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Transformation to a Learning Paradigm University: Strategies, Implementation, and a Progress Report. Milt Cox, Ed Lambert, Jerry Sarquis, Karl Schilling, and Gregg Wentzell Center for the Enhancement of Learning and Teaching - PowerPoint PPT Presentation
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Transformation to a Learning Transformation to a Learning Paradigm University: Strategies, Paradigm University: Strategies, Implementation, and a Progress Implementation, and a Progress
ReportReport
Milt Cox, Ed Lambert, Jerry Sarquis, Milt Cox, Ed Lambert, Jerry Sarquis, Karl Schilling, and Gregg Wentzell Karl Schilling, and Gregg Wentzell
Center for the Enhancement of Learning and Center for the Enhancement of Learning and Teaching Teaching
Miami UniversityMiami University
Teaching without learning is just talking.
Angelo & Cross, 1993
The Future of The Future of
TeachingTeachingfocuses on the changing roles of students & faculty in a learning-centered environment
Transformation from Transformation from the Instruction to the the Instruction to the Learning ParadigmLearning Paradigm
4 FPLCs: Inclusive 4 FPLCs: Inclusive Classrooms and Classrooms and Campus (2); Campus (2); Advocating to Become Advocating to Become the Learning Paradigm the Learning Paradigm Institution; and Institution; and Interdisciplinarity in Interdisciplinarity in ScienceScience
Top 25 Enrolled Top 25 Enrolled Courses Project Courses Project
It requires moving from It requires moving from a a
Teaching Teaching ParadigmParadigm to to
aa
Learning Learning ParadigmParadigmBarr & Tagg (1995)
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Mission & PurposeMission & PurposeInstruction Paradigm
Provide/deliver instruction
Transfer knowledge from faculty to students
Improve quality of instruction
Achieve access for diverse students
Learning Paradigm
Produce learning
Elicit student discovery and construction of knowledge
Improve the quality of learning
Achieve success for diverse students
77
Criteria for Criteria for SuccessSuccess
Instruction ParadigmInputs, resources
Quality of entering studentsCurriculum development, expansionQuantity and quality of resourcesEnrollment, revenue growthQuality of faculty instruction
Learning ParadigmLearning and student-success outcomesQuality of exiting students
Learning technologies development, expansionQuantity and quality of outcomesAggregate learning growth, efficiencyQuality of students, learning
88
Teaching/Learning Teaching/Learning StructuresStructures
Instruction ParadigmAtomistic; parts prior to wholeTime held constant, learning varies50-minute lecture, 3-unit courseClasses start/end at same timeOne teacher, one classroom
Learning ParadigmHolistic; whole prior to the partsLearning held constant, time variesLearning environments
Environment ready when student isWhatever learning experience works
99
Teaching/Learning Teaching/Learning StructuresStructures
Instruction ParadigmIndependent disciplines
Covering materialEnd-of-course assessmentGrading within classes by instructorsPrivate assessmentDegree equals accumulated credit hours
Learning ParadigmCross discipline/ department collaborationSpecified learning resultsPre-/during/post-assessmentsExternal evaluations of learningPublic assessmentDegree equals demonstrated knowledge and skills
1010
Learning TheoryLearning TheoryInstruction ParadigmKnowledge exists “out there”
Knowledge comes in “chunks” and “bits” delivered by instructorsLearning is cumulative and linearFits the storehouse of knowledge metaphor
Learning ParadigmKnowledge exists in each person’s mind and is shaped by individual experienceKnowledge is constructed, created, and “gotten”Learning is a nesting and interacting of frameworksFits learning how to ride a bicycle metaphor
1111
Learning TheoryLearning TheoryInstruction Paradigm
Learning is teacher centered and controlled
“live” teacher, “live” students required
The classroom and learning are competitive and individualistic
Talent and ability are rare
Learning Paradigm
Learning is student centered and controlled
“active” learner required, but not “live” teacher
Learning environment and learning are cooperative
Talent and ability are abundant
1212
Productivity/Productivity/FundingFunding
Instruction Paradigm
Definition of productivity: cost per hour of instruction
Funding for hours of instruction
Learning Paradigm
Definition of productivity: cost per unit of learning per student
Funding for learning outcomes
1313
Nature of RolesNature of RolesInstruction Paradigm
Faculty are primarily lecturers
Faculty and students act independently and in isolation
Teachers classify and sort students
Learning Paradigm
Faculty are primary designers of learning methods and environments
Faculty and students work in teams with each other and other staff
Teachers develop every student’s competencies and talents
1414
Nature of RolesNature of RolesInstruction Paradigm
Staff serve/support faculty and the process of instruction
Any expert can teach
Line governance; independent actors
Learning Paradigm
All staff are educators who produce student learning and success
Empowering learning is challenging and complex
Shared governance; teamwork
Remember…Remember…
Being learner-centered means focusing Being learner-centered means focusing attention squarely on the learning process: attention squarely on the learning process: what the student is learning, how the student what the student is learning, how the student is learning, the conditions under which the is learning, the conditions under which the student is learning, whether the student is student is learning, whether the student is retaining and applying the learning, and how retaining and applying the learning, and how current learning positions the student for current learning positions the student for future learning.future learning.
Maryellen WeimerLearner-Centered Teaching (2002)
And about community . . .And about community . . .
“. . . . One reason we deny meaningful “. . . . One reason we deny meaningful communities to our students is that we, as communities to our students is that we, as college teachers, do not participate in them college teachers, do not participate in them ourselves. At many institutions there is no ourselves. At many institutions there is no living community of practice among faculty living community of practice among faculty that is actively negotiating the meaning of that is actively negotiating the meaning of teaching and participating in revising the teaching and participating in revising the tools they use . . . .”tools they use . . . .” John TaggJohn Tagg
pp. 262, 263pp. 262, 263