1

Learning and reflecting – individually and in the Team

2

Hvad er læring ?

Den psykologiske fejlforståelse:

• Vi lader som om der er sammen-fald mellem det der bliver under-vist i og det der bliver lært.

Teach me… and I will forget ?

Tell me and I will forget

Show me and I will remember

Involve me and I will understand

Step back and I will actChinese proverb

Student centered learning

Carl Rogers on teaching at Harvard in 1951

• I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.

• It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior.

The magic of self-directed learning

Learning is the process of acquiring new behavior potential. It is an efective strategy to make the learner responsible for their own learning.This explains the succes of methods like project organized learning and Problem-based learning

Effectivity of educational formats (after Bales)

5 %10 %

LectureReading

AudiovisualDemonstratio

nDiscussion group

Practice

Teaching others

Averageretention

20 %

30 %

50 %

75 %80 %

7

Erfaringsbaseret læring

Test

Generalisering

Refleksion

Erfaring

Kolb’s læringscirkel, med John Cowan’s ord (Cowan 1998).

Learning is the process whereby knowledge is created through the transformation of experiences - David Kolb

Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated- Jean Lave & Etienne Wenger

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Erfaringsbaseret læring – en realistisk (virkelig) model

Cowan’s udbyggede spiralmodel, med små refleksionssløjfer.

planlagte/initierede

”tilfældige”/(personlige)

Learning styles

Individuals’ different ways of taking in and processing information

- Richard Felder

How do you do reading?

Some people…sometimes…

Purpose of Testing Learning Style• To know about yourself - ‘in which way

a student is smart’ rather than ‘whether this student is smart or not’

• To help learners to develop learning strategies and improve their learning by balancing it.

• To work with our teaching style to match and maximize student learning

But not to • Divide people into a set category as

blood types – instead, it is just measuring height or weight along some point in life

Forskellig læringsstil 1:Informationskanal

Visuel • ‘Vis mig hvordan’

• Billeder

• Diagrammer

• Tegninger

• Grafer

Verbal • ‘Forklar mig

hvordan’

• Talte ord

• Skrevne ord

Forskellig læringsstil 2:Opfattelse

Sansende• Fokus på input via

sanserne• Praktisk • Observerende • Konkret: fakta og

data• Repetition

Intuitive • Fokus på det

ubevidste

• Imaginative

• Leder efter mening

• Abstrakt: teori og modeller

• Variation

Forskellig læringsstil 3:Informationsbehandling

Aktiv• ‘Lad os prøve det’

• Bearbejder aktivt

• Hopper ud i det

• Holder af gruppearbejde

Refleksiv• ‘Lad os tænke over

det’• Bearbejder

introspektivt• Arbejder roligt• Starter langsomt• Holder af at arbejde

alene eller i par

Forskellig læringsstil 4:Forståelse

Sekventiel • Fungerer med

delvis forståelse

• Stabil fremgang

• Har nemt ved at forklare

• Analyse, detaljer

Global • Skal have overblik

for at fungere• Først langsom, så

store fremskridt• Har ikke nemt ved

at forklare• Syntese, system-

tænkning

Strong(-)

Moderate

(-)

Mild(-)

Mild(+)

Moderate

(+)

Strong(+)

Active(-)/Reflective(+)

68 137 157 84 42 5

Sensitive(-)/Intuitive(+)

38 126 154 98 53 24

Visual (-)/Verbal (+)

118 197 112 55 10 1

Sequential(-)/Global(+)

5 70 144 177 81 16

The learning styles of the 493 students divided into strong, moderate and mild preferences, AAU, 2003 (Kolmos & Holgaard 2008)

Learning style preferences related to disciplines at Aalborg University (Kolmos & Holgaard 2008)

Profession Active%

Sensing%

Visual%

Sequential

%

Architecture & Design (N=77) 79 38 96 32

Building & Civil Engineering (N=63) 84 81 95 60

Computer Engineering & Science (N=70)

71 69 81 47

Physics & Nanotechnology (N=25) 80 52 92 28

Electronics (N=57) 72 74 88 40

Mathematics (N=14) 50 71 79 57

Global Business Development & Industry (N=73)

78 55 85 68

Chemistry, Bio- & Health Technology (N=62)

53 77 77 52

Geography, Land Surveying and Planning & Environment (N=52)

77 71 81 44

Summary

• All types of learners are needed in every profession

• All learning styles are needed to addressed and satisfied in teaching

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Take Felders learning style test (ILS Questionnaire)Please discuss with your group (mixed) members:How can you make best of and learn from each other based on your individual strengths and weakness?Can you use the knowledge of your learning styles to improve the team work on the projects?Prepare a short (2 min) presentation of the most important results from the discussion.Presentation app. 13.30