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EvaluationRevision Learning Theories Cognitive Style

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Peer evaluation (constructive, respectful, use humor) What went well. What did ... Forms of intellectual and ethical development in the college years: a scheme. ... – PowerPoint PPT presentation

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Title: EvaluationRevision Learning Theories Cognitive Style


1
Evaluation/RevisionLearning TheoriesCognitive
Style
  • Heidi Julien
  • LIS 526
  • Winter 2010

2
Why evaluate and assess?
  • Monitor effectiveness for accountability
  • Evaluate attainment of instructional goals
  • Identify effective instructional practices
  • Evaluate effectiveness of instructional practices
  • Measure instructional outcomes
  • student achievement
  • attitudes
  • skills
  • Assessment drives student learning

3
Student assessment
  • Focuses on learning
  • Learning is dependent on many factors
  • Teaching style and methods
  • Student motivation, background knowledge
  • Faculty investment
  • Physical constraintstime, classroom, lab
    resources

4
Learning is enhanced when
  • Assessment strategies match intended learner
    outcomes
  • Assessment is integrated with instruction
  • Students get immediate, meaningful feedback

5
Types of assessment
  • Diagnostic
  • What do students know, areas of weakness, or
    difficulty
  • Formative
  • Ongoing, to monitor learning progress
  • Helps instructors to modify, adapt, support
  • Summative
  • Occurs at the end of the learning cycle
  • Focuses on achievement, content, process

6
Forms of evaluation
  • Feedback
  • Focuses on presentation
  • speech, mannerisms, terminology, content
  • Self-evaluation
  • Self-reflection
  • What were my goals?
  • How was I trying to achieve them?
  • What instructional strategies did I use?
  • What did I see the students doing during
    classwere they attentive, talking, surfing?
  • What were the observations of others in the
    classroom (TAs, instructors)?
  • What key areas should I target for improvement?
  • What can I do to improve the teaching of this
    content or class?

7
Forms of evaluation (cont.)
  • Peer evaluation (constructive, respectful, use
    humor)
  • What went well
  • What did not go so well
  • What topics were covered
  • What was clear (or not)
  • Video-taping or audio-taping
  • Faculty observation and feedback
  • Student feedback

8
Forms of evaluation (cont.)
  • Program Evaluation
  • Systematic ongoing process of obtaining
    meaningful information in order to judge the
    merits of a program.
  • Purpose
  • To improve the program
  • To see how well goals and objectives are being
    met
  • To get/keep/give administrative support
  • For political decision-making, public relations
  • Reporting
  • As part of library use studies
  • Staffing decisions

9
Issues in evaluation
  • Validity
  • Participants are qualified to answer questions
  • Questions refer to session evaluated
  • Reliability
  • Questions will produce same results on different
    occasions
  • Questions mean same things to all participants
  • Should be targeted and tied to objectives
  • Can borrow or copy from others
  • Can be done in many ways (observation, interview,
    survey, etc.)
  • Can be done at different times (immediately
    following instruction, before instruction, during
    instruction, long after instruction)

10
Steps in evaluation
  • Decide why you want to evaluate.
  • Determine what you need to know.
  • Determine your target audience.
  • Determine best method to achieve your aims.
  • Develop the questions.
  • Pretest and revise the questions.
  • Decide how to tally and organize your results.
  • Decide who will tally and organize the results.
  • Organize your evaluation.
  • Do it!
  • Report your results.

11
Examples of assessment and evaluation
  • Research done by Denise Koufogiannakis et al. and
    Nancy Goebel at U of A
  • Project SAILS - Kent State University
    (sails.lms.kent.edu/index.php)
  • ALA Assessment Issues
  • ACRL Assessment Issues (www.ala.org/ala/mgrps/di
    vs/acrl/issues/infolit/resources/assess/issues.cfm

12
Assessing learning the quick and dirty way
  • Identify three things you learned
  • What was the muddiest point?
  • Use a 3-item pre- and post-test
  • e.g., identifying parts of a periodical or book
    citation
  • Boolean logic
  • Identifying appropriate information sources for
    particular information needs

13
Quick questions for students
  • Was todays class worth your time?
  • Which parts were the most helpful?
  • Which parts did you already know?
  • Name 3 things you learned today.
  • Do you have any other questions about research or
    the University of Alberta Libraries?

14
Quick questions for faculty
  • What worked/did not work?
  • Did we cover the topics you wanted covered? Did
    we include anything unnecessary, or was anything
    left out?
  • Did your students have any feedback about the
    session?
  • Did you notice a difference in the quality of
    their research?

15
Exercise
  • In small groups, articulate 3 objectives or
    outcomes for IL
  • Brainstorm about possible ways to evaluate
    whether those objectives or outcomes have been
    achieved
  • Identify challenges associated with those
    evaluation methods ways to overcome them

16
Meaningful learning
  • Meaningful learning of complex material is a
    process that is
  • Active
  • Learner carries out various cognitive operations
    on information learned for it to be meaningful
  • Constructive
  • Knowledge is not passed on as an intact brick
  • Perception and interpretation of knowledge is
    individual and unique
  • Knowledge is related to existing knowledge

17
Meaningful learning (continued)
  • Cumulative
  • New learning builds on prior learning mental
    models
  • Prior knowledge can inhibit or facilitate new
    learning
  • Self-regulated
  • Learners decide what to do as learning progresses
  • Involves meta-cognition, self-efficacy, study
  • Goal-oriented
  • Meaningful learning is more successful if it
    relates to students learning goals

18
Learning theories
  • Shift from view of
  • Learning ? Change in behaviour
  • To
  • Learning ? Change in understanding

19
Learning theories (continued)
  • Prevailing metaphor for learning is
  • Problem-Solving, NOT Memorization
  • Shift in goals of client instruction
  • From how to use specific tools
  • To
  • Use of conceptual frameworks in instructional
    design
  • Use of models of how people learn

20
Learning theories (continued)
  • So that clients learn
  • There are a variety of sources to address
    different information needs
  • Information needs sources need to be analyzed
    and evaluated
  • To develop flexible problem-solving abilities
  • See Also
  • Kuhlthaus Information Search Process
  • Eisenberg Berkowitz Big Six Skills?

21
Learning theories ask
  • What are the necessary conditions under which
    learning occurs?
  • How do motives influence learning?
  • What are the roles of practice, reward,
    punishment, and stimuli in learning?

22
Learning theories tell us
  • Learners assimilate and consolidate new
    information in terms of prior learning
    cognitive structures
  • New knowledge must be presented to facilitate
    integration into existing mental structures
  • Learners develop along a continuum of stages of
    reasoning
  • Learners have input preferences
  • Visual
  • Auditory
  • Kinetic

23
Learners cognitive styles
  • Cognitive style (learning style) refers to
    information processing habits
  • perceiving
  • thinking
  • remembering
  • problem-solving

24
Considerations Beyond Cognition
  • the social/cultural nature of learning
    (influenced by Vygotsky)
  • authentic (real world) tasks rather than
    artificial
  • the role of motivation, interest affect
  • the domain-specific nature of learning
  • skills without context learning without the
    ability to generalize or remember (Jerome Bruner)

25
How can we address context?
  • To what extent has your own learning taken
    context into account (e.g., taken your own
    information needs into account)?
  • Tie instruction to course content
  • Conduct reference interview to identify
    information needs BEFORE instruction on a
    particular database

26
An example of a learning theory
  • Kolbs learning theory suggests learners need
  • concrete experience
  • being involved in a new experience (labs, field
    work, observations)
  • reflective observation
  • watching others or developing observations about
    own experience (logs, journals, brainstorming)
  • abstract conceptualization
  • creating theories to explain observations
    (lectures, papers, analogies)
  • active experimentation
  • using theories to solve problems, make decisions
    (simulations, case studies)

27
Exercise
  • Think of an instructional session that would
    take 1 hour or less, in which you can apply
    Kolbs experiential learning cycle
  • some kind of learning experience
  • reflection
  • development of a theory
  • relating that theory to practice

28
Implications of learning theories for instruction
  • Provide a continuum of learning experiences
  • structured to non-structured
  • simple to complex guidelines, handouts
  • individual to group activities
  • concrete to abstract
  • instructor focused to client focussed (e.g.,
    topic selection, encouraging independent thinking)

29
Two Theories of Cognitive Development
  • PERRY STUDY Perry, William J. 1968. Forms of
    intellectual and ethical development in the
    college years a scheme. New York Holt,
    Rinehart, and Winston.
  • Positions in the developmental process
  • Beginning simple, dualistic, right-or-wrong
  • Middle all points of view have equal validity
  • Last one takes responsibility for ones own
    choices, opinions, and values
  • Difficult transitions
  • recognizing that different opinions exist and may
    all have some validity
  • recognizing that criteria can be developed for
    evaluating diverse perceptions

30
Two Theories of Cognitive Development
  • WELLESLEY STUDY Belecky, M.F., B.M. Clinchy,
    N.R. Goldberger, and J.M. Tarule. 1986. Womens
    ways of knowing the development of self, voice,
    and mind. New York Basic Books.
  • 5 different ways of knowing or epistemological
    categories
  • silence
  • received knowledge ( Perrys dualistic stage)
  • subjective knowledge
  • procedural knowledge ( Perrys discovery of
    critical reasoning stage)
  • constructed knowledge ( Perrys last stage)

31
How to apply this?
  • Level One want one right answer, provide guide
    to single source
  • Level Two can handle challenge of more complex
    search strategies and tools
  • Level Three more relativistic, can transfer
    knowledge between contexts, provide detailed
    guides to subject literatures, librarian as
    resource

32
Example
  • Teaching dualists (received/subjective knowers)
  • Goal to help learners develop into procedural
    knowers
  • Course content challenge them with moderate
    diversity experiential learning to get them to
    explore ideas in a supportive environment

33
Example contd
  • Teaching relativists/procedural knowers
  • Goal to help learners develop into mature
    thinkers (constructed knowers)
  • Course Content present meaningful material in
    diverse ways encourage students to think for
    themselves
  • Focus on abstract ideas
  • Less course structure, and more freedom
  • Diversity let learners choose their own topic
    or project give challenges that foster growth

34
Example contd
  • Teaching mature thinkers (constructed knowers)
  • Goal to maintain/encourage this level
  • These learners
  • Are self-motivated
  • Are evaluators
  • Can describe searches and formulate strategies
  • Librarian a resource rather than a teacher

35
Experience Learning
  • We remember Activity Involvement
  • 10 - what we read reading auditory
  • 20 - what we hear lecture auditory
  • 30 - what we see movie visual
  • 50 - what we hear/see demo visual/auditory
  • 70 - what we say discussion kinesthetic
  • 90 - what we say/do simulation kinesthetic

36
Applications Academic Setting
  • Faculty may
  • Know little about cognitive development
  • Think students already know about libraries
  • Think everything can be taught in one hour
  • Ask them
  • How does the assignment fit course objectives?
  • What are students supposed to learn from it?
  • How do they get along?
  • How do they frustrate the faculty member?
  • Are they traditional or older, returning
    students?
  • Are grads and undergrads together in the same
    class?

37
Implications of theory-based instruction
  • Initial design for specific course methodology
    requires a great deal of time thought
  • Cannot cover as much material in single
    presentation because of time-consuming format
  • Demands high level of teaching ability and
    comfort with open-ended classroom situation and
    lessened control over what happens
  • Allows real self-sufficiency in all aspects of
    effective information use
  • Places librarians focus on client rather than on
    tools or library
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