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Topic_2_Learning_approaches

Topic_2_Learning_approaches - COMMUNICATION II TOPIC 2...

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COMMUNICATION II TOPIC 2 Types and Styles of Learning
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OBJECTIVES: understand different learning approaches analyze assessment tasks and learning objectives discuss Biggs’s SOLO Taxonomy (levels of understanding) discuss aspects of your own learning style
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Types of Learning Roger Säljö (1979) 1. learning as a quantitative increase in knowledge or information (learner sees the teacher as being responsible for learning) 2. learning as memorizing (storing) information that can be reproduced (learner may be willing to take an active role in memorizing, but without any transformation) 3. learning as acquiring facts, skills and techniques that can be used to solve problems or answer questions (there is still no transformation of the information by the learner) 4. learning as making sense of something by relating all the parts to each other and to the ‘real world’ (the learn attempts to abstract meaning in the learning process) 5. learning as interpreting and understanding reality in a different way (learning becomes personally meaningful to the learner).
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LEARNING APPROACHES There are three learning approached 1.Surface 2.Strategic 3.Deep
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LEARNING APPROACHES (cont.) Surface the learner is selective about learning focus on the necessary skills & knowledge to complete assessment tasks often motivated primarily by fear of failure sees assessment tasks as unrelated to each other ‘rote learns’ information for tests and exams has difficulty transferring concepts and principles to new situations does not reflect on facts and concepts learned ‘accumulative’ (quantity over quality)
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LEARNING APPROACHES (cont.) Strategic (also called ‘achieving’) a ‘well-organized’ surface approach the learner’s goal is not just to pass but to acquire the skills and knowledge needed to get good marks focus on the technique of learning with the goal of achieving the best possible grades for a certain amount of effort
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LEARNING APPROACHES (cont.) Deep the learner relates previous knowledge to new knowledge integrates knowledge from different subject areas (‘holistic learning’) relates theory to practice organizes and structures content to add meaning assessment is seen as an opportunity to think and to make sense of new ideas learning is seen to be ‘transformative’ (quality over quantity)
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LEARNING APPROACHES (cont.) Conclusion: Types of leaner is not equal to types of learning Knowing which approach to use for certain task is important Use different approach at different times
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Assessment task requirements different assessment tasks are designed to assess different things Benjamin Bloom’s taxonomy (classification) knowledge comprehension application analysis synthesis evaluation
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Assessment task requirements (cont.) Benjamin Bloom’s taxonomy Knowledge acquisition (memorization) of information the ability to recall it when needed
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