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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 Report Report Milt Cox, Ed Lambert, Jerry Sarquis, Milt Cox, Ed Lambert, Jerry Sarquis, Karl Karl Schilling, and Gregg Wentzell Schilling, and Gregg Wentzell Center for the Enhancement of Learning Center for the Enhancement of Learning and Teaching and Teaching

Teaching without learning is just talking . Angelo & Cross, 1993

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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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Page 1: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 2: Teaching  without learning  is just talking . Angelo & Cross, 1993

Teaching without learning is just talking.

Angelo & Cross, 1993

Page 3: 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

Page 4: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 5: Teaching  without learning  is just talking . Angelo & Cross, 1993

It requires moving from It requires moving from a a

Teaching Teaching ParadigmParadigm to to

aa

Learning Learning ParadigmParadigmBarr & Tagg (1995)

Page 6: Teaching  without learning  is just talking . Angelo & Cross, 1993

66

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

Page 7: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 8: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 9: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 10: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 11: Teaching  without learning  is just talking . Angelo & Cross, 1993

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

Page 12: Teaching  without learning  is just talking . Angelo & Cross, 1993

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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

Page 13: Teaching  without learning  is just talking . Angelo & Cross, 1993

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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

Page 14: Teaching  without learning  is just talking . Angelo & Cross, 1993

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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

Page 15: Teaching  without learning  is just talking . Angelo & Cross, 1993

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)

Page 16: Teaching  without learning  is just talking . Angelo & Cross, 1993

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