Challenges to instil deep learning
for universities and possible strategies
Dr Ahmed Imran
Essence of university learning
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What is the overall objective of university
learning?
Who our students are?
What you want our students to
accomplish through our teaching?
What should be our teaching philosophy
and
d tteaching
hi approach?
h?
Who are students?
Teaching approachapproach- learning style
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Abstract - Concrete
Deep
- Surface learning
Active
- Reflective
Sensing - Intuitive
Visual
- Verbal
Sequential - Global
Bl
Bloom's
' (1956)
(19 6) classification
l
ifi i off levels
l
l
g
of learning
1. Knowledge
to recall facts
2 Comprehension
2.
demonstrate comprehension by interpreting data
data, and by
making elementary predictions
3. Application
both their knowledge and understanding
4. Analysis
differentiate components of a problem or circumstance, and
focus on the relationships between the components
5. Synthesis
has the ability to put together various components, often in
new ways.
6 Evaluation
6.
exhibits this level of thinking by making judgements about
the issue — appraising against suitable criteria and
standards
Level 1. Focus What the Student is?
Level 2 Focus: What the teachers does?
Level 3 Focus: What the student does?
Learning takes place through the active
behaviour of the student: it is what he
does that he learns. Not what the teacher
does.
does
(1949))
- Ralph W Tayler (1949
Video : Teaching Teaching & Understanding Understanding“- John Biggs
(Biggs and Tang, 2007, p. 10)
The paradigm shift
Teaching
L
Learning
i
Learning approaches
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Outcome based learning (OBL)
Outcome based teaching and learning
(OBTL)
Problem based learning (PBL)
Few strategies to instil deep learning
1. Workload
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Rationalizing the assessment workload
Be realistic about what you can expect
Discuss the best ways
y of studying
y g in the subject
j
2. Assessment and learning
objectives
choice of teaching methods
learning objectives
teaching methods
Constructive Alignment
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What are your outcomes?
Determine yyour assessment methods
What does the evidence look like?
Plan learning activities
Relationship between Course learning outcomes
and assessment
On satisfying the requirements for this
course, students will have the
k
knowledge
l d and
d skills
kill tto:
Assignment Assignment 3
Exam/
1
Quiz test
Project
(Concept
planning and
Paper)
implementation
Explain the basics of managerial and
technical requirement of operating an eBusiness
Report the issues surrounding ebusiness and its various application in
contemporary context
Develop a new online e-Business
system
Participate and work in a team
environment
Do limited research, evaluation and
critical analysis of existing e-Business
system
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choice available to Students
Avoid spoon feeding
Teacher’s enthusiasm
A Plan
Houghton, Warren (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre.
Centre for Educational Development &
Academic Methods (CEDAM)
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build institutional capacity in academic work
offers Graduate Certificate and Masters programs in
Higher Education
staffed byy academics for both educational quality
q
y
enhancement and quality assurance
research into higher education
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