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Learner Centred Learning
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| COURSE GLOSSARY |
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| LCL Course Glossary - Words and their meanings used in this course |
| Glossary of US teaching terms a link to a glossary from the teAch-nology.com website. |
This page contains information, content and resources for the course Learner Centred Learning, which is a level 7 core course within the Graduate Certificate in Tertiary Learning and Teaching - level 7 (GCTLT), delivered by the Educational Development Centre (EDC) at Otago Polytechnic, Aotearoa New Zealand. To find out more about the programme read the GCTLT information sheet 2009
Learner Centred Learning (LCL) explores adult learning approaches along with the creation of learner centred environments; considering how these can foster active, interactive and deep learning strategies enabling students to achieve successful learning outcomes in a variety of contexts.
The formal Learner Centred Learning course consists of six weeks of interactive learning online beginning March 31st 2009. Also offered are 6 face to face weekly workshops for those who are able to attend. Following the six interactive weeks there is time available for and an expectation of independent study.
Participants can formally enrol by emailing EDCEnquiries@tekotago.ac.nz.
Course Aims
To examine adult learning approaches and explore how underpinning theories, principles and practices can be used to create learner centred environments that enable all students to achieve successful learning outcomes in a variety of contexts. To facilitate learning by adopting and fostering active, interactive and deep learning strategies which support meaningful interaction with concepts, materials, activities and people.
Course Learning Outcomes
At the successful completion of this course, participants will be able to:
- recognise, value and utilise students’ cultural orientation, prior learning and learning styles by providing a diverse range of opportunities to encourage deep learning;
- adopt sound pedagogical practices that reflect a comprehensive understanding of adult learning approaches needed to engage learners and maintain this engagement, e.g. action learning, project based learning, self directed learning (e.g. individual or group learning contract), scenario based learning;
- integrate theoretical knowledge into learning and teaching practices;
- transfer adult learning and teaching principles into a specific subject/work context, e.g. workshop, art studio and hospital, by creating and critiquing a learning sequence covering a specific topic;
- utilise a range of electronic communication methods including a Learning Management System for learning and teaching purposes.
Course Schedule
Welcome and Introductions
Welcome to Learning Centred Learning or LCL for short. I'm Heather Day the course facilitator and I hope this course provides you with a deeper insight into teaching and learning that encourages you to think carefully about how you best facilitate the learning of other adults in tertiary environments.
The schedule below is for formal learners in the course. Informal learners are welcome to dip into the resources and play with the information shared in the hope that it adds to your own learning.
Attached is the course outline for formal participants.
Overview
This course encourages you to critically reflect on your teaching practice and offers you the language and theoretical background to say what it is that you believe about teaching/facilitating learning and why you take the approach that you do.
We start by exploring what learner-centred learning means then move to reflective practice considering it's use as a tool to enhance what you do. Following this the focus becomes more specific on planning and where that fits into your practice and then expands again by exploring the contexts within which you facilitate learning and the factors that impact upon you.
The course then introduces a variety of learning/teaching approaches, theories and models to encourage you to explore your own practice in relation to the wider world of education.
Your learning is tied together through the assessment activities encouraging you to share and expand your thinking and critically reflect on both your teaching practice and your teaching beliefs.
Managing your way through the course work
Don't be overwhelmed
Nibble at this course in bite size chunks.
The course work is laid out in weekly modules. Information about each week is set out under the weekly headings on this main page.
There is information about what you are required “to do” each week.
This will include a link to a learning module that focuses on the topic for the week, containing a study guide and and other study resources.
The key points for that week will be summarised. This is the core work for that week.
You will also be directed to the groups discussion board to encourage you to share your thoughts and learning with others.
Within the weekly information boxes you will also find the following headings:
- Links and Resources (at a glance) - this contains a list of the web-links in the learning module for that week so that you can find things again easily if at a later point you want to go back to a particular resource.
- Additional resources – for those who are feeling motivated, enthused and inspired to learn more this section contains links to additional resources – please note this is not set work but simply supplying other options to assist with further independent study.
NB Material in the sections below will increase steadily as the course progresses over the next few weeks and material is transferred from a closed source learning system.
Week 1 - What is learner centred learning? (Mar 31 - Apr 6)
To Do
1. Review the workshop summary and explore the modules on deep and surface learning and learning styles.
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Teaching and Learning Discussions thread. Don't forget to introduce yourself if you haven't already done so on the discussion board.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this weeks module to make it easier to access again later if you wish to.
Approaches to Study “Deep” and “Surface”
Deep and Surface Approaches to Learning
Additional Resources
These are for those of you who may like to explore the topic further
Student-centred learning: What does it mean for students and lecturers? An interesting paper that explores the use of the term student-centred learning (SCL) within the education literature. Links in a wide range of literature.
Learner-Centredness:An Issue of Institutional Policy in the context of Distance Education This paper explores learner-centredness in relation to pedagogy, constructivism, changing roles of teachers and institutional policy.
We will look more at learning styles in weeks 5 & 6 but for those of you interested in a little more about learning styles at this stage, this brief comment on Diverse Learning Styles in Your Classroom has 2 useful links to more information on Kolb’s learning style inventory and Gagne’s types or levels of learning.
Week 2 - Reflection and Reflective Practice (Apr 7 – 27)
NB: a two week break is included in this time
To Do
1. Review the LCL Reflective Practice Module.
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Teaching and Learning Discussions thread.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this weeks module to make it easier to access again later if you wish to.
Introduction to Reflective Practice
Additional Resources
These are for those of you who may like to explore the topic further
For those wanting a little more Developing Reflective Practice takes you to a learning unit from the Higher Education Academy in the UK. Once in this website use the box to the right of your screen to navigate through the learning unit. I'd recommend this site for those who like dipping into resources or are comfortable with more reading as it contains lots of information.
The Getting of Wisdom is recommended for those who are feeling very enthusiastic for more. The link takes you to the first chapter of Stephen Brookfield's book Becoming a Critically Reflective Teacher. Brookfield is a leading name in the literature around reflective practice in teaching.
Week 3 - Learning Sequences (Apr 28 - May 4)
To Do
1. Review the LCL Learning Sequence Module.
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Teaching and Learning Discussions thread.
Links and Resources
(at a glance)
This is a repeat of the links and resources used in this weeks module to make it easier to access again later if you wish to.
Writing learning outcomes: some suggestions
Structured lesson plan template
Teaching Tips for Session Planning
Additional Resources
These are for those of you who may like to explore the topic further
Writing learning outcomes: some suggestions Jude Carroll from Oxford Brookes University offers more detailed tips on writing learning outcomes.
Week 4 - Learning in Context (May 5 - 11)
To Do
1. Review the Learning in context module.
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Teaching and Learning Discussions thread.
Links and Resources
(at a glance)
This is a repeat of the links and resources used in this weeks module to make it easier to access again later if you wish to.
Additional Resources
These are for those of you who may like to explore the topic further
If you can get hold of the book: Zepke, N., Nugent, D., & Leach, L. (Eds.). (2003). Reflection to transformation: A self-help book for teachers. Palmerston North, New Zealand: Dunmore Press; Chapter 10, Making sense of our contexts by Brian Findsen provides a useful exploration of context from a local to a global level.
The Tertiary Education Strategy 2002-07 sets the direction and policy framework for the New Zealand tertiary education system.
The New Zealand Government's Digital Strategy, is another strategy that has a strong influence of the future development of tertiary education exploring the following key areas:
- Content Information we can access that can enrich the quality of our lives.
- Confidence The skills to use ICT and a secure environment in which to do so.
- Connection Getting access to and using ICT.
Weeks 5 & 6 - Adult learning theories, principles and practices (May 12 - 25)
To Do
1. Explore the Adult Learning Theories, Principles and Practices module.
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Teaching and Learning Discussions thread.
Links and Resources
(at a glance)
This is a repeat of the links and resources used in this weeks module to make it easier to access again later if you wish to.
Four Orientations to Learning(pdf document)
Learning Theory by Mark Smith
Additional Resources
There are no additional resources for this module as there is plenty of variety in the module itself encouraging a wide range of individual exploration.
Assessment
To pass the formal course: Participants must - undertake and successfully complete all assessment activities.
There are three assessment activities. An on line activity that involves ongoing participation in a discussion board on learning and teaching, a written assessment in which you reflect on your teaching practice and an assessment that enables you to explore your own beliefs around learning and teaching. These collectively cover all learning outcomes.
- 1. Learning centred learning discussion (online discussion) - 29 May 2009
- 2. Critical review of teaching practice (written assessment) - 22 May 2009
- 3. Teaching philosophy (your choice of presentation format) - 22 June 2009
Assessment Activities and Criteria
1. Learner Centred Learning Discussions
Activity
Participate in the online discussions on this course’s Blackboard discussion board sharing your thoughts and experiences related to the topics that are discussed.
Assessment
Whilst participating in the online discussions 3 of your postings must meet the following assessment criteria:
Marking criteria
Achievement of the following criteria will result in a successful pass for this assessment:
- Acknowledge relevance to your own teaching context
- Be supported with rationale &/or literature &/or examples
Due Date:
all contributions to meet above criteria must be posted on the Blackboard discussion board by Friday 29 May 2009
2. Critical review of teaching practice (written assessment)
Assessment Submit a written critique of your learner centred teaching approach in a teaching session you have facilitated.
Include a copy of the written feedback from the observer – see the process outlined below.
(Word count guide = 600 to 1200 words for the critique)
Process
- 1. Develop and facilitate a learner centred learning session
- 2. Have an observer present during this session. The observer will be required to give you written feedback on this session. (Full guidelines for the observer will be available)
- 3. Write a critique of your learner centred approach in the facilitation of this session and include comment on the feedback from your observer.
The critique should include comment on:
- • the context (who, where, when, what)
- • the learner centred approaches used, rationale for their choice
- • your facilitation style - including acknowledgment of aspects that support student centred learning and your rationale for using these
- • any potential changes you would make to improve your approach and your rationale for these changes
- • the observer’s feedback
NB: Critical discussion and reflection involve a depth of thought that considers a variety of perspectives including your own. Critical in this sense refers to reviewing or analysing in depth, it does not mean focusing on negativity.
Marking criteria
Achievement of the following criteria will result in a successful pass for this assessment:
- Description of the learning session including context
- Critical discussion of the approaches (what you did)
- Acknowledgement of student diversity
- Critical reflection on own facilitation style (how you did it)
- Critical reflection on any potential changes
- Consideration of the observers feedback
- Your discussion is well supported with literature sources
- Word processed with specific and consistent referencing (preferably APA style)
- Material well structured and presented
- Written feedback from observer included
Due Date:
Must be completed and submitted by Friday 22 May 2009 (but can be completed earlier)
Submit by email or in hard copy to the Course Facilitator
3. Teaching philosophy (your choice of presentation format)
Assessment
Identify the concepts that are central to your teaching philosophy.
Choose one of those concepts and critically discuss the relevance and application of that concept to the way that you support learner centred learning.
Marking criteria
Achievement of the following criteria will result in a successful pass for this assessment:
- Several concepts of your teaching philosophy clearly identified
- One concept clearly singled out
- Relevance of that concept to your teaching practice critically discussed
- Application of that concept to your teaching practice supported with example/s
- Clear evidence of wider reading/research
- Referenced material clearly recorded
NB: this assessment can be presented in any recordable format of your choice ie, written form, audio tape, MP3, video, blog, PowerPoint, poster – go with whatever format suits you best as long as all criteria are met and the format can be easily accessed by the assessor.
(Purely as a guide: if written approx 800 words)
Due Date: Must be completed and submitted by Monday 22 June 2009
Submit chosen format to the Course Facilitator
Grading:
As the emphasis is on learning process rather than outcome there are 2 grades only in this course: passed or not passed
Referencing
The final assessment requires you to include references to some of the extra material you have been reading.
The following links take you to some useful resources to help with referencing.
Citation Machine is a great website that takes you through all the steps of adding the information required for a reference then produces the formatted reference for you. You can then cut and paste it into your document. Very handy.
APA Referencing Guide is a great website that clearly describes all the information you would need to produce APA references. I'd particularly recommend the sections on in-text citations and the reference list sections. Quick access buttons for these can be found at the bottom of the first web page.
