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Learning Frameworks Course Transformation: Re-thinking How Students Learn How to Learn
in the 21st Century
Joshua D. Walker, Ph.D. Center for Teaching and Learning, Educational Psychology
Stephanie B. Corliss, Ph.D. Center for Teaching and Learning, Educational Psychology
Melissa Andrews, B.A., M.A. Assistant Instructor, Graduate Student, Educational Psychology
Rebecca Hammonds, B.A. Assistant Instructor, Graduate Student, Educational Psychology
https://sites.google.com/site/metalearning21/
Describe the lifelong learner for the 21st Century or
What are the essential characteristics of students who will succeed in college and beyond?)
1. Discipline (as a work ethic) Have career goals Know how to learn Tech savvy Persistent/grit Organized Curious Committed/Mindset Need a support system and Coping skills Funding (Resources) Adaptable
Today’s Driving Questions
When it comes to helping postsecondary students learn how to learn, 1. What topics should be included or excluded? 2. What’s the best format or structure for this educational experience? 3. How can the impact of such a program be evaluated?
Spectrum of Learning Support
Programmatic (Organized
sequences of learning
strategies)
Stand alone (independent,
ad hoc offerings)
Generic, Universal
Discipline- Specific
Learning strategies workshops (e.g., at Learning Center)
Student Success Programs
Learning support embedded in another course
Learning support augmenting another course (e.g., SI)
EDP310 Strategic Learning for the 21st Century
Learning support wrapped around another course
Spectrum of Learning Support
Programmatic (Organized
sequences of learning
strategies)
Stand alone (independent,
ad hoc offerings)
Generic, Universal
Discipline- Specific
Learning strategies workshops (e.g., at Learning Center)
Student Success Programs
Learning support embedded in another course
Learning support augmenting another course (e.g., SI)
EDP310 Strategic Learning for the 21st Century
Learning support wrapped around another course
1 2
3 4
5 6
Converging Influences
Center for Teaching & Learning
Department of Educational Psychology
Learning Support
Ecosystem
Course Descriptions(Original Version) Description: Students will explore a wide range of topics in educational psychology that impact student learning, including theories of cognition and motivation, and apply them to their own academic work. The goal is to help students become more self-regulated learners who can take responsibility for their own learning and who know how to design and implement effective learning strategies. This course is appropriate for those interested in learning more about basic theories of educational psychology, students at all levels seeking to improve performance in their classes as well as those experiencing difficulty succeeding academically at the university.
Availability: 8-9 sections offered every Fall and Spring Class size: 20-28 students Instructors: graduate student instructors, coordinated by faculty
Topics Covered (Original Version)
• Information Processing • Reading, Listening, and Note-taking Strategies • Study Aids
• Self-testing • Concentration • Systematic Approach to Achieving Goals • Time Management
• Test-taking • Academic Environment
• Attitude • Motivation • Coping with Anxiety
• Model of Strategic Learning (Weinstein)
Learning Project 30%
Quizzes 15%
Par7cipa7on 10%
Exams 45%
Assessment Structure (Original version)
Prac7ce?
Level of knowledge?
Alignment with outcomes?
pedagogical misalignment
Learning Project
(including Learning Autobio) 30%
Quizzes 15%
Class Par7cipa7on
10%
Exams 45%
Assessment Structure (comparison)
Quizzes 10%
Case Analyses 15%
Goal Projects 30%
Learning Autobio
Reflec7ons 20%
Class Par7cipa7o
n w/ Personal Manual 25%
Original Redesigned
Meta-learning Model (Redesigned)
Meta-learning Model (Redesigned)
Topics Explored (Redesigned)
Topics Explored (Redesigned)
What impact would you expect to see from a course like this?
1.
Spectrum of Learning Support
Programmatic (Organized
sequences of learning
strategies)
Stand alone (independent,
ad hoc offerings)
Generic, Universal
Discipline- Specific
learning strategies workshops at Learning Center
Student Success Programs
learning support embedded in another course
Learning support augmenting another course (e.g., SI)
EDP310 Strategic Learning for the 21st Century
Learning support wrapped around another course
Resources Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127-140.
https://sites.google.com/site/metalearning21/
contact: [email protected]
