TEACHING AND LEARNING METHODOLOGIES

OUTCOMES BASED TEACHING AND LEARNING (OBTL) OBTL is a student - centered approach to learning and teaching, which has been widely adopted in universities across the world. It guides the active learning of students, and the continual improvement of courses. (HL Cheung, 2010) OBTL is unique because it is focused on first defining the desired student outcomes. Proceeding from there, OBTL tailor fits the design of the course syllabi and its components along the desired student outcomes. OBTL is supposed to prepare students in their totality and not just in their discipline.

E-LEARNING/COMPUTER BASED LEARNING/INTERNET BASED TRAINING E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. E-learning is essentially the computer and network-enabled transfer of skills and knowledge. Elearning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to e-learning.

STUDENT CENTERED LEARNING Student-centered learning (or student-centered learning; also called child-centered learning) is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. This approach has many implications for the design of curriculum, course content, and interactivity of courses. Student- centered learning, that is, putting students first, is in contrast to teacher-centered learning. Student-centered learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges student voice as central to the learning experience for every learner. Teacher-centered learning has the teacher at its centre in an active role and students in a passive, receptive role. Student-centered learning requires students to be active, responsible participants in their own learning.

PROJECT BASED LEARNING Project-based learning, or PBL, is the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence (not to be confused with problem-based learning). Project Based Learning was developed by the Buck Institute for Education in the late 1990s, in response to school reform efforts of that time. Project-based learning is an instructional method that provides students with complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that includes teacher facilitation, but not direction. PBL is focused on questions that drive students to encounter the central concepts and principles of a subject hands-on. Students form their own investigation of a guiding question, allowing students to develop valuable research skills as students engage in design, problem solving, decision making, and investigative activities. Through Project-based learning, students learn from these experiences and take them into account and apply them to the world outside their classroom. PBL is a different teaching technique that promotes and practices new learning habits, emphasizing creative thinking skills by allowing students to find that there are many ways to solve a problem. PROBLEM BASED LEARNING (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems (not to be confused with project-based learning). The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor (known as the tutor in PBL) is that of facilitator of learning who provides appropriate scaffolding and support of the process, modeling of the process, and monitoring the learning. The tutor must build students confidence to take on the problem, encourage the student, while also stretching their understanding. ACTIVE LEARNING Examples of "active learning" activities include:

A class discussion may be held in person or in an online environment. Discussions can be conducted with any class size, although it is typically more effective in smaller group settings. This environment allows for instructor guidance of the learning experience. Discussion requires the learners to think critically on the subject matter and use logic to evaluate their and others' positions. As learners are expected to discuss material constructively and intelligently, a discussion is a good follow-up activity given the unit has been sufficiently covered already. A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore a "think-pair-share" exercise is useful in situations where learners can identify and relate what they already know to others. So preparation is key. Prepare learners with sound instruction before expecting them to discuss it on their own.

A learning cell is an effective way for a pair of students to study and learn together. The learning cell was developed by Marcel Goldschmid of the Swiss Federal Institute of Technology in Lausanne (Goldschmid, 1971). A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students will read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher will randomly put the students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question. The other student will ask a question and they will alternate accordingly. During this time, the teacher is going around the class from group to group giving feedback and answering questions. This system is also referred to as a student dyad. A short written exercise that is often used is the "one minute paper." This is a good way to review materials and provide feedback. However a "one minute paper" does not take one minute and for students to concisely summarize it is suggested that they have at least 10 minutes to work on this exercise. A collaborative learning group is a successful way to learn different material for different classes. It is where you assign students in groups of 3-6 people and they are given an assignment or task to work on together. This assignment could be either to answer a question to present to the entire class or a project. Make sure that the students in the group choose a leader and a note-taker to keep them on track with the process. This is a good example of active learning because it causes the students to review the work that is being required at an earlier time to participate. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.) A student debate is an active way for students to learn because they allow students the chance to take a position and gather information to support their view and explain it to others. These debates not only give the student a chance to participate in a fun activity but it also lets them gain some experience with giving a verbal presentation. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.) A reaction to a video is also an example of active learning because most students love to watch movies. The video helps the student to understand what they are learning at the time in an alternative presentation mode. Make sure that the video relates to the topic that they are studying at the moment. Try to include a few questions before you start the video so they will pay more attention and notice where to focus at during the video. After the video is complete divide the students either into groups or pairs so that they may discuss what they learned and write a review or reaction to the movie. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.) A class game is also considered an energetic way to learn because it not only helps the students to review the course material before a big exam but it helps them to enjoy learning about a topic. Different games such as jeopardy and crossword puzzles always seem to get the students minds going. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)

COMMON TEACHING METHODS

STRENGTH LIMITATIONS

LECTURE

- presents factual material in direct, logical manner - contains experience which inspires - stimulates thinking to open discussion - useful for large groups - involves audience at least after the lecture - audience can question, clarify & challenge - listening exercise that allows creative thinking for new ideas - encourages full participation because all ideas equally recorded - draws on group's knowledge and experience - spirit of congeniality is created - one idea can spark off other other ideas - pools ideas and experiences from group - effective after a presentation, film or experience that needs to be analyzed - allows everyone to participate in an active process - allows participation of everyone - people often more comfortable in small groups - can reach group consensus - opportunity to explore difficult and complex issues

- experts are not always good teachers - audience is passive - learning is difficult to gauge - communication in one way

PREPARATIONS - needs clear introduction and summary - needs time and content limit to be effective - should include examples, anecdotes

Lecture With Discussion

- time may limit discussion period - requires that questions - quality is limited to quality of be prepared prior to questions and discussion discussion - can be unfocused - needs to be limited to 5 - 7 minutes - people may have difficulty getting away from known reality - if not facilitated well, criticism and evaluation may occur - facilitator selects issue - must have some ideas if group needs to be stimulated

Brainstorming

Class Discussion

- not practical with more that 20 people - few people can dominate - others may not participate - is time consuming - can get off the track

- requires careful planning by facilitator to guide discussion - requires question outline

Small Group Discussion

- needs careful thought as to purpose of group - groups may get side tracked

- needs to prepare specific tasks or questions for group to answer

Index Card Exercise

- people may not do exercise

- facilitator must prepare questions

References: http://www.cityu.edu.hk/edge/obtl/obtl_student/obtl.htm http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/comteach.htm http://en.wikipedia.org/wiki/E-learning http://en.wikipedia.org/wiki/Project-based_learning http://en.wikipedia.org/wiki/Student-centred_learning