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Having read and make notes on Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education ( Richardson, 2005). I discovered that studying falls into Deep, Surface and Strategic learning constructs. Deep which is based on understanding the meaning of course materials and is more of an active role, whilst surface is based on memorising the course materials in order to pass tests and appears more passive in role. Strategic on the other hand is based on the achievement of higher grades. The content, context and demands of the particular tasks. Research has shown that appropriate learning design can help manipulate learners towards these different learning approaches. Some studies show problem based learning curricula encourages deep learning, subject based learning curricula encourages surface learning others found no significant results.Additionally student perceptions of the course quality leads to differing approaches to learning. Others show that is the conceptions of the learning versus the conceptions of themselves which has an important relationship.

Säljö identified five conceptions of learning with the final concept identified later:

1. Learning as the increase of knowledge

2. Learning as memorising

3. Learning as the acquisition of facts or procedures

4. Learning as the abstraction of meaning

5. Learning as an interpretative process aimed at the understanding of reality.

6. A conscious process, fuelled by personal interests and directed at obtaining harmony and happiness or changing society

The first 3 have been identified as surface learning approaches, the final 3 more a deep approach showing that they are linked to the conceptions of learning.

I discovered that teaching can be consigned to two approaches, teacher-focussed aimed at delivering information and student-focussed aimed at bringing about conceptual change. Teachers who adopt a teacher focused approach to teaching encourage surface learning, passive approach, whilst those who adopt a student focussed approach encourage a deep, active learning The review also identified the following approaches to teaching;

1. Teaching as imparting information

2. Teaching as transmitting structured knowledge 

3. Teaching as an interaction between the teacher and the student

4. Teaching as facilitating understanding on the part of the student

5. Teaching as bringing about conceptual change and intellectual development in the student.

Do you think the innovations described in Weeks 8 and 9 as ‘learning design’ would induce more desirable approaches to studying on the part of the students?

This question is relevant to myself as I am now attempting to take a problem based learning curricula forward to encourages deep learning. This will take the services away from its usual subject based learning curricula, which encourages surface learning. Student perceptions of these courses has been very positive so far with Q&A being seen as the most popular facet so far.

Modern learning design innovation should, as this paper suggests encourage a more student focused approach,which would prepare students for their roles as maintainers with a diagnostic deeper thinking bent. In order for trainees to get into these employment roles they need to be fairly ‘switched on’ anyway and from my observations, the instructors have historically relied upon the trainees to put the time and effort into learning after their day has finished at ‘school’ in other words motivation to learn in their own time. This teacher centred approach is endemic in Service environments. Common themes are “your not here to think you’re here to do as your told” These trainees therefore have high levels of motivation to independantly adopt the skills they require for their role.

These concepts, theories and evidence fit my own experience as a learner; I suppose the teacher focussed approach of Service instructors is exacerbated by the autocratic, hierachical environment.

Which of Säljö’s five conceptions of learning best fits your own definition?

My definition of learning in week 4 “Learning is the action of conducting some form of information gathering exercise, be it active or passive in order to gain a full comprehension of newly acquired or additional information. This could involve the building or establishing of neural pathways to enable or enhance existing knowledge, skills and attitudes or practices”

This definition gives an all encompassing view of all of Säljö’s conceptions and covers both surface and deeper learning facets. The similarity between the models was I found rather ‘wooly’ and common sense. For example it seems obvious to me that the disciplinary and situational factors would have an impact upon the perceptions of the learning environment and the conceptions of teaching and that these would in turn affect the approaches to both studying and teaching.