceived competence
Intrinsic
interest in the subject,
topic or activity (task)
outcome, success
(learning) is dependent
on themselves. They
have control over the
task, learning, outcomes
…or confidence
Extrinsic
1 identified - inherently
valued, but not selfinitiated
2 introjected - values the
activity because of the
goal it achieves (success
or failure)
3 external - job,
qualification
outcome is dependent on
others (in power)
the task or learning is
controlled by others
'sufficiently high selfperception of
competence to be
prepared to risk shortterm failure at a task
which they feel is
important.'
Motivation
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interest in the subject/task
clear goals, tasks and standards
support
feedback
sense of belonging and sharing
success - improvement
The Course experience questionnaire
(P. Ramsden)
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Designed as a performance indicator
24 statements relating to 5 aspects
1 overall satisfaction statement
Research-based
Drawn from statements made by students in interviews
Students with positive responses take a deep approach
The five sub-scales
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Good teaching
Clear goals and standards
Appropriate assessment
Appropriate workload
Generic skills
The five sub-scales
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Good teaching
Clear goals and standards
Appropriate assessment
Appropriate workload
Generic skills
3, 7, 15, 17, 18, 20
1, 6, 13, 24
8, 12, 16, 19
4, 14, 21, 23
2, 5, 9, 10, 11, 22
From Ramsden CEQ
• The module has helped me develop my ability to work as
part of a group
• I have usually had a clear idea of where I was going and
what was expected of me
• I have found this module interesting
• The tutor motivated me to do my best work
• Learning this way has helped sharpen my analytical skills
• There has been more assessment of what I have memorised
than of what I have understood
• This module has helped me to develop the ability to plan my
own work
Designing an evaluation questionnaire
• On your own
• Write down the kind of learning experience(s) and outcomes
you would like for your students
• In groups
• Outcomes based design
• For each factor (Fazey), design 4 statements that will help to
determine if the goal is being achieved
• Record the goals and statements on a flip chart
• Identify any further common goals or outcomes
• design and record 4 statements that will help to determine if that
goal is being achieved
Goal – free evaluation (Scriven)
• The module has helped me develop my ability to
work as part of a group
– Presupposes and leads the student
• What parts of the module motivated you most?
– (ok so it presupposes motivation, but not autonomy)
• Why?
– Illuminative evaluation
Goal-free evaluation
• In groups
• Choose another group on which to focus
• Devise up to 5 questions that you might ask students to
answer that might provide information on what they are
experiencing
• Record your questions
• Compare them with the other group
• Discuss what information you might receive from these
questions
• Draw up your conclusions for feedback
Context-oriented evaluation
• Since the beginning of the year:
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What skills, if any, have you developed?
What helped you to develop these skills?
How have you changed the way you study?
What prompted you to make these changes?
Other methods
• Focus groups
• Structured interviews
• Continuous feedback
– What did you find most difficult/confusing today?
– What things did you find helped you learn last week?
– What should I:
• Start/stop/continue?
The three minute paper
• What was the most useful of meaningful thing you learned
during this session?
• What question(s) remain uppermost in your mind as we
end this session?
• What was the ‘muddiest’ point in this session?
• What would you like me to stop doing?
• What would you like me to start doing?
• What would you like me to continue doing?
Other instruments
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Kolb’s Learning Style Inventory (LSI)
Honey and Mumford’s LSQ
Sternberg’s thinking styles
Felder’s Index of Learning Styles
Weinstein’s Learning and Study Strategies Inventory
(LASSI)
• Entwistle’s Approaches to Study Inventory