Module 1 of the FULT program was an eye opener for me in many ways, I
learnt a lot from the pre and post-session activities, and the very stimulating
face-to-face session.
With regards to the post-session video featuring Prof David Perkins, his mention of 'educating for the unknown' and 'understanding of wide scope' resonate again and again. These concepts seem to beautifully summarise what deep learning is all about. I wholeheartedly agree that there are many scenarios in day-to-day life, beyond the boundaries of structured learning, where students have to tackle and solve problems - hence the need for preparing students to face the unknown is paramount. Though this can be brought about mostly by deeper thinking and reflection, a sound understanding of fundamental concepts (in other words, surface learning) forms an important base for ongoing real-world learning. Hence, I disagree with David about 90% of what is taught being a waste, in spite of agreeing with his statement of being selective of what is worth learning. Eventually, it is the career path the student takes and life circumstances that really decide what type of learning was worthwhile and what wasn't.
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Curriculum, guidelines set by the university/faculty and the discipline
substantially influence students' approach to learning. I heard of surface and
deep learning approaches for the first time during the first FULT face-to-face
session. Though the terms were new, the concept was very familiar from my own
experiences with university learning. Having studied science in high school and
more specifically health science later on, I have made use of rote
learning to a great extent. However, during clinical training, practical
application of concepts and a hands-on approach was how most of the 'real
learning' was done. In clinical programs, as with most professional disciplines,
there is a gradual transition from surface to deep learning as the program
progresses.
In my current teaching course, where I facilitate group discussions in class, the students do take a deep learning approach in terms of emulating real-world scenarios for each week's topic. They are able to do so quite effectively as they are in the final semester, and have a good understanding of the discussion topics from experiences gained through the course of the program, especially during their clinical postings. Also, the topics (set by the course convenor) are very realistic and warrant a deep rather than surface learning approach. As a tutor, I try to further deepen their learning by asking questions that nudge them to think broadly while being mindful that they engage with the concept/theory that forms the basis for the discussion.
As Bob mentioned in the face-to-face session, encouraging AIR (Activity, Interactivity, Reflectivity) is the key to successful learning and teaching. At this point, I am unable to come up with new strategies to encourage a deeper learning approach. As a teacher, I have knowledge and interest in the subject area, am enthusiastic, friendly and approachable, and encourage the students to take centre stage. At the end of the day, teaching and learning to me is about empowering and being empowered.
Self-evaluation of this post using Criterion 2 of the e-portfolio feedback rubric: Very good
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