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Teaching Statement

(Usage hints for this presentation)

Winter Term 2021/2022
Dr. Jens Lechtenbörger (License Information)

Learning

Learning

Learning” by lastspark under CC BY 3.0 US; cropped from the Noun Project

Brain ≈ Muscle

  • Learning involves brain’s long term memory

  • Long term memory needs repeated retrieval and practice
    • Spaced out over time
    • Effect: Changes in brain’s neural connections
  • (Learning does not happen [solely] in lectures)

(See [Huang2019])

Deliberate Practice

  • Characteristics of Deliberate Practice to acquire expert skills ([Eri08], see also [EKT93],[SEI14])

    training

    training” by Nithinan Tatah under CC BY 3.0 US; cropped from the Noun Project

    1. Task with well-defined goal
    2. Individual motivated to improve
    3. Feedback on current performance
    4. Ample opportunities for repetition and gradual refinements

(Traditional lecturing is “teaching by telling”, does not share any characteristic of Deliberate Practice)

Active Learning

  • Active Learning increases student performance in science, engineering, and mathematics ([FEM+14])

    experience

    experience” by Nithinan Tatah under CC BY 3.0 US; cropped from the Noun Project

    • Active Learning is an umbrella term for diverse interventions
      • Group problem-solving
      • Worksheets or tutorials completed during class
      • Use of personal response systems with or without peer instruction
      • Studio or workshop course designs
    • Notice: Above interventions share several characteristics of Deliberate Practice

Teaching

Flipped Approaches

  • In-class and at-home events flipped [BV13],[BRK+21]
    • Individual computer-based instruction paired with active learning in class

      expert

      expert” by pongsakorn under CC BY 3.0 US; cropped from the Noun Project

      • Individual learning shaped by individual background and preferences
      • “Lectures” to discuss questions and work on exercises
  • Benefits

    dialogue

    dialogue” by Template under CC BY 3.0 US; cropped from the Noun Project

    • Better preparation of in-class meetings
      • Reduced cognitive load during initial instruction
      • Greater cognitive capacity in class
    • Valuable/limited shared time is used more effectively for student-instructor interactions

Research on Flipped Learning

  • 2021 meta-analysis [BRK+21] (online summary)

    Big Idea

    Big Idea” by Template under CC BY 3.0 US; cropped from the Noun Project

    • Sample results
      • Better student performance across all academic outcomes
      • Modest positive effect on higher-order thinking
      • Improved engagement with content, improved metacognitive abilities
    • Suggestion
      • Hold students accountable for pre-class preparation with in-class quizzes and assessments (rather than pre-class)

Notes on Flipping

  • Clearly, flipping requires your preparation

    Productivity

    Productivity” by Template under CC BY 3.0 US; cropped from the Noun Project

    • Some students find that after being prepared, they do not need our class meetings at all
      • This is fine
      • (In-class discussions might still offer benefits: switch role and learn as instructor, identify misconceptions)
    • Other students find that class meetings are a waste of time if they are not prepared
      • I agree: If you are not prepared, then it probably makes more sense to use the session time for self-study than to attend the session

Notes on Active Learning

  • Please, do not misinterpret your efforts as signs of poor learning

    mistake

    mistake” by Kamin Ginkaew under CC BY 3.0 US; cropped from the Noun Project

    • Please, ask early, in our forum, a shared document, during sessions
      • (Q&A on class topics should take place in shared spaces, might be anonymous; other topics might require private spaces)

The Beginning

  • Lots of questions
    • Why do you attend sessions?
      • On campus or online?
    • Why would you like to come to campus?
    • Is everything fine as it is?
    • How should learning at a university look like?
  • Please share your answers
    • Maybe anonymously in the shared pad for our first session

Bibliography

License Information

Source code and source files for this OER presentation are available on GitLab under free/libre licenses.

Except where otherwise noted, the work “Teaching Statement”, © 2021 Jens Lechtenbörger, is published under the Creative Commons license CC BY-SA 4.0.

No warranties are given. The license may not give you all of the permissions necessary for your intended use.

In particular, trademark rights are not licensed under this license. Thus, rights concerning third party logos (e.g., on the title slide) and other (trade-) marks (e.g., “Creative Commons” itself) remain with their respective holders.