Improving Learning Competences Herman Van de Mosselaer & Sofie Hiels Plantijn, university of professional education, Antwerp, www.plantijn.be 1
11 bachelor degrees Business Management Chemistry Communication Management Electro Mechanics Food and dietetics Hotelmanagement Journalism Medical laboratory technology Office Management Socio-Educational Care Work Teacher Training/ Lower Secondary Education IDU research project, 2004-2007 together with P. Van Petegem & V. Donche, University of Antwerp Instroom Doorstroom Uitstroom Entering / Transition Success stimulation / Retention Leaving with desired competences Goal: insights on which we can build to improve our access policy success rates outcome/ being prepared for labour market & society Entry characteristics Prior education (school type) Gender Intelligence Personality characteristics Socio-economic status Family background Linguistic ethnic background Study choice Study motivation Learning style/ ~ characteristics/ learning competences Learning style the activities that one usually employs for studying = approach to learn cluster of characteristics concerning - cognitive processing - regulation of learning - underlying mental model of learning - motives to learn a result of temporal interplay between personal and contextual influences = changeable Questionnaires 2004-2005 2005-2006 2006-2007 2007-2008 Learning styles, accessing 3rd year Questionnaire lecturers 2nd year 3rd year Passive learning style Not much learning activity Reproductive/undirected Orientation towards memorising + lack of regulation Meaning oriented Deep processing + self-regulation november 2005 1145 (79%) 27% 30% 18% Flexible Reproductive + concrete processing 27% 2
Learning style characteristics Cognitive processing Regulation of learning Mental models of learning Learning orientations Deep processing Stepwise processing Concrete processing Self-regulation External regulation Lack of regulation Relating & structuring Critical processing Memorising & rehearsing Analysing In our professional bachelor programs: Which are doing better? Students who made a motivated choice orientate towards course goals and follow the signs and clues teachers give are able to analyse are able to relate and structure are application oriented have insights in the efficiency of study methods Learning style characteristics: correlation with study success? Cognitive processing Regulation of learning Mental models of learning Learning orientations Deep processing Stepwise processing Concrete processing Self-regulation External regulation Lack of regulation Relating &... structuring Critical processing Memorising & rehearsing Analysing Longitudinal research: evolution in learning style characteristics? 2nd y. 3rd y. Less lack of regulation Less external regulation More self-regulation More deep processing = more relating & structuring + more critical processing Less traditional mental model DoLeLe project Continuing learning lines for learning competences In cooperation with secondary schools Improving Learning competences of our first year Ultimate goal: Enhance Study Success www.plantijn.be 3
Practical activities 2 University Colleges: Plantijn Hogeschool (Antwerp, ) and Hogeschool Zeeland (Netherlands) EduBROn: research team of the Antwerp University. Learning and motivation test Red scores? Individual coaching (MANUAL) 4 secondary schools (2 in, 2 in the Netherlands Mini-projects Individual feedback report for each student 1. Having to study 2. Wanting to study 3. Lack of motivation 4. Self-confidence in study skills 5. Relatering-structuring 6. Critical processing 7. Memorising & rehearsing 8. Analysing 9. Self-regulation 10.External regulation 11.Lack of regulation Be careful, You have to work on this competence Explanation + neutral message Explanation + positive message Practical activities Learning and motivation test Shortcomings? Individual coaching (MANUAL) mini-project Manual for coaching For example... External Regulation High score Low Score Conversation with the student good, you follow the instructions of the teacher, but how further you get in your study, the more important is becomes to also plan and test by yourself..... Tips and Tools Tip: Test if you master the theory. Think of some possible questions the teacher could ask on an exam. Click here to get Tools for planning. 4
Practical activities Report on characteristics of of each school/ training programme Learning and motivation test Shortcomings? Individual coaching (MANUAL) Important information, also for teaching staff Starting points for coaching activities Mini-projects workshops Also data (only for study coach) as starting points Mini projects/ coaching activities Improve information on the programme and on the desirable starting competences Sessions on study skills Sessions on self management Group exercises in which of different classes work together and learn from each other Learning groups Competence Development Plan (=learning path development) In starters course/ also during lessons: Illustration of and intervision on study methods Crucial Learning Competences Crucial Learning Competences 1. Self-knowledge Based on: >Crucial learning competences? >In which degree this learning competences need to be developed for secondary school and in which degree for first year? 2. Self-regulation 3. Working Together 4. Analysing-structuring-relating 5. Critical processing - Practical experience - IDU-research - Other sources (European framework, Dublin Descriptors,...) 6. Application-oriented 5
Crucial Learning Competences Example Self Regulation Which learning behaviour is necessary for each competence? can we coach this learning behaviour as a teacher? The student makes notes of all tasks, deadlines, exam dates, etc. The student thinks of possible questions for the exam Encourage the to think of possible exam questions Tell how much time they should study for your course in order to succeed On your school, are there specific actions you undertake to stimulate learning competences? Do we agree with the chosen learning competences. Why or Why not? From your own experience, which competence is also important? Can you think of examples of which learning behaviour is necessary for each competence? Do we think it is also a task for the teacher to improve learning competences? big or how small should his/her contribution be? Can you think of a least one example how we can stimulate, as a teacher, the 6 different learning competences? Contact us IDU-project, DoLeLe project, future projects: herman.vandemosselaer@plantijn.be sofie.hiels@plantijn.be For research related matters: peter.vanpetegem@ua.ac.be vincent.donche@ua.ac.be Lid van de Associatie Universiteit & Hogescholen Antwerpen www.plantijn.be 6