Wirksame studierendenzentrierte Lernumgebungen an Hochschulen

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1 Wirksame studierendenzentrierte Lernumgebungen an Hochschulen ExpertInnenforum Hochschuldidaktik Thematischer Fokus: Was ist gute Lehre? Qualitätsaspekte einer modernen Lehr-/Lernkultur Linz, Dr. Sabine Hoidn Universität St. Gallen Gefördert durch die Europäische Union, Siebtes Rahmenprogramm (FP7/ ); Projektnummer: Dr. Sabine Hoidn, Universität St. Gallen 1

2 Agenda 1. Einleitung 2. Welche Lehr-/Lernauffassung und -haltung haben «gute Hochschullehrende?» 3. Was sind Grundprinzipien und Erfolgsfaktoren «guter Lehre»? 4. Wie können Lernumgebungen wirksam gestaltet werden, sodass die Studierenden aktiviert werden? 5. Fazit Dr. Sabine Hoidn, Universität St. Gallen 2

3 1. Einleitung Dr. Sabine Hoidn, Universität St. Gallen 3

4 Bolognaprozess Architektur Future priority areas for : Establish conditions that foster student-centred learning, innovative teaching methods and a supportive and inspiring working and learning Pedagogical Concept of Student-Centered Learning Diploma Supplement environment. (Bucharest Communiqué, 2012, p. 5) Student-centred learning Modularisation Degree Structures New Teaching Methods ECTS Learning Outcomes focuses on the learner and on learning processes Qualifications Frameworks (constructivist view) Recognition of Prior Learning Quality Assurance Dr. Sabine Hoidn, Universität St. Gallen 4

5 Bevölkerungsanteil mit Hochschulabschluss % year-olds year-olds 60 43% 40% 39% 28% 21% 50 42% 35% 32% 28% 19% Korea Japan Ziel bis 2020: 40% der Jährigen mit Hochschulabschluss Stand 2012: 35.7% Stand 2002: 23.5% Canada Russian Ireland United Kingdom Norway Luxembourg New Zealand Israel Australia United States France Sweden Belgium Chile Switzerland Netherlands Finland Iceland Poland Spain Estonia OECD average Denmark Slovenia Greece Hungary Germany Portugal Slovak Republic Czech Republic Mexico Austria Italy Turkey Brazil Quelle: OECD (2013); StatLink: Referenzjahr 2011 Dr. Sabine Hoidn, Universität St. Gallen 5

6 Abschlussquoten Studierende 75% 68% 77% 73% 72% 62% 65% 67% 63% 53% 55% 51% Durchschnittlich 70% der Studierenden erwerben einen ersten Abschluss Quelle: OECD (2013); StatLink: Referenzjahr 2011 Dr. Sabine Hoidn, Universität St. Gallen 6

7 2. Welche Lehr-/Lernauffassung und -haltung haben «gute Hochschullehrende?» Dr. Sabine Hoidn, Universität St. Gallen 7

8 Kategorisierung von Lehrkonzeptionen («teaching conceptions») Zwei grundsätzliche Orientierungen von Lehrenden (Kember, 1997): inhalts- und lehrendenzentriert Informationsvermittlung studierenden- und lernprozessorientiert Bestrebungen in Unterstützung des Lernens der Hochschullehre Drei Entwicklungsphasen von Lehrfähigkeiten (Kugel, 1993; Biggs & Tang, 2011): «blame the student» What students are «blame the teacher» What teachers do «focus on what the student does» What students do Dr. Sabine Hoidn, Universität St. Gallen 8

9 Zusammenhang zwischen Lehrendenverhalten und Lernergebnis ( process-outcome research ) Criterion measures Student satisfaction Student motivation Student learning Teacher rating Course rating Study hours Further courses Final exam performance Amount learned rating Rapport.62*.43*.14.34* Conceptual clarity.78*.55*.20.36* Enthusiasm.72*.57*.25.45*.36*.28 Task orientation.27.41*.39*.33*.38*.39* Organisation.34*.38* Speech clarity.64*.36* Use of class time *.25 Informality.43*.42*.31.35* Nervousness * Rate of speaking * Use of media Criticism -.34* Multiple R 2.85*.76*.38*.48*.59*.53* Source: Murray (1997, p. 185, 2007, p. 153) * = Statistically significant at 0.05 level Drei effektive Verhaltensdimensionen (dozierendenzentriert): Enthusiasmus, Ausdrucksfähigkeit Strukturelle Klarheit und Organisation Interaktion mit Studierenden Dr. Sabine Hoidn, Universität St. Gallen 9

10 3. Was sind Grundprinzipien und Erfolgsfaktoren «guter Lehre»? Dr. Sabine Hoidn, Universität St. Gallen 10

11 Beispiel zur Konstruktion mentaler Situationsmodelle Luat eienr Stduie der Cambrdige Unievrstiät speilt es kenie Rlloe in welcehr Reiehnfogle die Buhcstbaen in eniem Wort vorkmomen, die eingzie whctige Sache ist, dsas der ertse und der lettze Buhcstbaen stmimt. Der Rset knan in eienm völilegen Duchrienanedr sien und knan trtozedm prboelmols gelseen wreden. Das ist, weil das Menchsilche Ague nicht jeedn Buhcstbaen liset. Dr. Sabine Hoidn, Universität St. Gallen 11

12 Von der Instruktion zur Konstruktion Lernen verstanden als «interaktive Konstruktion oder Nach-Konstruktion auf der Basis unseres Vorwissens optimalerweise mit hoher Selbststeuerung und Selbstmotivation» (Reusser, 2014, S. 8) Dr. Sabine Hoidn, Universität St. Gallen 12

13 Prinzipien effektiver Lehrender zur Förderung des Verstehens («information processing theory») Integration von empirischer Forschung (process-outcome) und ausgewiesenen theoretischen Prinzipien guter Lehre (Entwistle & Ramsden, 1983; Ramsden, 2003): Stimulation of student interest and quality of explanation Concern and respect for students and student learning Appropriate assessment and feedback Clear goals and intellectual challenge Student independence, control and engagement Learning from students (openness to change) Teaching which is perceived to combine certain human qualities with explanatory skill is most likely to encourage deep approaches (Ramsden, 2003, S. 74) Dr. Sabine Hoidn, Universität St. Gallen 13

14 Vom kognitiven und sozialen Konstruktivismus zu einer situierten Perspektive knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. (Brown, Collins & Duguid, 1989, S. 32) Dr. Sabine Hoidn, Universität St. Gallen 14

15 Basisdimensionen von Instruktionsqualität und Lernergebnis («konstruktivistische Ansätze») Quality of instruction Mediation Effects (opportunities provided) (take up) Cognitive activation & deep content Classroom management, clarity & structure (Depth of processing, reflection) (Time on task) Knowledge and understanding Supportive climate (Emotions and Motivation affects) Drei effektive Basisdimensionen (studierendenzentriert): Kognitive Aktivierung Effizienz und strukturelle Klarheit Förderliches Lernklima Quelle: Klieme, Pauli und Reusser (2009, S. 140) Dr. Sabine Hoidn, Universität St. Gallen 15

16 Förderung des verstehenden Lernens Fokus auf die Mikroebene des Unterrichts Oberflächenstruktur der Veranstaltungsorganisation «Architektur» der Lehrveranstaltung (didaktische Choreography) Tiefenstruktur der Veranstaltungsdurchführung Didaktische Interaktion und Kommunikation im Unterricht (Methoden und Interaktionsformen) Dr. Sabine Hoidn, Universität St. Gallen 16

17 Oberflächenstruktur der Veranstaltungsorganisation Rahmenmodelle für die Gestaltung von effektiven Lernumgebungen Architektur Learning-centred course design «How people learn framework» Teaching for understanding framework Cognitive apprenticeship environments Powerful learning environments Biggs, 2012 National Research Council, 2000, 2005 Blythe & Associates, 1998 Collins, Brown & Holum, 1991 De Corte & Masui, 2009 Curriculum for understanding Learningfocused activities Supportive community of learners Qualitätsfaktoren Customised learning Ongoing assessment and feedback Adaptive instruction Dr. Sabine Hoidn, Universität St. Gallen 17

18 Tiefenstruktur der Veranstaltungsdurchführung Im Unterricht Gelegenheiten zum verstehenden Lernen schaffen Didaktische Interaktion und Kommunikation Gelegenheiten zum verstehenden Lernen Qualitätsfaktoren Disziplinäre Inhalte Sozialer Kontext Beteiligung der Studierenden an der Konstruktion von relevanten Inhalten Rahmung des Lernkontextes Disziplinäre Konzepte Disziplinäre Praktiken Rahmung der Inter- Aktion / Kommunikation Kultivierung einer Lerngemeinschaft Lernaufgaben und Lernaktivitäten Konzeptionelles Verstehen und Anwenden fördern Partizipationsstrukturen (z. B. Verantwortung, Studierende als Autoren) Selbstreguliertes Lernen fördern Partizipationskulturen Identität fördern Dr. Sabine Hoidn, Universität St. Gallen 18

19 Konzeptioneller Rahmen Konzeptioneller Rahmen für die Gestaltung wirksamer studierendenzentrierter Lernumgebungen Vier Qualitätsdimensionen aus situierter Perspektive (1) Constructivist pedagogical beliefs of the instructor (2) Course design and organisation Course objectives and content Classroom management and course structure Class activities and artifacts Classroom routines and norms Assignments and assessment tasks Oberflächenstrukturen Tiefenstrukturen (3) Cognitively activating learning and teaching activities in the classroom Disciplinary content (concepts and practices) Interactional framing (positioning) (4) Cultivating a community of learners (over time) Dr. Sabine Hoidn, Universität St. Gallen 19

20 4. Wie können Lernumgebungen wirksam gestaltet werden, sodass die Studierenden zum Lernen aktiviert werden? Dr. Sabine Hoidn, Universität St. Gallen 20

21 Empirische Studie an der Harvard Graduate School of Education (ethnografische Fallstudien) Wie gestalten ausgewählte Lehrende an der HGSE wirksame studierendenzentrierte Lernumgebungen um Studierenden Möglichkeiten zum vertieften (verstehenden) Lernen zu bieten? Dr. Sabine Hoidn, Universität St. Gallen 21

22 Empirische Studie an der Harvard Graduate School of Education (ethnografische Fallstudien) Forschungsfragen (1) What are the key design elements of these student-centred higher education classrooms? (e.g., course goals and content, course structure, class activities etc.) Design elements (2) How do students participate in class activities to engage in learning processes? (3) How do the instructors act/ interact in the classroom to create learning opportunities that foster selfregulated learning and conceptual understanding? Student activities Instructor roles (4) What are the specific challenges these constructivist classrooms present for instructors and students? Challenges Aussagen zu Unterrichtsgestaltung, Lehr-/Lernprozessen und Interaktion sowie Herausforderungen bei der Seminardurchführung Dr. Sabine Hoidn, Universität St. Gallen 22

23 Fallstudienforschung: Wo? Wen? Harvard Graduate School of Education, einjährige Masterausbildung (2 Semester), Ed.M. Analyseeinheit: Drei Seminare über ein Semester hinweg, gehalten von drei verschiedenen Dozierenden Smith case (Fall 2009) Teaching and Learning 13 Seminartage (je 110 Minuten)* 38 Studierende (8 männl.) Lee case (Spring 2010) Examination of Student and Teacher Work 25 Seminartage (je 130 Minuten) 25 Studierende (3 männl.) Brown case (Fall 2010) Group Learning 12 Seminartage (je 165 Minuten) 33 Studierende (17 männl.) * und wöchentl. Sections mit max. 12 Stud., geführt von Tutoren Dr. Sabine Hoidn, Universität St. Gallen 23

24 Fallstudienforschung: Wie? Erhebung und Triangulation von prozessbezogenen Daten über Merkmale des Unterrichts: Teilnehmende Beobachtungen und Feldnotizen: Unterrichtsanwesenheit in insgesamt 80% der Zeit über alle drei Seminare über ein Semester hinweg 84 Stunden Unterrichtsvideos (Durchschnittlich 75% der Unterrichtszeit) 25 Stunden semi-strukturierte Interviews: 16 Studierende; 3 Dozierende Seminardokumente (z.b. Kursplan, Arbeitsaufträge, Handouts) Seminarevaluationen der Studierenden (halb-standardisierte Online- Befragungen) Vollerhebung ( , N = ); insgesamt 12 Studierendenkohorten (3 bzw. 6 per Kurs) Dr. Sabine Hoidn, Universität St. Gallen 24

25 Forschungsresultate: Students perceived teaching and learning quality (1) Mehr als 97% der Studierenden waren Masterstudierende an der Graduate School of Education Programme (meistbesucht): Learning and Teaching (47%), Arts in Education (17%), Human Development and Psychology (10%), Specialised Education (8%), Mind, Brain and Education (6%) Elective course (57%), recommended or distribution requirement (42%) High or very high benefit of the courses (92%) Amount of workload was high or very high (66%), medium (29%) Average study hours dedicated to the course outside of class: 4 to < 7 hours (53%), 2 to < 4 hours (23%), 7 to < 10 hours (17%) Dr. Sabine Hoidn, Universität St. Gallen 25

26 Forschungsresultate: Students perceived teaching and learning quality (2) Kursbewer- tung durch Studierende Course content and organisation course activities and materials instructor Evaluation criteria Course content and organisation 1) stimulated students to think in new ways 2) course content was clearly aligned with stated objectives 3) clearly stated course objectives 4) intellectually challenging 5) helped students to understand how to apply their learning to real problems and contexts Course activities and materials 1) effective opportunities to learn from other students 2) assignments supported and reinfor-ced the course goals 3) assignments promoted learning and growth 4) class discussions enhanced the understanding of the subject material 5) valuable high quality readings 6) course activities we-re aligned with the syllabus Instructor 1) responded to students respectfully 2) established an environment conducive to learning 3) encouraged diverse opinions and perspectives 4) effectively led classroom discussions Mean Dr. Sabine Hoidn, Universität St. Gallen 26

27 Veranstaltungsorganisation: Designelemente (1) What are the key design elements of these student-centred higher education classrooms? Sechs Konzepte: Relevante Kursinhalte und Ziele (inklusive Erwartungen) Flexible Kursstrukturen Aktivierende Lehr-Lernaktivitäten und Materialien Klare Routinen und Normen Herausfordernde Lernaufgaben Formatives und summatives Assessment Dr. Sabine Hoidn, Universität St. Gallen 27

28 Designelement: Relevante Kursinhalte und Ziele und flexible Kursstruktur Seminar: Good seminars depend on good and conscientious participants. Class is where the action is. Do not miss class, please. I expect that each of you will come to class every day fully prepared, having done the readings and the requisite assignments; however, on the rare occasion when you haven t fully prepared, come to class anyway. There is just no substitute for the learning that you will do as part of the group, in conversation with your colleagues. Advance planning: ( ) I usually plan out the readings & assignments three to four weeks in advance of when they are due. (Sometimes, I ll make a more last minute decision about a reading or a very short assignment but I will always make sure you have at least two weeks notice.) If you are the sort of person who needs the entire semester mapped out on the first day of the course, this may not be the right course for you. (Beispiel aus Lee case) Dr. Sabine Hoidn, Universität St. Gallen 28

29 Designelement: Aktivierende Lehr-Lernaktivitäten Zeitliche Dauer und Art der Lehr-Lernmethoden (Videoanalyse) Total Smith T- 440B Lee T Discussions Student-led explorations Lectures Teacher-led explorations Reading discussions Check-ins/Updates & News Sozialformen Class: 66% Group: 30% Pair: 1% Individual: 3% Teacher demonstrations Student demonstrations Brown T Dr. Sabine Hoidn, Universität St. Gallen 29

30 Designelement: Klare Routinen und Normen Prepare Come to class fully prepared, having done and reflected on the reading and writing, ready to develop new ideas. Listen - Attentive, respectful, self-aware listening - Try not to interrupt Cultivate an open mind - Welcome diversity of opinions and experiences through collaborative discussion. Be open to all ideas, experiences, and questions. - Play the Believing Game with diverse opinions. Be curious: seek to understand. - Give things the time they need. Confusion and discomfort are part of the process. Contribute - Full disclosure of ideas: It s okay to think out loud and work through thoughts. - Keep it relevant: While thinking out loud, also try to keep things connected to the topics at hand. - Share the air: be mindful of how much you are talking. - Speak thoughtfully and respectfully. Trust that others are doing the same. Assume good intent, and follow the 48-hour rule Dr. Sabine Hoidn, Universität St. Gallen 30

31 Designelement: Lernaufgaben und Assessment Duckworth case: Assignment structure and assessment Assignments Weekly readings Moon observation and moon observation notebook (daily) Single field work (going to the movies, poem, mirrors) and final field work (five sessions) and weekly field work reports Weekly class journal Final paper Cognitive level Unterstanding Analyzing Applying Evaluating Creating Evaluating Evaluating Assessment do the readings keep moon observations do the weekly field work and hand in a written report each week keep a journal and hand in two or three pages each week attend classes and sections (no more than three classes and sections combined may be missed) complete the course evaluation write the final paper Dr. Sabine Hoidn, Universität St. Gallen 31

32 Veranstaltungsdurchführung: Studierendenaktivitäten (2) How do students participate in class activities to engage in learning processes? Explorations/discussions conceptual understanding and application (a) Problem setup (problem, guiding questions) Curriculum developer (b) Independent group problem-solving (c) Groups share their ideas with the whole class (d) Comparing and discussing Ideas/problem solutions (whole class) (d) Activity debrief Facilitator Moderator Explorations/discussions self-directed learning (a) Problem setup (b) Independent problem solving in small inquiry groups (c) Group debrief Listening and observing inquiry groups to inform the teaching process Dr. Sabine Hoidn, Universität St. Gallen 32

33 Veranstaltungsdurchführung: Studierendenaktivitäten Total Students think at a high cognitive level (open questions) Smith T-440B Exploration Articulation.. draw on their existing ideas and conceptions Lee T Reception Reflection Observation.. develop ideas and disciplinary concepts together in classroom discourse Brown T explain how they arrived at their answers (disclose their thought processes) Lernaufgaben und -aktivitäten fördern konzeptionelles Verstehen und Anwenden Partizipationsförderliche Strukturen fördern selbstreguliertes Lernen Dr. Sabine Hoidn, Universität St. Gallen 33

34 Veranstaltungsdurchführung: Lehrendenaktivitäten (3) How do the instructors act / interact in the classroom to create learning opportunities that foster self-regulated learning and conceptual understanding? Total Facilitator Smith T-440B Lee T Moderator Curriculum developer Resource person Learner/reflective teacher Role model Adaptive instruction (learning process orientation) Brown T Dr. Sabine Hoidn, Universität St. Gallen 34

35 Kultivierung einer Lerngemeinschaft Distinctive culture in terms of what is important, how things are done and how the physical space is utilized Lived expectations (instructor as model) Students have a say in how the course is conducted (content and process) Comprehensive principles for discussions/group work and increasing selfregulation Frequent switches between activities (movement, variation) Assigned student roles during activities (e.g., observer, presenter, facilitator), student volunteers Students questions, noticings, wonderings, ideas as starting and focal points for learning activities/assignments Behavioural norms (e.g., addressing each other by first names, sitting in a circle, breaks, respect) Etablierung einer produktiven Lernkultur und eines förderlichen Lernklimas zur Förderung der Identität Dr. Sabine Hoidn, Universität St. Gallen 35

36 Veranstaltungsorganisation und -durchführung: Herausforderungen (4) What are the specific challenges these constructivist classrooms present for instructors and students? Application of knowledge to real-world problems and contexts (lack of experience) Exploratory activities and diminished role of lecturing and telling Working in small groups Active student participation in the classroom Reflective and critical nature of the classes Flexible course structure Class size as a hampering aspect Discomfort and tensions in the midst of learning Alignment of open-ended assignments Feedback and assessment (e.g., pass/fail) Classroom space and resources Academic culture and instructional support Dr. Sabine Hoidn, Universität St. Gallen 36

37 5. Fazit Dr. Sabine Hoidn, Universität St. Gallen 37

38 Oberflächen- und Tiefenstrukturen der Veranstaltungsorganisation und -durchführung Course organisation: Relevant content and objectives (including expectations), flexible course structures, activating learning activities and material, clear routines and norms, challenging assignments/tasks, formative und summative assessment Academic challenge: Grappling with complex (real-world) problems as well as with one s own and each other s ideas (open questions, multiple views/paths) Knowledge co-construction and skills development Exploration (guided and independent problem solving) Articulation (knowledge sharing and discussions) Reception (lectures) Reflection (activity debrief, reflection on the class) Observation (observing expert models) Tiefenstrukturen Students responsibility and accountability (to whom for what?) Positioning students as authors and capable thinkers and learners Cultivating a community of learners -> Productive (positive) classroom atmosphere and supportive community Dr. Sabine Hoidn, Universität St. Gallen 38

39 Vielen Dank für Ihre Aufmerksamkeit! Dr. Sabine Hoidn Sozialwissenschaftliches Institut Universität St. Gallen Schweiz Dr. Sabine Hoidn, Universität St. Gallen 39

40 Literaturhinweise Biggs, J. B. (2012). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 31(1), Biggs, J. B. & Tang, C. (2011). Teaching for quality learning at university (4th edition). Berkshire: Open University Press. Blythe, T. & Associates (1998). The teaching for understanding guide. San Francisco, CA: Jossey-Bass. Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), Bucharest Communiqué (2012). Making the most of our potential: Consolidating the European Higher Education Area. Retrieved, Mai 30, 2014 von %202012(2).pdf Collins A., Brown, J. S. & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. Retrieved, Mai 14, 2014 von 43?doi= &rep=rep1&type=pdf De Corte, E. & Masui, C. (2009). Design and evaluation of a learning environment for self-regulation strategies: An intervention study in higher education. In Z.M. Charlesworth, C. Evans & E. Cools (eds.) Learning in higher education how style matters. Proceedings of the 14th Annual Conference of the European Learning Styles Information Network (ELSIN XIV) (pp ). Brno, Czech Republic: Tribun EU. Entwistle, N. & Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Kember, D. (1997). A reconceptualisation of the research into university academics conceptions of teaching. Learning and Instruction, 7(3), Klieme, E., Pauli, C. & Reusser, K. (2009). The Pythagoras Study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik & T. Seidel (Hrsg.), The power of video studies in investigating teaching and learning in the classroom (pp ). Münster: Waxmann. Kugel, P. (1993). How professors develop as teachers. Studies in Higher Education, 18(3), Dr. Sabine Hoidn, Universität St. Gallen 40

41 Literaturhinweise Murray, H. G. (1997). Effective teaching behaviors in the college classroom. In R. P. Perry & J. C. Smart (eds.), Effective teaching in higher education: Research and practice (pp ). New York: Agathon Press. Murray, H. G. (2007). Low-inference behaviors and college teaching effectiveness: Recent developments and controversies. In R. P. Perry & J. C. Smart (eds.) (2007). The scholarship of teaching and learning in higher education: An evidence-based perspective (pp ). Dordrecht, The Netherlands: Springer. National Research Council (NRC) (2000). How people learn: Brain, mind, experience, and school (expanded edition). Washington, DC: National Academy Press. National Research Council (NRC) (2005). How students learn: History, math, and science in the classroom. Washington, DC: National Academy Press. Ramsden, P. (2003). Learning to teach in higher education (2nd edition). London: Routledge. Reusser, K. (2014). Was ist kognitiv aktivierender Unterricht? Einführung in den hochschuldidaktischen Kurs. Veranstaltungsunterlage. Zürich, 5. / 6. Juni Dr. Sabine Hoidn, Universität St. Gallen 41