Education

ETUG Spring 2013 - Ownership of Learning by Esther Tiessen

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Modern pedagogies typically advocate the transition of teacher-centred educational practices to student-centred approaches that pass ownership of learning to the students. Implicit in this call for student ownership of learning is the assumption that students want to, can, and will take on that ownership. However, this may not be the case—taking on ownership of one’s own learning requires hard work, metacognitive and executive skills, knowledge management, and intrinsic motivation, whereas the path of least resistance may seem more desirable: sit passively in class, complete the given learning tasks, and submit the required assignments. The problem may not be how to get instructors to pass ownership of learning to students, but rather how do we get students to take ownership of their own learning. This problem is exacerbated by many LMS’s: many of these systems are implicitly teacher-centred (i.e., tools for instructors to manage courses)) and provide few tools for students to manage their own learning (e.g., tools for managing knowledge or for setting, working on, and monitoring progress on learning goals). In this Thinking Session, I invite participants to discuss innovative solutions to the problems: 1. How do we get students to take ownership of their own learning? 2. How do subvert LMS technologies to promote and support student ownership of learning? http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#esther
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  • 1. OWNERSHIP OFLEARNING: WHO HOLDSTHE DEED?Esther TiessenKwantlenPolytechnic
  • 2. What do we mean by“student ownership of learning?”Students who take ownership of their ownlearning: become the driving force in their owneducation make decisions about their own learning set their own learning goals and work hard toachieve them are actively engaged reflect on their learning assume responsibility for their own learning
  • 3. What do we mean by“student ownership of learning?”Students who take ownership of their ownlearning: become the driving force in their owneducation make decisions about their own learning set their own learning goals and work hard toachieve them are actively engaged reflect on their learning assume responsibility for their own learningcritical tostudent-centredinstruction
  • 4. Encouraging Student Ownership inBusiness Math course materials posted in Moodle andorganized by learning outcomes choice of textbook exercises to complete support for reflecting on, recording, andmonitoring knowledge gaps and learning variety of class activities variety of additional learning resources andsupports in Moodle
  • 5. My Business Math StudentsFor each of the statements below, check the box thatbest represents your response to the statement:“NO”or“no”?“yes”or“YES”I don’t like to reflect on my learning by completing such activitiesas identifying my knowledge gaps or noting my progress.15 6 16In class, I prefer to follow along as the instructor leads all of theclass through the activities.2 1 35I prefer that the instructor tells us exactly which textbook questionsto do, rather than making us decide.20 4 15I reflect on my learning and progress regularly to improve mylearning and achieve the learning outcomes.13 14 11I do not like to make decisions about my own learning, but prefer itif the instructor just gives a list of tasks that I need to complete.12 8 17I prefer the instructor to give us a set of activities and resourcesthat I can use as I see fit to achieve my learning goals, rather thanassigning specific work.3 9 24
  • 6. My Business Math StudentsFor each of the statements below, check the box thatbest represents your response to the statement:“NO”or“no”?“yes”or“YES”I don’t like to reflect on my learning by completing such activitiesas identifying my knowledge gaps or noting my progress.15 6 16In class, I prefer to follow along as the instructor leads all of theclass through the activities.2 1 35I prefer that the instructor tells us exactly which textbook questionsto do, rather than making us decide.20 4 15I reflect on my learning and progress regularly to improve mylearning and achieve the learning outcomes.13 14 11I do not like to make decisions about my own learning, but prefer itif the instructor just gives a list of tasks that I need to complete.12 8 17I prefer the instructor to give us a set of activities and resourcesthat I can use as I see fit to achieve my learning goals, rather thanassigning specific work.3 9 24Indication that students are notreflecting on their own learning.
  • 7. My Business Math StudentsFor each of the statements below, check the box thatbest represents your response to the statement:“NO”or“no”?“yes”or“YES”I don’t like to reflect on my learning by completing such activitiesas identifying my knowledge gaps or noting my progress.15 6 16In class, I prefer to follow along as the instructor leads all of theclass through the activities.2 1 35I prefer that the instructor tells us exactly which textbook questionsto do, rather than making us decide.20 4 15I reflect on my learning and progress regularly to improve mylearning and achieve the learning outcomes.13 14 11I do not like to make decisions about my own learning, but prefer itif the instructor just gives a list of tasks that I need to complete.12 8 17I prefer the instructor to give us a set of activities and resourcesthat I can use as I see fit to achieve my learning goals, rather thanassigning specific work.3 9 24ambiguous? leaves option to skip doingwork?
  • 8. My Business Math StudentsFor each of the statements below, check the box thatbest represents your response to the statement:“NO”or“no”?“yes”or“YES”I don’t like to reflect on my learning by completing such activitiesas identifying my knowledge gaps or noting my progress.15 6 16In class, I prefer to follow along as the instructor leads all of theclass through the activities.2 1 35I prefer that the instructor tells us exactly which textbook questionsto do, rather than making us decide.20 4 15I reflect on my learning and progress regularly to improve mylearning and achieve the learning outcomes.13 14 11I do not like to make decisions about my own learning, but prefer itif the instructor just gives a list of tasks that I need to complete.12 8 17I prefer the instructor to give us a set of activities and resourcesthat I can use as I see fit to achieve my learning goals, rather thanassigning specific work.3 9 24Indication that students want instructorto take ownership
  • 9. The Problem of Ownershipfrom perspective of: student work load and requirements support within university/college system support from LMS (e.g., Moodle) instructor efforts
  • 10. The Problem of Ownership:Student PerspectiveInstructor Student
  • 11. The Problem of Ownership:Student PerspectiveInstructor Student
  • 12. The Problem of Ownership:Student PerspectiveInstructor Student
  • 13. The Problem of Ownership:Systemic PerspectiveInstructorStudent
  • 14. The Problem of Ownership:LMS PerspectiveInstructorStudent
  • 15. The Problem of Ownership:Instructor PerspectiveInstructor Student
  • 16. Discussion Questions1. How do we get students to take ownership oftheir own learning?a) how do we help students to be able to takeownership?b) how do we help students to be willing to takeownership?2. How do subvert LMS technologies to promoteand support student ownership of learning?
  • 17. esther.tiessen@kwantlen.caThank-you
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