Principles of Teaching & Learning

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Principles of Teaching & Learning Powered By Docstoc
					  DR SAIFUL’S
   NOTES ON
   MEDICAL &
ALLIED HEALTH
  PROFESSION
  EDUCATION:
 PRINCIPLES OF
  TEACHING &
   LEARNING


Dr. Muhamad Saiful Bahri Yusoff
            MD, MScMEd
Content

INTRODUCTION TO PRINCIPLES OF TEACHING AND LEARNING ...........2

LEARNING DOMAINS.................................................................................4

LEARNING OBJECTIVES ...........................................................................8

LEARNING STYLES.................................................................................. 11

ACTIVE LEARNING AND 10 PRINCIPLES OF LEARNING........................ 16

LEARNING OPPROACHES – SURFACE, DEEP & STRATEGIC ................. 20

TEACHING THEORIES & METHODS ....................................................... 27

TEACHING STYLE ................................................................................... 30

TEACHING APPROACH – PEDAGOGY & ANDRAGOGY............................ 33

CHARACTERISTICS OF A GOOD TEACHER ........................................... 36

SUBJECT CENTRED VS. INTEGRATED TEACHING ................................ 40

STUDENTS CENTERED VS. TEACHERS CENTERED .............................. 44

PRINCIPLE OF DISTANCE LEARNING..................................................... 46

LEARNING THEORIES ............................................................................. 50




                                                                                                   1
                     INTRODUCTION TO PRINCIPLES OF TEACHING AND LEARNING


1. History:
    •   In the early Greek, medicine was a manual work, a craft, the physician was a “tekton”
        (technician).
    •   The source of learning was merely an empirical one (from observation/ other experiences)
    •   They believe God alone possessed an infallible science (maha mengetahui), that is wisdom. A
        man gifted such wisdom.
    •   This seems to be one of the reasons why medicine could have a supernatural or mythical
        origin.
    •   In every case medical teaching was oral, at least until the 6th century B.C.
    •   Alcmeon was the first to write a “scientific” book in Greek prose concerning medical or natural
        themes.
    •   Opollonious of Cition (50 B.C) tells that in Alexandria, one sat before a teaching physician,
        hearing and looking upon him. Later we shall have to discuss that and also how, this is lecture.
2. Middle Ages
    •   A close study of diagram makes verbal explanation unnecessary.
    •   A visual methods of teaching was exploited in the teaching anatomy.
    •   Lecture followed by question and answer method of teaching.
    •   The method of teaching was extended commentary.
3. In 14th century
    •   There were practical lessons on anatomy, surgery, operation and dissection.
    •   Examination of the patients; student must observe the appearance of patient, talk with him
        about his symptoms, thereafter note his pulse and observe everything necessary to gain a
        knowledge of the particular illness.
4. Last few decades
    •   Lot of changes seen during the few decades:
              o Changes in curriculum content
                          Changes in the volume of content
                          Changes in teaching hours for each subject.
              o Changes in teaching methods
                          In class teaching
                          Community based teaching


                                                                                                          2
                          Web based teaching
                          Two way teaching
                          Problem based teaching
             o Changes in assessment methods
                          MCQa
                          MEQs
                          OSCE
                          OSPE
             o Changes in recruitment of students
    •    All these changes are made based on some theories and principles.
5. Theory
    •    Theory is a statement that makes a specific prediction about the relationship between 2 or
         more phenomena.
    •    It is a reasonable general principle or group of principles offered in terms of a model to explain
         phenomena.
6. Principle is a general truth, a law on which others are based.
7. Andragogy (M. Knowles)
    •    Theory: Adults are self-directed and expect to take responsibility for decision.
    •    Principles:
             o Adults need to be involved in the planning and evaluation of their instruction.
             o Experience (including mistakes) provides the basis for learning activities.
             o Adult are most interested in learning subjects that have immediate relevance to their
                 job or personal life.
             o Adult learning is problem-based rather than content-oriented.
8. Learning is an active process of transformation of ideas, translation of meaning, formation of
attitudes, skills and value.
9. Teaching is simply defined as the intended behaviour which the aim is to induce learning.
10. The word education comes from the Latin e-ducere meaning to leads out.
11. “Research show that you begin learning in the womb and go right on learning until the moment you
pass on (death). Your brain has a capacity for learning that is virtually limitless, which makes every
human a potential genius.” – Michael J. Gleb
12. The knowledge or skill obtained or developed by a learning process.




                                                                                                              3
                                          LEARNING DOMAINS


There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified 3
domains of educational activities:
    •   Cognitive: mental skills (knowledge)
    •   Psychomotor: manual or physical skills (skills)
    •   Affective: growth in feelings or emotional areas (attitude – mental readiness to act by
        preferences)


1. Cognitive domain:
    •   The cognitive domain involves knowledge and the development of intellectual skills. This
        includes the recall or recognition of specific facts, procedural patterns, and concepts that serve
        in the development of intellectual abilities and skills.
    •   Cognitive domain – Taxonomy of educational objectives (Bloom 1956)
            o Knowledge
                         Remembering of previously learned material.
                         Knows common terms, know method and procedures, know principles
                         Defines, identifies, lists, names, labels, outlines, selects, states.
            o Comprehension
                         Ability to grasp the meaning of learned material.
                         Understands facts and principles, interpret chart and graph, justifies methods
                         and procedures.
                         Convert, distinguishes, extends, predicts, rewrites, give examples.
            o Application
                         Ability to use learned material in new situation.
                         Applies principles to new situation, construct chart and graph, applies theories
                         to practical session.
                         Changes, computes, demonstrates, produces and solves.
            o Analysis
                         Ability to break down and understand learned material into its component
                         parts.
                         Recognizes unstated assumption, evaluate the relevancy of data, analyze the
                         organizational structure of work.



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                       Break downs, diagrams, differentiates, discriminates, distinguishes.
           o Synthesis
                       Ability to put parts together to form a new whole.
                       Writes a well organized theme, gives a well organized speech, propose a
                       scheme for experiment.
                       Combine, composes, creates, explains, design, plans, relates.
           o Evaluation
                       Ability to judge the value of learned material for a given purpose.
                       Judges the consistency of written material, judges the value of a work by use
                       of internal criteria.
                       Appraises, compares, concludes, criticizes.
2. Psychomotor domains
   •   The psychomotor domain includes physical movement, coordination, and use of the motor-skill
       areas. Development of these skills requires practice and is measured in terms of speed,
       precision, distance, procedures, or techniques in execution.
   •   Psychomotor domain – Taxonomy of educational objectives (Simpson 1972)
           o Perception
                       Uses the sense organs to obtain cues that guide motor activity.
                       Recognize malfunction of machine by sound of machine, relates taste of food
                       to need for seasoning.
                       Choose, detects, isolates, relates, selects.
           o Set
                       Readiness to take a particular type of action.
                       Knows the sequence of steps in dressing an wound.
                       Begins, displays, moves.
           o Guided response
                       Imitation and trial and error.
                       Applies first bandage as demonstrated.
                       Assembles, builds, constructs, displays.
           o Mechanism
                       Performs with some confidence and proficiency.
                       Writes smoothly and legibly setup laboratory equipment.
                       Assembles, builds, constructs, displays.
           o Complex overt response


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                        Performance of complex motor acts.
                        Demonstrate skill in driving an automobile.
                        Assembles, builds, constructs, displays.
            o Adaptation
                        Can modify movement pattern to fit special requirement.
                        Adjust tennis play to counteract opponent’s style.
                        Adapts, alters, change.
            o Origination
                        Creating a new movement pattern.
                        Creates a dance step, design a new dress style.
                        Arranges, combines, constructs.
3. Affective domains
    •   This domain includes the manner in which we deal with things emotionally, such as feelings,
        values, appreciation, enthusiasm, motivations and attitudes.
    •   Affective domain – Taxonomy of educational objectives (Krathwohl 1964)
            o Receiving
                        Willingness to attend to particular stimuli.
                        Listen attentively, shows awareness of the importance of learning.
                        Asks, choose, describes, follows, locates.
            o Responding
                        Active participation.
                        Complete assigned homework, participates in class discussion, volunteers for
                        special work.
                        Answers, assists, reports, writes.
            o Valuing
                        Worth of value a student attaches to a particular object or behaviour.
                        Demonstrate belief in the democratic process, appreciates the rule of science
                        in everyday life.
                        Explains, completes, justifies, reports, selects.
            o Organization
                        Bring together different values, resolving conflicts between them.
                        Recognize the role of systematic planning in solving problem, understand and
                        accept own strengths and limitations.
                        Alters, arranges, combines, compares.


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           o Characterizes by a value or value complex
                       Individual has a value system that controlled his behaviour for long time.
                       Practices cooperation in group activities, uses objective approach in problem
                       solving, display safety consciousness.
                       Acts, discriminates, displays, modifies, solves.
4. Psychomotor domain always backed up by cognitive domain.




                                                                                                       7
                                        LEARNING OBJECTIVES


1. The intentions of the courses are usually expressed in the form of aims and objectives.
    •    Prophet Muhamad S.A.W said “Every action must begin with ‘Niat’ (intention). The intention
         (aims and objectives) will lead you to where you go or what you do.”
    •    Mager stated that “If you are not certain of where you are going you may very well end up
         somewhere else (and not even know it).”
2. Aims and Objectives
    •    Aims are general statements of educational intent.
             o E.g. to teach the student to monitor growth development of infant.
    •    Objectives are rather more specific statements of intent as a result of course of study.
             o E.g. the student should be able to measure accurately the height and weight of an
                  infant on growth chart.
    •    Goal is the end toward which an effort is directed.
    •    Aims and objectives are used interchangeable even though they are very different.
             o Goals and purposes rather like aims
             o Learning outcomes rather like objectives
3. Aims and objectives play very important roles in planning for examples:
    •    Training program
    •    Course
    •    Curriculum
    •    Short training event for individual trainees
4. Instructional objective (is objective for teacher)
    •    Provide direction for instructional process
    •    Convey instructional intent to others
    •    Provide the basic for evaluating pupil learning
5. Learning/educational objective (is objective for student) is stated as learning outcomes
    •    State them in terms of student’s performance
             o What the student should be able to do at the end of a learning period that they could
                  not beforehand.
             o Educational objectives are also called ‘learning objective’ as opposed ‘teaching
                  objectives’.
             o They define what the student, not the teacher, should be able to do.


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            o The definition of the objective of a course is that of the result sought (expected result
                of instruction), not a description or summary of the program.
    •   Do not state them in terms of
            o Teacher performance
                          E.g. teach pupil the meaning of terms
            o Learning process
                          E.g. pupil learns the meaning of terms
            o Course content
                          E.g. pupil studies geometric figures
    •   Avoids using vague objective which can be interpreted in different way.
6. What types of learning outcomes do you expect from your teaching.
    •   Knowledge
    •   Understanding
    •   Application
    •   Thinking skills
    •   Performance skills
    •   Attitudes
7. Clearly defining the learning outcomes is the first step in good teaching. It is also important in the
evaluation of student learning.
8. Sound evaluation requires relating the evaluation procedures as directly as possible to the intended
learning outcome.
9. They are 3 broad divisions of objectives: (please refer back to learning domain note)
    •   Knowledge objectives (the cognitive domain)
            o Knowledge
            o Comprehension
            o Application
            o Analysis
            o Synthesis
            o Evaluation
            o For examples
                          The learner can describe the clinical features of the 4 grades of
                          encephalopathy
    •   Skills objectives (the psychomotor domain)



                                                                                                       9
               o Perception
               o Set
               o Guided response
               o Mechanism
               o Complex overt response
               o Adaptation
               o Origination
               o For examples
                           Discriminate between normal and abnormal chest x-ray
    •    Attitudinal objectives (the affective domain)
               o Receiving
               o Responding
               o Valuing
               o Organization
               o Characterized by a value or value complex
               o For examples
                           Able to work effectively as a member of a team
10. Steps in preparation of instructional objectives:
    •    Prepare tentative list of instructionally relevant learning outcomes
    •    Review the list for
               o Completeness
                           Are all important outcomes included
               o Appropriateness
                           Are outcomes related to school goals
               o Soundness
                           Are outcomes in harmony with sound principles of learning
               o Feasibility
                           Are outcomes realistic in terms of student abilities, time available and facilities
    •    Final list of instructional objectives
11. Keep in mind that we are listing intended outcomes of teaching learning situation.
12. We are not describing what we intend to do during instruction but listing the expected result of that
instruction.




                                                                                                           10
                                     LEARNING STYLES


1. Definition:
   •   According to Keefe (1979) learning style defines how a leaner perceives, interacts
       with, and responds to the learning environment.
   •   According to Blumhardt JH learning style varies with the personality style. As
       personality style varies from individual to individual, learning style must be different
       for different individual.
           o As learning style is individualized there is possibility of wide variation in the
                 learning style even in a specific group of students.
           o A specific instructional method may work well for an individual learning but
                 may not produce similar achievement in others.
   •   According to Irvine & York (1995) if students’ learning styles are considered in
       teaching strategies it can improves students’ attitude toward leaning and an increase in
       thinking skills, academic achievement, and creativity.
   •   Chang WC (2004) state that it is the responsibility of teacher to facilitate learning by
       using student-centered approach i.e. teaching according to students’ learning style.
2. There are 3 mains learning style:
   •   Auditory
           o Learn by listening
           o Consist of 30% of learners
           o Learn from spoken instruction
           o Written information has little meaning until it has heard
           o Write lightly and it is not always legible
           o Talk while they write
           o Remember names but forget faces
           o Distracted by noise
           o Remember by listening, especially with music
           o May be good speakers, and specialized in law or politics
   •   Visual
           o Learn by seeing and writing
           o Consist of 65% learners
           o Relate most effectively to written information, notes, diagrams and picture



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          o Can be verbal (sees words) or pictorial (sees picture)
          o Remember faces but forget names
          o Think in pictures, uses color
          o Facial expression tells what their emotions are
          o May be good writer, journalist and graphic design
   •   Kinesthetic
          o Learn by doing
          o Consist of 5% of the learners
          o Remember what was done
          o Doesn’t hear things as well
          o Learn through touch and movement in space
          o Attacks things physically – fight, hit, pound
          o Can appear slow because information is not normally presented in a way that
              suits their needs.
          o Loves game
3. VARK learning style:
   •   Visual (V)
          o This preference of information in charts, graphs, flow charts, and all the
              symbolic arrows, circles, hierarchies and other devices that instructors use to
              represent what could have been presented in words. It does not includes
              movies, videos or PowerPoint.
   •   Aural/ Auditory (A)
          o This perceptual mode describes a preference for information that is heard or
              spoken. Students with this modality report that they learn best from lectures,
              tutorials, tapes, group discussion, email, speaking, web chat, talking things
              through.
   •   Read/ write (R)
          o This preference is for information displayed as words. Not surprisingly, many
              academicians have a strong preference for this modality. This preference
              emphasizes text-based input and output – reading and writing in all its form.
   •   Kinesthetic (K)
          o By definition, this modality refers to the perceptual preference related to the
              use of experience and practice (simulated or real). Although such an



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               experience may invoke other modalities, the key is that the student is
               connected to reality, either through concrete personal experiences e.g. practice
               or simulation.
4. Kolb’s learning style:
   •   Although Kolb thought of learning styles as a continuum that one moves through over
       time usually people come to prefer, and rely on, one style above the others. And it is
       these main styles that instructors need to be aware of when creating instructional
       materials




                            V                      A           R                        K

              Timeline




                       This is the main style the student      Changes of student’s prefer
                       prefers even though the leaning style   learning style over the time
                       will change to others over the time.




   •   Accommodators
           o Concrete experience/ active experimenter
           o Characteristics:
                   •   Anything that encourages independent, self discovery is the most
                       desirable.



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                •   Accommodators prefer to be active participants in their learning.
                •   Seek hidden possibilities
                •   Need to know what can be done with things.
                •   Learn by trial and error.
                •   Perceive information concretely and process it actively.
                •   Likes variety and flexibility.
                •   Risk takers.
                •   Function by acting and testing experience.
       o Instructional methods that suit accommodators include:
                •   Working in pairs using library/ research centres.
                •   Open debate in front of the rest of the group.
•   Divergers
       o Concrete experience/ reflective learner.
       o Characteristics:
                •   Seek meaning.
                •   Need to be involved personally.
                •   Learn by listening and sharing ideas.
                •   Perceive information concretely and process it reflectively.
                •   Interested in people and culture.
                •   Believe in their own experience.
                •   Function through social interaction.
       o Instructional methods that suit divergens include:
                •   Lecture methods
                       •   Focusing on specifics such as the weakness, strength and uses
                           of a system
                •   Hand-on exploration of a system
•   Convergens
       o Abstract conceptualization/ active experimenter.
       o Characteristics:
                •   Seek usability.
                •   Need to know how things work
                •   Learn by testing theories in ways that seem sensible.



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              •   Perceive information abstractly and process actively.
              •   Enjoy solving problems and resent being given answers.
              •   Function through inferences drawn from sensory experience.
       o Instructional methods that suit convergens include:
              •   Above all, the instruction should be interactive, not passive for these
                  kinds of learners.
              •   Computer-assisted instruction is a possibility.
              •   Problem sets or workbooks can be provided for students to explore.
•   Assimilator
       o Abstract conceptualization/ reflective observer.
       o These learners are perhaps less instructor intensive than some other learning
           styles. They will carefully follow prepared exercised, provided a resource
           person is clearly available and able to answer questions.
       o Characteristics:
              •   Seek facts
              •   Need to know what the expert think
              •   Learn by thinking through ideas.
              •    Perceive information abstractly and process it reflectively.
              •   Less interested in people than ideas and concepts.
              •   Enjoy traditional class.
              •   Function by adapting to experts.
       o Instructional methods that suit assimilator include:
              •   Lecture methods (or video/audio presentation) followed by a
                  demonstration.
              •   Exploration of a subject in a lab, following a prepared tutorial (which
                  they will probably stick to quite closely) and for which answers should
                  be provided.




                                                                                            15
          ACTIVE LEARNING AND 10 PRINCIPLES OF LEARNING




1. Learning is an active process of transformation of ideas, translation of
meaning, formation of attitudes, skills and values.
2. According to Ewell (1997), “The learner is not a receptacle of knowledge,
but rather creates his or her learning actively and uniquely”
3. Ewell (1997) also stat that “This characterization of learning, of course, is
quite odds with our dominant instructional models such as lecture”
4. Lao Tzu (6th century BC) stat “if you tell me, I will listen. If you show me, I
will see. If you let me experience (do), I will learn”
5. John Dewey (1916) stat “Why is it that in spite of the fact that teaching by
pouring in, and learning by passive absorption, are universally condemned,
are still so entrenched in practice? Education is not an affair of telling and
being told, but an active constructive process.
6. Bonwell & Eison (1991) stat “Learning is anything that involves students
in doing things and thinking about the things they are doing”
7. Active learning results in longer-term recall, synthesis, and problem-
solving skills than learning by hearing, reading and watching.
8. In educational situations, we describe, analyze, apply and then implement
our new learning. When we practice a skill analyze our practice, and then
repeat the practice at a higher level, we move from practice to praxis. We
learn what we are doing.
   •   Step 1: Description
          o What do we perceive, we describe
   •   Step 2: Analysis
          o Why do we think happening
   •   Step 3: Application
          o When it happens, what problem does it cause
   •   Step 4: Implication (implementation)
          o What can we do?
   •   Summary of practice to praxis
          o Experience (does) + Reflection (thinking)      Action (decision).


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9. A model of active learning:


               Experience of                   Dialogue with




                  Doing                            Self




                 Observing                        Others




   •   Dialogue with self
          o This happens when a learner thinks reflectively about a topic.
          o They ask themselves what they think, what they feel about the
               topic.
          o This is thinking about my own thinking
   •   Dialogue with others
          o When student read a book or listen to a lecture, they listening to
               others
          o Dialogue occurs when a teacher creates an intense small group
               discussion on topic
   •   Observing
          o This occurs whenever a learner watches or listen to someone
               else doing something that is related to what they are learning
               about.
   •   Doing
          o This refers to any learning activity where the learner actually
               does something.
   •   Power of interaction
          o Students write their own thought on a topic (dialogue with self)
               + Engage in small group discussion (dialogue with others)
               observe interaction


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            o Having the students engage in the action itself (doing) + learners
               process this experience by writing about it (dialogue with self) or
               discuss it with others (dialogue with others)           observe the
               action
10. Ten principles of learning:
   •   We learn to do by doing
   •   We learn to do what we do and not the something else
   •   Without readiness mentally, learning is inefficient and may be harmful
   •   Without motivation there can be no learning
   •   For effective learning, responses must be immediately reinforced
   •   Meaningful content is better learned and longer retained than less
       meaningful content
   •   For the greatest amount of transfer learning, responses should be
       learned in the way they are going to be used
   •   One’s response will vary according to how one perceives the situation
   •   An    individuals responses will vary according to           the   learning
       environment
   •   One does the only thing one can do given the physical inheritance,
       background and present acting forces
11. Five general principles of learning
   •   The constructivism
            o Students build their knowledge by processing the information
               they receive, making connection between their past knowledge
               with the present information
   •   The change
            o Facilitation   of   conceptual   change   through    a    variety   of
               mechanism
   •   The distribution function
            o Individuals shows a significant variation in their style of
               learning
   •   The context




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       o What students construct depends on the context of learning,
          including students’ mental state
•   The social learning
       o Learning is most effectively carried out via social interaction




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       LEARNING OPPROACHES – SURFACE, DEEP & STRATEGIC


1. Learning is an active process of transformation of ideas, translation of
meaning and formations of attitudes, skills and values
2. There are 3 approaches of learning:
   •   Surface learning
         o According to Marton (1975) surface level is
                   Try to memorize those parts of the article which they
                   think they might be questioned on.
         o If you are interested in directly observing life below the water’s
            surface, you would have a few options from which to choose to
            accomplish this objective. Snorkeling is one option. Snorkeling
            does not require extensive training and most people have
            enough basic skill to master this technique rather easily.
            However, your movement is restricted to the surface of the
            water, precluding direct contact with aquatic life beyond arm’s
            reach. Your perceptions are limited to visual observations that
            may result in incomplete information about habitat, food
            sources or swimming patterns of aquatic life.
         o Surface learning consists mainly of comprehension and
            reproducing knowledge (rote learning) which is often forgotten
            by students shortly after the course has ended.
         o Surface learner are extrinsically motivated
                   Those students typically motivated by grades wanting only
                   to know what to study for the next test.
         o As educator we might think of our students as either snorkeler
            or scuba diver. Some students are content to learn as little as
            they can about a subject area in order to get by (pass) and fulfill
            the requirements of the class. These are the snorkelers or
            surface learners who are motivated by externals such as
            passing an examination test. The surface learners restrict the
            depth of their learning to the first two or three levels of




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         taxonomy (Bloom’s Taxonomy) i.e. knowledge, comprehension &
         application.
      o It is difficult to get these students engaged in the learning
         process beyond these levels
•   Deep learning
      o According to Marton (1975) deep level is
               Active search for meaning
      o A greater freedom of movement is gained through the second
         technique – scuba diving. With this technique, you are able to
         gain a deeper appreciation for life underwater through
         exploration deep below the surface. Additional information
         about aquatic life is accessible to the scuba driver. Since
         movement is not restricted to the surface, a more complete
         understanding of habitat, food resources or swimming patterns
         can be obtained through use of this technique. However, scuba
         diving is more difficult to master than snorkeling.
      o It requires a greater investment of time and energy which can
         discourage many from learning this technique.
      o Deep learning requires higher order cognitive thinking skills
         such as analysis (i.e. compare, contrast) and synthesis
         (students are required to integrate components in to new whole,
         e.g. what is the relationship…)
      o Deep learners are intrinsically motivated and incorporated new
         ideas they are learning with existing knowledge and personal
         experience
      o Some students appear to have an insatiable appetite (desire) for
         information presented in class.
               They are self-motivated to learn additional information
               beyond the scope of that presented by the instructor
               They are the scuba divers, the independent learners or
               deep learners who really engage in the higher levels of
               learning such as analysis, synthesis and evaluation
               (Bloom’s Taxonomy)


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o A good teacher guides students in the process of learning so
   that they have an understanding of how to approach the subject
   and actually learn (a deep learning approach) instead of just
   memorizing (surface learning).
o Factors promote deep learning:
         Good teaching
            •   Faculty are well prepared and confident
         Openness to student
            •   Faculty are friendly, flexible and helpful
         Freedom in learning
            •   Student have choice in what they study
         Clear goals and standards
            •   Assessment standards, expectation are clearly
                defined
         Vocational relevance
            •   Course seen as relevant to future careers
         Social climate
            •   Good relations between students (social, academic)
o Dr Knapper offered some instructional methods for promoting
   deep learning:
         Encourage faculty/student interaction
            •   Personalize teaching.
            •   Develop a rapport with students so that they can
                begin to relate to you as their instructor, guide
                friend.
            •   Remove the barriers to free thought and creativity
         Encourage student/student interaction
            •   Develop an environment that promotes a sense of
                community among the students.
            •   Utilize cooperative learning techniques such as
                group projects or peer tutoring.




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   •    Establishing study groups early in the semester
        may also encourage communication among
        students.
Use active and interactive teaching methods
   •    Case studies are a good example of an active
        learning strategy that engages groups of students in
        solving a real life dilemma, thus learning
        information at the application level of Bloom’s
        taxonomy or beyond
Make links with what students already know to encourage
a sense of structure
   •    Students should build upon pre-existing knowledge
        in order to personally relate to the information. This
        helps students begin to make sense of new,
        potentially confusing concepts.
Allow students input into course goals and methods
   •    Students will become more engaged in a course if
        they feel some sense of ownership in some of the
        decisions. This might be as simple as agreeing on
        dates for an exam or identifying a topic of common
        interest.
Discuss teaching/learning skills explicitly
   •    Teaching process may be as important to a
        student’s learning as teaching the subject matter of
        the discipline
   •    Student must be taught the process of critical
        thinking before they can critical thinkers
   •    As educators, we must not simply provide students
        with the end result but we should include the map
        of how to get there
Try to link course topics to student’s lives and career
goals



                                                            23
             •   This provides a necessary aspect of vocational
                 relevance to the students
             •   There is often no stronger motivator than to show
                 how information may be relevant to a student’s
                 future goals.
o In order to encourage a classroom environment that enhances
  deeper learning, Dr Knapper suggested the following:
        Cut down on lecture time and extended time for individual
        study and projects
             •   Formal teaching rather than individual studying
                 tends to inhibit deep learning.
             •   Straight lecturing reduces faculty/student and
                 student/student interaction and is counter
                 productive to encouraging deep learning
             •   Weave other teaching techniques within a lecture
                 period
        Ensure a reasonable workload, if necessary by sacrificing
        content coverage
             •   The objective is to promote deeper understanding of
                 the information presented rather than a superficial
                 knowledge of a library of information.
             •   Prioritize information into categories of ‘need to
                 know’ and ‘nice to know’. ‘nice to know can be
                 sacrificed
o Select appropriate assessment methods when teaching for deep
  learning
        Define assessment goals and tasks clearly, and ensure
        they are congruent
        Allow choice of assessment tasks
        Stress tasks that allow time for information gathering
        depth and reflection (e.g. project vs. exam)
        Encourage collaborative projects



                                                                      24
                Chose tasks that require integration of information from a
                range of sources
                Give full and proactive feedback on labs, assignments and
                tests
•   Strategic learning
       o Strategic teaching & concomitantly, strategic learning are
          techniques in which significant student-teacher interaction &
          resultant learning & thinking are at the high end of the scale
       o Strategic teaching describes instructional processes that focus
          directly on fostering student thinking
       o To give one information is not difficult, but to help one be able
          to develop the tools to both know what information is relevant
          and the means to acquire it, is perhaps the most important
          function of any social studies teacher
       o Strategic learning is learning in which students construct their
          own meanings, and in the process, become aware of their own
          thinking. The links between teaching, thinking and learning is
          critical. As a teacher, if you are not causing you students to
          think about what you are presenting, discussing,
          demonstrating, mediating, guiding or directing, then you are not
          doing an effective job. You must be more than a dispenser of
          information.
       o As teachers, we must strive to assist our students to develop
          intellectual tools by which they can create knowledge. Any
          knowledge, once created, becomes a part of a large system that
          enhances learning.
       o The saying “Give a man a fish, and he fed foe a day. Teach a
          man how to fish, and he is fed for a lifetime,” is at the heart of
          the thinking about strategic teaching and learning. As a teacher,
          you must learn “how to fish,” and so must your students.




                                                                               25
         The gap in the            Formulate a          The gap between
         market and the          strategic vision,     the desired future
        market in the gap         objectives and       and current reality
                                      values



           Analyse the      Strategic learning model     Craft and
         company and its                                implement a
           environment                                 programme of
                                                           action



                                Measure success
        The gap between         against the vision     The gap between
         perception and          and objectives          planned and
           experience                                      achieved



3. “Anything not understood in more than one way (visual or auditory or
reading or kinesthetic learning style) is not understood at all”
4. The more one knows, the more one can know.




                                                                             26
                      TEACHING THEORIES & METHODS




1. Learning definition:
   •   It is an active process of transformation of ideas, translation of
       meaning, formation of attitude, skills and values.
2. Teaching definition:
   •   Simply defined as the intended behavior which the aims is to induce
       learning
   •   Complicatedly defined as “teaching is to lead learners to attain mental
       goals’ and the strategies involve communication, leadership,
       motivation and control through either discipline or management.”
3. Teaching theories:
   •   Behaviorism:
          o Teacher simply to administer the correct stimulus in order to
             achieve behavioral change. Focuses very much on punishment
             and reward, and setting the right climate and environment for
             learning.
          o First, a task analysis should be understood in order to
             determine the behavioral changes needed to accomplish the
             task. Then, the instructor should prescribe a sequence of
             learning events to which will enable the learner to reach the
             goal.
          o “The worst mistake my generation has made is to treat people as
             if they were rats” – Skinner (1990)
   •   Cognitivism:
          o Learning could be achieved by facilitating and encouraging the
             appropriate thought process of the learner.
          o It is important to understand the learner’s existing mental
             structures.
   •   Constructivism:
          o Learning is an active process which learners construct new
             ideas or concepts upon their current/past knowledge


                                                                             27
         o Teaching strategies should be tailored to student responses and
            encourage students to analyse, interpret and predict
            information. Teachers also rely heavily on open-ended questions
            and promote extensive dialogue among students
         o “No man’s knowledge can go beyond experience” – John Locke.
   •   Humanism:
         o Teaching learning process became totally student centre and
            self-directed and the teacher to act as facilitator rather than
            controlling the learners.
         o Human being are different from other species and posses
            capacities not found in animals (Edwords, 1989).
         o Humanist, therefore, give primacy to the study of human needs
            and interests. A central assumption is that human beings
            behave out of intentionally and values (Kurtz, 2000)
         o According to Gage and Berliner (1991) some basic principles of
            the humanistic approach that were used to develop the
            objectives are:
                   Student will learn best what they want and need to know.
                   Knowing how to learn is more important than acquiring a
                   lot of knowledge.
                   Self-evaluation is the only meaningful evaluation of a
                   student’s work.
                   Feelings are as important as facts.
                   Students learn best in a non-threatening environment.
4. Methods based on size of class:
   •   Small group teaching
         o Number of students 10-15 in a class?
         o Interactive mode of teaching
   •   Large group discussion
         o More than 15 students in a class
         o Teacher speak, student listen
5. List of methods:
   •   Lecture


                                                                              28
•   Lecture with discussion
•   Panel of experts
•   Brainstorming
•   Videotapes
•   Class discussion
•   Small group discussion
•   Case studies
•   Role playing
•   Report-back session
•   Worksheet/survey
•   Index and exercise
•   Guest speaker
•   Values clarification exercise
•   Video conference
•   Telecourse
•   Individualized contract courses
•   Computer assisted instruction
•   Web based courses
•   Web enhance courses




                                      29
                                      TEACHING STYLE


1. Introduction
 • When planning and developing instructional material, strive for a balance of teaching
   styles to match the various learning styles – Felder & Soloman, 1992 –
 • Students will gain more knowledge, retain more information, and perform far better when
   teaching styles match learning styles – Lage, Platt & Treglia, 2000 –
 • It is recognized that it is difficult to match with every learning style and therefore, a
   portfolio of teaching styles is recommended – Moallem, 2001 –
2. How do we define a teaching style?
 • Possibilities offered by Grasha:
    o General patterns of classroom behavior
    o Characteristics associated with a popular instructor/ teacher
    o Teaching methods and teaching style
    o Behaviors common to all college faculty (teacher)
    o The roles teachers play
    o Personality traits and teaching style
    o Archetypal forms of teaching style
 • Teaching style may also be defined in terms of the answer to five questions
    o What type of information is emphasized by the instructor
             Concrete – factual?
             Abstract – conceptual? Theories?
    o What mode of presentation is stressed:
             Visual – pictures, films, demonstration?
             Verbal – lectures, reading, discussion?
    o How is the presentation organized:
             Inductively – phenomenon leading to principle (details        general)
             Deductively – principle leading to phenomenon (general          detail)
    o What mode of student participation is facilitated by the presentation:
             Active – students talk, move, reflect?
             Passive – students watch and listen?
    o What type of perspective is provided on the information presented
             Sequential – step-by-step progression (the trees)?



                                                                                               30
               Global – context and relevance (the forest)?
3. Teaching style (Grasha, 1996)
 • Expert
 • Formal authority
 • Personal model
 • Facilitator
 • Delegator
4. Teaching style cluster:
 • Skills for cluster 1: Expert/ formal authority
   o Traditional teacher-centered presentations and discussion techniques
   o These style worked best with the students who were less capable with the content and
       who possessed more dependent, participant, and competitive learning e.g. during in
       primary school.
   o Cluster 1 teaching also was effective when teachers were willing to control classroom
       tasks
   o It did not appear necessary in most circumstances for a teacher to devote time to
       building relationships with students
 • Skill for cluster 2: personal model /expert/formal authority
   o Role modeling and coaching/guiding students on developing and applying skills and
       knowledge
   o Student need to possess more knowledge than they would in a lecture class because
       they will frequently have to show what they know
   o Such styles work nicely in learning environments where coaching and following the
       examples of role models are prominent e.g. ward round teaching
 • Skills for cluster 3: facilitator/personal model/expert
   o Collaborative learning and other student-centered learning processes consistently
       emphasized in a course e.g. PBL
   o In addition to possessing or being willing to acquire appropriate content, students also
       need to be willing to take initiative and to accept responsibility for meeting the
       demands of various learning tasks
 • Skills for cluster 4: Delegator/facilitator/expert
   o Emphasis on independent learning activities for groups and individuals




                                                                                            31
o Teaching works best when students have appropriate levels of knowledge and possess
   independent, collaborative and participant learning style
o To use the highly student-centered teaching methods of cluster 4 or the independent
   study processes means that teachers must be willing to give up direct control over
   how learners engage various tasks and their outcomes e.g. learning contract.




                                                                                        32
               TEACHING APPROACH – PEDAGOGY & ANDRAGOGY


1. Pedagogy
 The term pedagogy was derived from Greek words ‘Paid’ meaning child and
 ‘agogus’ meaning leading. Thus it is defined as the art and science of
 teaching children.
 The word education come from Latin word ‘Educare’ which means “to draw
 out”. Unfortunately, teaching system have gotten somewhat off track and
 heave been concentrating on pushing information into the student. –
 Frank j. Clement (1992) –
 First do what I want you to do. Then, you may do what you want to do. – A
 mom –
2. Andragogy
 The term Andragogy was coined by researcher of adult learning in order to
 contrast their beliefs about learning to the pedagogical model. It was
 derived from the Greek words ‘aner’ meaning ‘man not boy’.
                    – Malcolm Knowles –
  Andragogik – Alexander Kapp (1833) –
                                                                                    Andragogy is the science of
                                                                                    the lifelong and lifewide
                                                                                    education/ learning of adults
                                         Lifewide Learning of Adults



           Intentional learning                                           Not-intentional learning



    Out-side            Self-directed                  Planned, but              Happening               Woven to
    directed                                          learning is not                                  life-routines
                                                         the main
                                                          purpose

Adult education        Autodidactic                      Travel                  Accident                  Aging
                        (Two ways)


     Always includes not-intended                                       Can lead to intentional learning
 learning-process and learning-product
                                                                         Prof. Jost Rochman, University of Bamberg, Germany


 Adragogy (M. Knowles)
          Theory



                                                                                                                              33
            Adults are self-directed and expect to take responsibility for
            decision
         Principles
            Adults need to be involved in the planning and evaluation of their
            instruction.
            Experience (including mistakes) provides the basis for learning
            activities.
            Adults are most interested in learning subjects that have
            immediate relevance to their job or personal life.
            Adult learning is problem-based rather than content-oriented.
3. Differences between Pedagogy and Andragogy
             PEDAGOGY                              ANDRAGOGY
Rely on others to decide what is        Decide for themselves what is
important to be learned                 important to be learned
Accept the important being              Need to validate the information
presented at face value                 based on their beliefs & experience
Expect what they are learning to be     Expect what they are learning to be
useful in their long-term future        immediately useful
Have little or no experience upon       Have much experience upon which
which to draw-are relatively clean      to draw-may have fixed viewpoints
slates
Little ability to serve as a            Significant ability to serve as a
knowledgeable resource to teacher       knowledgeable resource to trainers
or fellow classmates                    and fellow learners


4. Proven principles to enhance teaching and learning:
  Seize the moment
         Teaching is most effective when it occurs in quick response to a need
         the learner feels.
  Involve the student in planning
         Learning to occur, you will need to get the student involve in
         identifying his learning needs & outcomes.
  Begin with that the student knows


                                                                              34
     Learning moves faster when it builds on what the student already
     knows
Move from simple to complex
Accommodate the student’s preferred learning style
     Visual learners, auditory learners, tactile or psychomotor leaners.
Sort of goals by learning domain
     Most learning all 3 domains (cognitive, affective and psychomotor)
Make material meaningful
     Relate material to the student’s lifestyle
Allow immediate application of knowledge
     Immediate application translates learning to the ‘real world’.
Plan for periodic rests
     Periodic plateaus occur normally in learning. Be sure to recognize
     these signs of mental fatigue and let the student relax.
Tell the students how they are progressing
     Learning is made easier when the students are aware of their
     progress.
Reward desired learning with praise
     It improve the chances that the students will retain the material or
     repeat the behaviour.




                                                                            35
                CHARACTERISTICS OF A GOOD TEACHER




                         “The true teacher accepts all”
               – Ernest O. Melby from the Teacher & Learning –


1. “Good teachers are more concerned that every student learns as much as
they can than they are about putting grades in the grade book. Students in
many of my courses can re-do assignments if they are not satisfied with
their performance. I don’t try to maximize the variance (gap between the
weak student and good students) in grade distributions; I think it’s great if I
teach an academically rigorous course and everyone does well. That means I
did a good job as a teacher.”
- George Wardlow (Agriculture & Instruction) Dale Bumpers College of
Agriculture, Food, and Life Sciences Outstanding Teacher Award –


2. “Good teaching isn’t about technique. I’ve asked students around the
country to describe their good teachers to me. Some of them describe people
who lecture all the time, some of the describe people who do little other than
facilitate group process and others describe everything in between. But all of
them describe people who have some sort of connective capacity, who
connect themselves to their students, their student to each other, and
everyone to the subject being studied.”
- Parker Palmer 1999 –


3. “A good teacher plans the course content and activities to teach
LEARNERS, not only subject matter. Acknowledgement of the learner’s life
experiences, knowledge, and contributions to the topic can be a starting
point for connections to be made.”
- Theresa Cronan (Curriculum & Instruction) ASG and Student Alumni
Teaching Award –
4. “This involves a great number of things including very prepared yet
flexible, having a sense of humor and being able to laugh at yourself,


                                                                            36
practice, approachableness, firmness and standards with compassion, and
diversity of life experience and interests, but above all, I think the one thing
that might set the difference is the desire to see those you teach become
successful and being willing to invest my life for their return.”
- Mark Boyer (Landscape Architecture) School of Architecture Outstanding
Teacher Award –


5. “I believe an outstanding teacher is someone who not takes great cares in
his/her preparation but cares that the students ‘get it’. I also believe that a
really great teacher is someone who know that there is more to learn and is
seen as someone who actively pursues new knowledge regarding not only
the content of what she teaches but hoe she might design her class so that
students come to genuinely understand the content.”
- Marcia Imbeau (Curriculum & Instruction) College of Education and
Health Professions Outstanding Teacher Award –


6. “An outstanding teacher inspires student to go beyond their comfort levels
in learning. These teachers are role models who help their students gather
information, assess and evaluate, assimilate and synthesize. Outstanding
teachers are not knowledge dispenser, rather they are facilitators in the
learning process. Students of these teachers are self confident about their
abilities to solve problems.”
- Ronda Mains (Music) J. William Fulbright College of Arts and Sciences
Outstanding Teacher Award –




7. “EMPATHY – know what the student is ‘carrying’, but also believe that the
student can always push themselves to be and do more.”
- Greg Herman (Architecture) School of Architecture Outstanding Teacher
Award –


8. “For lecture style classes, be excited about the content! Enjoy interacting
with your student.”


                                                                             37
- Neil Allison (Chemistry) J. William Fulbright College of Arts and Sciences
Outstanding Teacher Award –


9. “The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires.”
- William Arthur Ward –


10. “A teacher is one who makes himself progressively unnecessary.”
- Thomas Carruthers –


11. “The object of teaching a child is to enable him to get along without his
teacher.”
- Elbert Hubbard –


12. “You can teach a student a lesson for a day; but if you can teach him to
learn by creating curiosity, he will continue the learning process as long as
he lives.”
- Clay P. Bedford –


13. Conclusion:
     • Has positive relationships with students
     • Deals with students’ emotion
     • Maintains discipline and control
     • Creates a favorable environment for learning
     • Recognizes and provides for individual differences
     • Enjoys working with students
     • Obtain student’s involvement in learning
     • Is creative and innovative
     • Emphasizes teaching of reading skills
     • Gives students a good self-image
     • Engages in professional growth activities
     • Knows subject matter in depth



                                                                          38
• Is consistent
• Is flexible
• Displays fairness


           “Teachers open the door. You enter by yourself.”
                         - Chinese proverb –




                                                              39
              SUBJECT CENTRED VS. INTEGRATED TEACHING


1. Related terms:
   •   Interdisciplinary
   •   Multidisciplinary
   •   Transdisciplinary
   •   Integrated
   •   Thematic


2. Jacobs (1989) contends that multidisciplinary integration describes a unit
of instruction based on a theme approached from two or more traditional
discipline.
   •   e.g. hypertension (theme) is taught (related to the theme) by many
       difference department such as medicine, pathology, biochemistry, etc.


3. Fogarty (1991) identifies a variety of models integrating curriculum within
disciplines, across disciplines, and within and across learners.
   •   e.g. of within and across learners is bringing difference health
       profession student learn together.


4. Integrated curriculum involves elements from more than one discipline
and somehow relates to a problem, theme, or situation from the real world.


5. Identify criteria for the selection of powerfully themes and concepts
around which they can organize interdisciplinary teaching.




                                                                            40
For example of integrated teaching:

                 Community medicine


                                                    Therapeutics
 Surgery


                                CVS                 Int. Medicine
 Pathology



 Radiology                                           Physiology


                           Anatomy

6. There are 2 type of integration
   •   Horizontal integration
       o For example unifying of basic (preclinical) subject.
             In respiratory system       involves physiology, biochemistry,
             anatomy, microbiology, pathology, and immunology.
       o This involves one level of integration which is only basic subject.
   •   Vertical integration
       o For example unifying of preclinical and clinical subject.
             Peripheral and central nerves        involve medicine, physiology,
             anatomy, neurosurgery, physical examination, pharmacology.
       o This involves two level of integration which is preclinical subject
          (1st level) and clinical subject (2nd level).


7. Rationale for integration of curriculum
   •   Psychological/developmental


                                                                                  41
   •   Sociocultural
   •   Motivational
   •   Pedagogical


8. Research has shown that learning is more powerfully enabled when
curricula are integrated such that connections are established between
subject areas rather than as fragmented island of information or knowledge.
(Drake, 1993; Edling, 1996; Lewis & Shaha, 1999)


9. Student can attempt interdisciplinary work only after they have mastered
some elements of disciplinary knowledge
   •   However recent evidences suggest that integration can be introduced
       as earlier as possible into the learning process.


10. Issues in the integrated teaching
   •   The teacher knowledge problem
       o It means those teachers are not the expert in every subject so it is
          difficult to find such integrated teacher.
       o However it can be improved by participating the entire related
          teacher in the system.
   •   The school structure problem
       o It is difficult to incorporate integration when there are many
          departments in the school because every department has its own
          way of management.
       o Furthermore every one has their own opinion regarding the
          integrated teaching.
       o How to ensure the departments are integrated? Because integrated
          teaching best work in the integrated environment.
   •   The assessment problem
       o The assessment must also be integrated too.
       o It is difficult to bring the entire related teacher to sit down together
          to plan assessment which is integrated in nature.



                                                                               42
       o Commonly the assessment is more on subject based rather than
          integrated based.
   •   Is it change or is it progress?
   •   Develop integrated form of assessment


11. Establish teacher preparation programs that focus on disciplinary and
interdisciplinary knowledge.


12. Integrated curriculum and student achievement
   •   Reviews by Cotton (1982) and St. Clair and Hough (1992) suggest that
       few studies conclusively show that multi-, cross- or interdisciplinary
       teaching enhances student learning in measurable ways.




                                                                                43
            STUDENTS CENTERED VS. TEACHERS CENTERED


1. Student-centered learning (SCL), or learner-centeredness, is a learning
model that places the student (learner) in the center of the learning process
(selection of topic, collection/gathering information, assimilation of
information, etc)


2. In students-centered learning
   •   Students are active participants in their learning
   •   They learn at their own pace and use their own strategies
   •   They are more intrinsically than extrinsically motivated
   •   Learning is more individualized than standardized (it means that what
       they (students) want to know and to learn)


3. To produce successful learners, two essential conditions are necessary
   •   Active student participation in the total learning process
   •   The use of authentic material


4. For learning to be successful
   •   It must be conducted as a multi-dimensional activity. That is, straight
       teacher-to-student instruction has value (albeit limited value) but the
       addition of other dimensions such as student-to-teacher, or student-
       to-student alter the learning environment and enhance learning from
       a variety of directions
   •   It is through this creative participation in third-dimensional, student,
       student-centered learning activities that both students and teachers
       advance to fourth-dimensional “eureka” discoveries




5. Student-centered
   •   It encourages student involvement in the curriculum and emphasizes
       the students and what may they learn



                                                                              44
   •   In the student-centered approach students can choose
           When they will study
           Their pace of study
           The method of study
           What they will study
   •   Typical questions asked in planning a student-centered lesson
           What is it I want them to learn?
           Why do I want them to learn it?
           What do they already know?
           How will I and they know they have learned it?
           What difficulties will they have?
           How do I help them overcome these difficulties?


6. Teacher-centered
   •   It depends more on the teachers and emphasizes what is taught
   •   Typical questions asked in planning a teacher-centered lesson
           What do I need to teach?
           How do I explain it?
           How do I make it interesting?


7. The idea of learner-centered education/training has been much maligned
on the basis that this translates as “do you own thing” with little or no
monitoring
   •   ‘A teacher is one who makes himself progressively unnecessary’
       (Thomas Carruthers)


8. Learner-centered is an attitude towards providing information that the
needs of the broad range of learners




                                                                            45
                      PRINCIPLE OF DISTANCE LEARNING




1. Design for active and effective learning. Distance learning designs
consider:
   •   specific content
   •   needs, goals and other characteristics of the learners
   •   nature of content
   •   appropriate instructional strategies and technologies
   •   desired learning outcomes
   •   local learning environment


2. Support the needs of learners. Distance learning opportunities are
effectively and flexibly supported:
   •   initial briefing on the learning opportunities
   •   orientation to the process of learning at a distance, including use of
       technologies for learning
   •   site and tutorial support
   •   student advising and counseling
   •   provision of technical support and library
   •   problem-solving assistance


3. Develop and maintain the technological and human infrastructure.
The provider of distance learning opportunities has both a technology and a
human infrastructure to ensure that:
   •   appropriate technical requirements are established
   •   compatibility needs are met
   •   technology at origination and receive sites are maintained
   •   learners and facilitators are supported in their use of these
       technologies
   •   partnering and collaborative are explored as appropriate




                                                                                46
4. Sustain administrative and organizational commitment. Distance
education initiatives are sustained by an administrative commitment to
quality distance education:
   •   integration of distance education into the mission of the organization
   •   financial commitment to accommodate diverse distance learning
       needs
   •   faculty development and reward structures
   •   training to support learners, site facilitators and technicians
   •   marketing and management structures to promote and sustain
       distance education
   •   cost-effectiveness reflected through best use of fiscal, technical and
       human resources
   •   ongoing evaluation and research


5. Course evaluation
   •   Principle:
       o Distance learning courses will be periodically reviewed and
          evaluated
   •   Sub-principles:
       o Course is consistent with the academic program’s curriculum
       o Currency of content, appropriate technology, and the effectiveness
          of the delivery strategies
       o Update each course as needed
       o Meet the same objectives and include the same substantive content
          as a traditionally delivered course
       o Include a student evaluation component as appropriate to the
          delivery system
6. Incentive and reward structure
   •   Principle:
       o Faculty will work to ensure that incentives and rewards for
          distance learning course development and delivery are clearly
          defined and understood



                                                                                47
  •   Sub-principles:
      o Expectations regarding workload will be defined
      o Impact of establishing limits to class size on student learning,
         workload determination, and economic viability of the course
      o Expectations regarding compensation will be defined (apart of
         his/her salary)
      o His/her promotion and tenure opportunities


7. Assessment of student outcomes
  •   Principle:
      o Course outcome assessment activities are integrated components
         of the assessment plan
  •   Sub-principle:
      o Assessment integrate a complete cycle of the following general
         principle:
           Program goals
           Measurable objectives or standards
           Valid, reliable assessment measures
           Course curricular reference(s)
           Time frame for implementation
           Plan for collection and analysis of results
           Action plan for change or improvement
           Results reporting
           Budget and/or planning implications


8. Copyright
  •   Principle:
      o Content developed for distance learning courses will comply with
         copyright law
  •   Sub-principle:
      o Attention will be paid to the rights and privileges regarding
         transmission of materials




                                                                           48
9. Ownership
  •   Principle:
      o Faculty members involved in content development will be aware of
         their institution’s policies with regard to content ownership
  •   Sub-principle:
      o The whole or partial ownership of course content, the length of
         ownership, copyright transferability, faculty relocation, derivatives
         works, and profits from distribution or sale of course materials
      o Faculty members come to agreement on content ownership with
         the institution and all developers prior to course development


10. Support for faculty development and training
  •   Principle:
      o It is important to provide the appropriate developmental
         experiences for faculty who are engaged in the delivery of distance
         learning experiences
  •   Sub-principles:
      o The institution provides opportunities for its faculty
      o The institution provides ongoing training and technical support
      o The institution ensures that the faculty understand and observe
         the institution’s policies regarding intellectual property and
         copyright


11. State approval and regional accreditation
  •   Principle:
      o The institution complies with state policies and maintains regional
         accreditation standards in regard to distance learning programs




                                                                             49
                              LEARNING THEORIES


1. Introduction:
   •   Learning is the process of acquiring knowledge. Knowledge may be
       acquired and stored merely for information or may help in developing
       any skill or technique of doing various things in life
   •   Some of the primary and biological needs for existence and security
       are met by instinctive behaviour which is difficult to understand.
       o For example a baby which was growing as a foetus in the womb
          knows how to suck the breast of the mother as soon as it is born
          and put the breast of the mother
       o How did the baby know that it would get milk by sucking?
       o The nervous mechanism is able to receive stimuli and impulse and
          perception enables the acquisition of knowledge which in other
          words is learning
   •   It must be appreciated that learning does not stop with acquiring
       information
   •   It is active process of transformation of ideas, translation of meaning,
       formation of attitudes, skills and values
   •   As far as behaviour is concerned and learning for behaviour, the first
       requisite is that a person wants to learn and improve
   •   Unless there is an inherent desire on the part of the individual or
       group to acquire some knowledge for the sake of change of behaviour,
       a learning situation will not obtain




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                                      A model of student learning


                                              Intention/motivation      Self and task
                      Context of learning            to learn            perception




   Knowledge                                                                                   New
                                                      Active
       already                                                                              knowledge
                                                   processing
       held as                                    e.g. linking,                                to be
                                                     relating,
       image,                                                            Active              acquired
                               Active             structuring,
  facts, etc. &             selection of         restructuring,        filter and            and new
                                 old                 adding,
    network,                                                          selection of             links,
                              learning             collecting,
   links, maps                                      adapting,          new inputs            networks,
                                                    applying,
       already                                                                              relationship
                                                    refining,
   established                                    automating,                                  to be
                                                  memorizing
       between                                                                              understood
        them




                                              Awareness of own       Level of study skill
                      Preferred orientation       learning
                            to learning
                      - knowledge seeking
                         - understanding
                              seeking




2. Learning theories:
   •     According to Marton (1995), two distinctive approaches to study:
         o Deep level
                  Active search for meaning
                  Deep approach
                  •   It is associated with deeper understanding
                  •   Even after a five-week interval the user of this approach had
                      a better recall of detail than those who used the surface
                      approach.
         o Surface level




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          Try to memorize those parts of the article which they think they
          might be questioned on
•   According to Fransson (1977), there are four categories study
    o Deep active
    o Deep passive
    o Surface active
    o Surface passive
•   Pask’s two strategies
    o Serialist
          Look closely at details and the steps in the argument.
          They tend to make little use of analogies, metaphors or
          illustrator
          It appear to be sophisticated surface approach
    o Holist
          Begins with broad focus
          They try to see the task globally
          Relate it to previous knowledge and use analogies, illustrators
          and other explanatory devices
•   According to Conditional response theory (E. Throndike)
    o Learning is a result of association forming between stimuli (S) and
       response (R). Such association or habits become strengthen or
       weakened by the nature and frequency of the S-R pairing
    o Three law of learning
          Law of readiness
          •    A learner willing and want to learn
          Law of exercise
          •    In order to strengthen their knowledge or skill, learner have
               to practice regularly with their knowledge or skill that they
               acquired
          Law of effect
          •    The knowledge or skill must have benefit to learner, and then
               they will learn it.
•   Kurt Lewin theory of learning


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    o Learning means doing something better than before
    o Four stages in learning
          Change in cognitive structures
          Change in motivation
          Change in group belongingness or ideology
          Acquirement of the voluntary control of the musculature
•   Operant conditioning (B.F.Skinner)
    o Changes in behaviour are the result of an individual’s response to
       events that occur in the environment
    o When a particular Stimulus-Response pattern is reinforced the
       individual is conditioned to respond
    o A reinforcement is anything that strengthens the desired response
    o E.g. experiment on the mouse which it must learn how to open the
       door of the cage in order to get the foods
•   Kalman theory of learning
    o Three types of learning
          Learning by compliance
          •   It means that learning by copying or following other order
              e.g. a doctor prescribes medication to a patient. The patient
              will learn how to take the medication
          Learning by imitation
          •   It means that learning by following other behaviour or
              example without understanding it e.g. a kid following his
              father behavior.
          Internalization
          •   It means the learner wants to learn and the learning desire
              came from his own.
•   Constructivism theory (J.Bruner)
    o Learning is an active process in which learners construct new ideas
       or concepts based upon their current/past knowledge
    o Four major aspects of the theory
          Predisposition toward learning




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          The ways in which a body of knowledge can be structured so
          that it can be most readily grasped by the learner
          The most effective sequences of material
          The nature and pacing of rewards and punishment
•   Contiguity theory (E.Guthrie)
    o All learning is a consequences of association between a particular
       stimulus and response
    o Rewards or punishment play no role in learning since they occur
       after the association between stimulus and response has been
       made
    o Forgetting is due to interference rather than the passage of time;
       stimuli become associated with new response
          It means that the new stimulus are the factor associate with the
          forgetting not the time
•   Drive reduction theory (C.Hull)
    o Drive reduction or need satisfaction plays a much more important
       role in behaviour then other
    o Hull’s postulation
          Organism possess a hierarchy of needs which are aroused
          under conditions of stimulation and drive
          Habit strength increase with activities that are associated with
          primary or secondary reinforcement
•   Dual coding theory (A. Paivio, 1986)
    o Human cognition is unique in that it has become specialized for
       dealing simultaneously with language and with nonverbal objects
       and events

                               Sensory systems



                    Lagogens                     Imagens



•   Adult learning (K. P. Cross)
    o Factors of adult learning


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          Personal characteristics: aging, life phase, developmental stage
          Situational characteristics: part time vs. full time, voluntary vs.
          compulsory
•   Elaboration theory (C. Reigeluth)
    o Instruction should be organized in increasing order of complexity
       for optimal learning
•   Social learning theory (A. Badura, 1977)
    o Bandura emphasizes the importance of observing and modeling the
       behaviours, attitudes, and emotional reaction of others
•   Stimulus sampling theory (W. Estes, 1950)
    o The theory suggest that a particular stimulus-responses
       association is learned on a single trial
    o On any given learning trial, a number of different responses can be
       made but only the portion that are effective form association
    o Thus, learned responses are a sample of all possible stimulus
       elements experienced
•   Structural learning theory (J. Scandura, 1977)
    o What is learned are rules which consist of a domain, range, and
       procedures
    o Steps in structural analysis


         Select a sample of                             Identify a solution rule
              problem                                      for each problem



                              Convert each solution rule into a
                               higher order problem whose
                                   solution is that true


•   Subsumption theory (D. Ausubel)
    o Ausubel theory is concerned with how individuals learn large
       amounts of meaningful material from verbal/textual presentations
       in school setting




                                                                                   55
    o According to Ausubel, learning is based upon the kinds of
       superordinate, representational, and combinatorial process that
       occur during the reception of information
•   Symbol system (G. Solomon, 1977)
    o The symbol system theory is intended to explain the effects of
       media on learning
    o 1st – they highlight different aspects of content
    o 2nd – they vary with respect to ease of recoding
    o 3rd – specific coding elements can save the learner from difficulty
       mental elaborations
    o 4th – symbol system differ with respect to how much processing
       they demand or allow
    o 5th – symbol system differ with respect to the kinds of mental
       process they call on for recoding and elaboration
•   Triarchic theory (R. Sternberg, 1977)
    o Consist of three sub theory
          The componential subtheory
          •   Outlines the structure and mechanism that underlie
              behaviour
          The experiential subtheory
          •   Proposes intelligent behaviour be interpreted along the
              continuum of experience
          The contextual subtheory
          •   Specifies that intelligent behaviour is defined by the
              Sociocultural context
•   Condition of learning (R. Gagne)
    o Five major categories of learning
          Verbal information
          Intellectual skills
          Cognitive strategies
          Motor skills
          Attitudes
    o Nine instructional events and corresponding cognitive process


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Gaining attention (reception)
Informing leaner of objectives (expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
Providing learning guidance (semantic encoding)
Elicit performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (generalization)




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