PE-course
Project Organised Learning (POL)
Mm 5: Learning – individually and in
the Team
Master of Science – Introductory Semester
(E7 – Intro)
Lecturer:
Ass. teacher:
Lars Peter Jensen
Xiangyun Du
E7 Intro - E03
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Mm 5: Learning – individually and in
the Team
Learning outcome:
After this mm you should be able to
• Explain the concepts of learning,
meta-learning and team roles
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Mm 5: Learning – individually and in the
Team
Contents:
1.
Lecture 1: On learning, meta-learning and
learning style
2. Self-test of learning style
3. Lecture 2: On team roles
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What is ’learning’?
Yes, it’s actually true –
you can get a degree by
repeating everything
the teacher says.
The psychological
mistake in learning:
”We pretend that there
is co-incidence between
what is being taught and
what is being learned”
(Illeriis, 1998)
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Learning – two different perceptions
A
• ’Knowledge’ is
objective, measurable,
conscious.
• ’Learning’ is ’to receive
knowledge’ from
outside.
• ’Teaching’ is ’to
handout knowledge’
(’waterglass-pedagogics).
B
• ’Knowledge’ is
subjective, nonmeasurable – often
implicit.
• ’Learning’ is ’personal
transformation of
experiences’.
• ‘Teaching’ is ‘to stage
transformation of
experiences’, ‘to
establish room for
learning’.
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Passive versus active learning
• A study performed by Socony-Vacuum Oil Company
shows that students learn (i.e. remember) :
–
–
–
–
–
–
10% of what they read
26% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
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passive
active
6
Experiential learning
- Kolb’s learning cycle
Experience
Test
Learning is the process whereby
knowledge is created through the
transformation of experiences
- David Kolb
Reflection
Learning is a function of the activity,
context, and culture in which it
normally occurs, thus it is situated
- Jean Lave & Etienne Wenger
Generalisation/
conceptualisation
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Experiential learning –
the Cowan loopy diagram
P0-proces analysis ”P1-midway seminar”
Reflection
for
P0-project start
P1-process analysis
on
in
Eksperimental,
testing
Consolidating,
verifying
action
Next project
Time
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Everyday reflections –
an enhanced Cowan loopy diagram
Reflection
Planned and joint ’grand’ reflections
Incidential and personal ’small’ reflections
Time
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Meta-learning
•
•
•
•
•
WHAT?
WHY?
HOW?
WHO?
WHERE?
Learning about learning
Deeper, more lasting learning
Via reflection on own learning process
You, individually and in the group
In the POL-course and in other learning
situations
• WHEN? When there is a need to improve learning
processes
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Learning and meta-learning
- the Pask model
Experiential learning = ’to find the way out of the maze’ by:
•Gain experience by trying
•Reflect on the result
•Generalise
•Test generalisation by new trials
Experience
Test
Reflection
Generalisation
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Learning and meta-learning
- the Pask model
Meta-læring = become better in
’finding the way out’ by having my
’observing self’ climb up and:
•Observe my ’learning self’ in the maze,
•Reflect on learning processes, i.e. my
attempts to ’find the way out’
Experience
Test
Reflection
Generalisation
•Generalise learning processes,
•Test new methods of learning.
Experience
Test
Reflection
Generalisation
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Meta-learning (cont.)
Meta-learning is associated with concepts such as:
–
–
–
–
–
–
Lifelong learning
Learning-to-learn
Responsibility for own learning
Development of personal skills
Change management
Flexibility
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Meta-learning (cont.)
• Meta-learning deals with such questions as:
– Knowing what you know
– Knowing what you do not know
– Knowing when you know
– Knowing when you do not know
– Knowing what you need to know
– Knowing how to best learn what you need to
know
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On Learning Styles
Overview:
•
•
•
•
WHAT is learning style?
WHY test learning style?
The test
Different learning styles
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WHAT is learning style?
• A person’s way of taking in and
processing information – and thereby
learn.
• Different persons have different
learning styles.
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WHY test learning style?
• To make you aware of how you learn
• …and thereby improve your learning
process
• To enable the group to take into
consideration the group members’
different learning styles
• … and thereby improve your team work
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The learning styles test (1)
1. Circle "a" or "b" for every one of the 44
questions.
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The learning styles test (2)
2. Fill out the scoring sheet with a ’1’ for each
of your answers.
3. Add ’1’s in column ’a’ and column ’b’ in each
of the 4 fields.
4. Calculate the numerical difference
between a-score and b-score and add an ’a’
or a ’b’ depending upon which is the larger
sum.
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The learning styles test (3)
5. Transfer your 4 preferences to the
preference sheet which you keep
yourself.
6. Each group member transfers her/his 4
preferences to the group preference
sheet, as well as to the group acetate.
7. The scoring sheet is handed in to the
lecturer. Remember to write name, sex
and nationality. The group acetate is also
handed in to the lecturer.
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Different learning styles –
Information channel
Visual Learners
Verbal learners
•
•
•
•
•
•
• ‘Explain it to me’
• Spoken word
• Written words
‘Show me’
Pictures
Diagrams
Sketches
Schematics
Flow charts
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Different learning styles –
Information processing
Active Learners
Reflective Learners
•
•
•
•
• ‘Let’s think about it’
• Process
introspectively
• Work quietly
• Slow in starting
• Like solo or pair work
‘Let’s try it out’
Process actively
Jump in prematurely
Like group work
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Different learning styles –
Perceiving
Sensing Learners
Intuitive Learners
• Concrete: facts and
data
• Focus on sensory input
• Practical
• Observant
• Repetition
• Abstract: theory and
models
• Focus on subconscious
• Imaginative
• Look for meanings
• Variety
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Different learning styles –
Comprehension
Sequential Learners
Global Learners
• Function with partial
understanding
• Steady progress
• Explain easily
• Analysis, details
• Need big picture to
function
• Initially slow, then
major leaps
• Can’t explain easily
• Synthesis, systemsecological thinking
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REMEMBER:
• The test cannot be used to categorise people.
• No learning style is better than another – they are
simply different.
• The test informs you about your preferred
learning style(s) – strengths and weaknesses
• The more ways you are able to learn the better
you learn.
• Take into consideration differences in learning
styles when cooperating in the group.
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Espoused theory/theory in use –
be aware of the difference - 1
Chris Argyris (from ”On Organizational Learning”):
•
Ask people in an interview or questionnaire to articulate the rules
they use to govern their actions, and they will give you what I call
their ”espoused” theory of their action. But observe the same
people’s behaviour, and you will quickly see that this espoused
theory has very little to do with how they actually behave.
•
When you observe people’s behaviour and try to come up with
rules that would make sense of it, you discover a very different
theory of action – what I call the individual’s ”theory-in-use.” Put
simply, people consistently act inconsistently, unaware of the
contradiction between their espoused theory and their theory-inuse, between the way they think they are acting and the way they
really act.
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Espoused theory/theory in use –
be aware of the difference - 2
What’s more, most theories-in-use rest on the same set of governing
values. There seems to be a universal human tendency to
redesign one’s actions consistently according to four basic
values:
1.
2.
3.
4.
To remain in unilateral control
To maximize ”winning” and minimize ”losing”
To suppress negative feelings
To be as ”rational” as possible – by which people mean
defining clear objectives and evaluating their behaviour in
terms of whether or not they have achieved them
The purpose of all these values is to avoid embarrassment or threat,
feeling vulnerable or incompetent. In this respect peoples
actions is profoundly defensive.
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Espoused theory/theory in use –
how to change from defensive to
productive reasoning
Defensive:
Productive:
•
•
•
• Hard data
• Explicit inferences
• Premises explicit, conclusion
publicly testable
• Explicit theory of strategy
formulation
• Set of directly interrelated
concepts
• Set of rules for using
concepts to reach testable
conclusions, and criteria to
judge the validity of the test
•
•
•
Soft data
Tacit, private inferences
Conclusions not publicly
testable
Tacit theory of dealing with
treat
Set of tacitly interrelated
concepts
Set of tacit rules for using
concepts to reach private
conclusions, and private
criteria to judge the validity of
the test
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