Experimentation drives development
New technologies
New student groups
Needs of society are changing
Educational systems at a glance (~2020)
Statistic |
Norway |
Japan |
|
---|---|---|---|
Years of compulsory education Average years of schooling for adults Spending per student (in USD) The share of 25-34 year-olds with tertiary attainment |
10 [*] 11.8 [*] 17 757 [OECD, 2019] 55 %[OECD, 2021] |
9 [*] 9.8 [*] 12 474 [OECD, 2022] 65 % [OECD, 2021] |
Students do more than just listen
Emphasis on developing student skills
Higher order thinking
Engagement in activities
Reflection on own learning
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.Policy in Norway St.meld. nr. 27 (2000-2001)
"In order to enhance the learning outcome and progression, student active teaching methods should be emphasised in combination with assessments, promoting learning through recurring feedback.
"For å styrke læringsutbyttet og progresjonen skal det legges vekt på studentaktive undervisningsformer i kombinasjon med evalueringer som fremmer læring gjennom jevnlige tilbakemeldinger. "
Policy in Norway St.meld. nr. 16 (2016-2017)
"All students shall receive active and varied learning- and assesment approaches, where digital opportunities are utilized."
"Alle studenter skal møte aktiviserende og varierte lærings- og vurderingsformer, der digitale muligheter utnyttes."
Policy in Japan MEXT: "Towards a Qualitative Transformation of University Education for Building a New Future" (2012)
"The cultivation of 'gakushiryoku' requires active learning through discussions and debates, and experiential education programs through internships"
A swift transition in Japan, according to MEXT[*]:
"(...) 41.6% of four-year universities and colleges provide the faculty development workshops for promoting active learning methods in a class as compared with that of 26.9% in 2013.""[*]Yamada, A., & Yamada, R. (2018). The new movement of active learning in Japanese higher education: the analysis of active learning case in Japanese graduate programs. Active Learning-Beyond the Future, 1(4), 1-16.
Engage a broad group of students
Enhance learning outcomes Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.
Not necessarily a "silver bullet" Matsushita, K. (2018). An invitation to deep active learning. Deep active learning: Toward greater depth in university education, 15-33.
Prof. Kayo Matsushita
deep
active learningengagement and understanding
Matsushita, K. (2018). An invitation to deep active learning. Deep active learning: Toward greater depth in university education, 15-33.Peer-instruction ("clickers")
Think-pair-share
One minute paper
Problem solving in groups
Case studies
Implementation in Japan:
"AL often entails the application of problem-based learning, cooperative learning, and other types of class activities, as recommended by the Central Council of Education in its 2012 report"[*]Ito, H., & Takeuchi, S. (2022). The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education. Education Inquiry, 13(2), 185-204.
How do you use active learning? | n | % |
---|---|---|
1. Problem-based/Project based learning (PBL) | 19 | 9.3 |
2. Cooperative/Collaborative learning (CL) | 21 | 10.3 |
3. Other class activities (e.g. Presentations) | 22 | 10.8 |
4. Uncertain | 6 | 2.9 |
5. Others | 39 | 19.1 |
6. PBL, CL, and other class activities | 35 | 17.2 |
7. PBL and other class activities | 21 | 10.3 |
8. PBL and CL | 20 | 9.8 |
9. CL and other class activities | 12 | 5.9 |
10. PBL and other responses | 4 | 2.0 |
11. CL and other responses | 5 | 2.4 |
Total | 204 | 100 |
discussion
writing
collaborative learning
debate
Peer teaching
[*] Yamada, A., & Yamada, R. (2018). The new movement of active learning in Japanese higher education: the analysis of active learning case in Japanese graduate programs. Active Learning-Beyond the Future, 1(4), 1-16.The Learning Assistant (LA) program at UiO [*]
A pedagogic support unit (KURT)
Centre for Computing in Science Education
B-tjenesten (student tutoring service)
Interactive computational projects (spinoff from the Hylleraas centre for quantum molecular sciences)
[*] Odden, T. O., Lauvland, A., Bøe, M. V., & Henriksen, E. K. (2023). Implementing the Learning Assistant Model in European higher education. European Journal of Physics.A way of realizing active learning [*]
Undergraduates as tutors
Weekly meetings with teaching staff
Practice above theory
...but still some theory.
Course transformation
Evidence-based teaching methods
[*] Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218-1224.
The Learning Assistant program
Week |
Topic |
Literature |
|
---|---|---|---|
1 | Communcation and activity | Lang, J. M. (2016). Small changes in teaching: The first/last 5 minutes of class. The chronicle of higher education. | |
2 | Open and closed questions | Blosser, P. E. (1991). How to ask the right questions. NSTA Press. | |
3 | Sensemaking vs. answermaking | Megowan-Romanowicz, C. (2016). Whiteboarding: A tool for moving classroom discourse from answer-making to sense-making. The Physics Teacher, 54(2), 83-86. | |
4 | Microlectures | ||
5 | Inclusive teaching | Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322-331. | |
6 | Observation |
Debrief
Intro
Warm-up
Theory
Task
Share-out
Summarize
Effects of the LA-program
"A thematic analysis of these data showed that participation in the LA model helped ensure LA buy-in to both the interactive engagement methods and goal of cultivating conceptual understanding that underlie most research-based instructional strategies (...)""[*] Odden, T. O., Lauvland, A., Bøe, M. V., & Henriksen, E. K. (2023). Implementing the Learning Assistant Model in European higher education. European Journal of Physics.
Asymmetric forces for lifelike molecular dynamics