Ingen lysbildetittel

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Førsteamanuensis Vidar Gynnild Studier av
læringskvalitet ved NTNU Fokus, metode, analyse
og resultat
Om du ønsker, kan du sette inn navn, tittel på
foredraget, o.l. her.
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Fokus på læring

• Fra vekt på studentevaluering av undervisningen
  til studier av læringsprosesser og
  læringsresultater
• Forsøker å lære mer om studentenes læring og ut
  fra det iverksette tiltak for å forbedre læringen

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Læringsmål som utgangspunkt
Læringsmål
Læringsresultat
Rammer
Læringsprosesser
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Hva forstår vi med rammer eller rammefaktorer?
Rammefaktorer er av ulik art og veier ulikt med
hensyn til påvirkningskraft. Her er noen
eksempler Vurderingsformer, undervisning,
veiledning, tid, rom, eksamensoppgaver,
pensumlitteratur, øvingsoppgaver, arbeidsformer,
policy for vurdering og sensurklage, IKT,
karaktersetting o.fl.
Rammer
Rammene fungerer som drivere for studieatferd
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En kasusstudie

• 21 studenter våren 2009
• Valgfritt emne i 3./4. årkurs ved NTNU
• Faglig innhold Bølger, vind og strøm
• Teoribasert og setter krav om fysisk forståelse
• Blandet studentgruppe undervisning på engelsk
• Forelesninger, øvinger og tilbud om veiledning
• Muntlig eksamen Mid-term (30 ), final exam (70
  )

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Arbeidsform
Observasjon
Refleksjon
Tiltak
Tiltak
Observasjon
Refleksjon
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Ulike typer læring

• Selvregulerte studenter, som bygger på viten
• Søker forståelse ser etter mening og sammenheng
  i fagstoffet
• Eksempel Jeg vet når jeg vet, og jeg vet når
  jeg ikke vet. Dersom jeg ikke vet, sørger jeg for
  å finne ut av det.
• Studenter som lever i håp/tro mht egen læring
• Prøver å memorere facts og løsningsmetoder
  overflatisk læring
• Eksempel Jeg trodde jeg kunne dette i går, men
  akkurat nå glapp det for meg.

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Tiltak våren 2009

• Observasjon 1(2006/2007) Noen studenter sa de
  var overrasket over enkelte av eksamensoppgavene
• Tiltak 1 (2009) Læringsmål ble utviklet og delt
  ut i starten av sem.
• Observasjon 2 (2006/2007) Enkelte studenter var
  urealistiske mht egen læring vekt på tro og håp
• Tiltak 2 (2009) Utvikling av instrumenter som
  kan bidra til at studentene blir oppmerksom på
  (aware of) kvalitet i egen læring
• A Utviklet nye læringsmål (overordnet og delmål)
• B Worksheet Ukens X og Y til utdeling hver
  uke
• C Self-Assessment Instrument delt ut før
  mid-term exam

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A Learning Objectives (Wind)
1. General objectives within the course description. 2. Specific objectives (outcomes) in terms of student learning. 3. Learning activities or assignments to achieve the specific objectives?
This course aims to support students physical understanding of phenomena contributing to the global and local wind conditions. a) At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. The objectives specified in the column to the left can be achieved by attending the lectures, reading Kompendium Part I (Wind, pp. 4-47) and by working on Exercise 1. Please note that it is your responsibility to ensure that you have achieved the learning objectives, e.g. that you are able to explain relevant issues to fellow students, or by self-checking.
This course aims to support students physical understanding of phenomena contributing to the global and local wind conditions. b) At the mid-term exam, you should be able to explain how the wind blows around high and low pressures in the atmosphere, as well as close to the earths surface. The objectives specified in the column to the left can be achieved by attending the lectures, reading Kompendium Part I (Wind, pp. 4-47) and by working on Exercise 1. Please note that it is your responsibility to ensure that you have achieved the learning objectives, e.g. that you are able to explain relevant issues to fellow students, or by self-checking.
This course aims to support students physical understanding of phenomena contributing to the global and local wind conditions. c) At the mid-term exam, you should be able to estimate the wind speed from a weather map. The objectives specified in the column to the left can be achieved by attending the lectures, reading Kompendium Part I (Wind, pp. 4-47) and by working on Exercise 1. Please note that it is your responsibility to ensure that you have achieved the learning objectives, e.g. that you are able to explain relevant issues to fellow students, or by self-checking.
Tre av totalt sju læringsmål for Wind gjengitt
over!
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B Ukens X og Y
Questions and Answers Comments (to be completed after the lecture)
1. What was the muddiest point (lacking in clarity obscure in meaning) in todays lecture? Please spell out in more detail what was unclear
2. What was the most important idea you encountered in the lecture today? Why do you consider this the most important idea?
3. In your own words, how would you describe the relationship between Xgeostrophic balance Y estimation of wind speed from a weather map? Please complete your response here
4. What important questions remain unanswered for you from todays lecture? How will you proceed to make sense of these questions?
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C Self-Assessment Instrument (Purpose Raising
students awareness)
Specific Objectives (Learning Outcomes) Please indicate your level of mastery of each of the stated objectives in column 1. Put a circle around only one of the five alternatives (A-E) for each of the stated objectives in column 1. If your response is C or D, please indicate what you are going to do (if anything) to achieve the specified objective presented in column 1. If your response is E, how do you know?
a. At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. a. I hope that I am able too
a. At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. b. I think that I am able to
a. At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. c. I seriously doubt that I am able to
a. At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. d. I know for sure that I am not able to
a. At the mid-term exam, you should be able to explain the meaning of the geostrophic balance, Coriolis force, as well as in terms of the relevant formulas. e. I know for sure that I am able to
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Mid-term scores interviews
13 stk.
Scores
Students
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Use of learning objectives
I am very positive learning objecitves gave me
a better overview and facilitated self-check of
progression Does my learning match standards and
expectations (Larissa) I checked if I could
explain each learning outcome, and for obscure
parts I returned to the Kompendium. It was a very
useful tool for me.The first time I did it, I
realized I had to study much deeper (Anna)
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Observasjoner 2009

• De nye læringsressursene ble mest benyttet av
  studenter som trengte det minst
• Mai 2009 Individuell målgjennomgang med alle
  studentene (21) ca 2 uker før muntlig
  slutteksamen (som teller 70 )
• Vi undersøker så virkningen av dette

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Awareness and learning
A student cannot change something of which he or
she is unaware ----------------------------------
----
Dictionary aware 1. having knowledge
conscious cognizant aware of danger. 2.
informed alert knowledgeable sophisticated
She is one of the most politically aware young
women around. (http//dictionary.reference.com/b
rowse/awareness)
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Key concepts

• Teaching
• In a broad sense (course design issues)
• In a narrow sense (lectures, instruction)
• Learning
• a. Deep approach to learning
• Surface approach to learning
• Self-regulated learning
• Self-focus
• Self-awareness

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Threshold concepts and change
A threshold concept is like a portal, opening up
a new and previously inaccessible way of thinking
about something. It represents a transformed way
of understanding, or interpreting, or viewing
something, without which the learner can not
progress. Such a transformed perspective may
represent how people think in a particular
discipline, or how they perceive or experience
particular phenomena within that discipline (or
more generally). Meyer Land
(2003) (http//www.prodait.org/learning/threshold.
php)
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Characteristics of threshold concepts

• Transformative - once acquired it shifts
  perception of the subject
• Irreversible - once learners have come to see
  the world in terms of the threshold concept they
  can not return to their former, more primitive,
  view
• Integrative - acquisition of the threshold
  concept illuminates the underlying
  inter-relatedness of aspects of the subject
• Meyer Land (2003)
• (http//www.prodait.org/learning/threshold.php)

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Studenttilfredshet som mål
Mål Studenttilfredshet med undervisningen
Læringsresultat
Ramme Undervisningen
Læringsprosesser
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Forholdet mellom mål og måloppnåelse?
Læringsmål
Læringsresultat
GAP?
Rammer
Læringsprosesser