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Learning Centered College
 

Learning Centered College

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    Learning Centered College Learning Centered College Presentation Transcript

    • BHC Faculty PTDOctober 1, 2010
    •  Progressive Education (John Dewey) Humanist Psychology (Carl Rogers) ConstructivismWhile all important and useful theories, we maydecide that this really isn‟t what we need tofocus on.
    • Does O‟Banion‟s vision of alearning college, really fit under the more general theory of a learning organization?
    • Organizations where people continually expandtheir capacity to create the results they trulydesire, where new and expansive patterns ofthinking are nurtured, where collectiveaspiration is set free, and where people arecontinually learning to learn together. - Peter Senge The Fifth Discipline
    • The five disciplines represent approaches fordeveloping three core learning capabilities: fostering aspiration developing reflective conversation and understanding complexity
    • 1. Personal mastery is a discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively.2. Mental models are deeply ingrained assumptions, generalizations, or even pictures of images that influence how we understand the world and how we take action.3. Building shared vision a practice of unearthing shared pictures of the future that foster genuine commitment and enrollment rather than compliance.4. Team learning starts with dialogue, the capacity of members of a team to suspend assumptions and enter into genuine thinking together.5. Systems thinking - The Fifth Discipline that integrates the other 4. (The process of understanding how things influence one another within a whole.)
    • Nothing will change, no matter how fascinatedyou are by a new idea, unless you create somekind of a learning process. A learning processis a process that occurs over time wherebypeople‟s beliefs, ways of seeing the world, andultimately their skills and capabilities change. - Peter Senge
    •  changes the dynamics of student-faculty interaction to optimize students‟ learning focuses on what is learned rather than on what is taught utilizes technology to create opportunities for student learning utilizes student peer interaction (collaborative learning).
    •  LCE typically creates more active learning venues for students beyond the standard lecture and discussion method. The larger goal of learner-centered education is to improve learning and increase student success.
    •  The learning college creates substantive change in individual learners. The learning college engages learners as full partners in the learning process, with learners assuming primary responsibility for their own choices. The learning college creates and offers as many options for learning as possible. The learning college assists learners to form and participate in collaborative learning activities. The learning college defines the roles of learning facilitators by the needs of the learners. The learning college and its learning facilitators succeed only when improved and expanded learning can be documented for its learners.
    • At its best, formal schooling is every society‟sattempt to provide a powerful environment that cancreate substantive change in individuals. But formalschooling is no longer at its best. In the learningcollege, this first principle must form theframework for all other activities. The learners andthe learning facilitators in the learning college mustbe aware of the awesome power that can bereleased when learning works well. Learning in thelearning college will not be business as usual.Powerful processes will be at work; substantivechange will be expected. Learners will be exploringand experimenting with new and expandedversions of what they can become. (Page 49)
    •  Objective Explore ways that we can individualize instruction, make it more meaningful to each student, and encourage students to become more engaged and take responsibility for their own learning. Reading/Video Resources ◦ Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm ◦ Creating Learning Centered Classrooms. What Does Learning Theory Have To Say? http://www.ericdigests.org/1999-2/theory.htm ◦ 7 things you should know about… Personal Learning Environments ◦ Developing Personal Learning Networks for Open and Social Learning Suggested Topics of Discussion ◦ an exploration of how learning can be individualized ◦ differentiated and/or personalized learning ◦ how can we make students more responsible for their own learning ◦ How we change the learning climate on our campus ◦ Personal Learning Environments and Personal Learning Networks O‟banion writes, “There will be many options for learners to engage the learning college, including self-guided print and video modules, group-based activities—face-to-face or through the Internet— classes and laboratories “on-campus,” and individual consultations with a variety of specialists.”
    •  Objective Become aware of what active learning is and learn from peers how they are using active learning methods in their own classes. Reading/Video Resources ◦ Active Learning http://www.cat.ilstu.edu/additional/tips/newActive.php ◦ What Makes Lectures „Unmissable‟? Insights into Teaching Excellence and Active Learning ◦ What is Meant by "Active Learning? ◦ The Promise of Open Educational Resources Examples of Open Content and Open Educational Resources (OER) ◦ Flat World Knowledge - http://www.flatworldknowledge.com ◦ Connexions - http://cnx.org ◦ Community College Consortium for Open Educational Resources ◦ The Community College Open Textbook Collaborative - http://www.collegeopentextbooks.org ◦ Merlot - http://www.merlot.org ◦ MIT Open Courseware Initiative - http://ocw.mit.edu Suggested Topics of Discussion ◦ Presentations by faculty members on how they are using active learning methods in their own classrooms. ◦ Open Educational Resources (OER), Open Content, and Learning Object Repositories O‟Banion writes, “When faculty are no longer role-bound to provide all of these learning options directly themselves, the learning college will be free to secure learning materials from whatever sources are available.”
    •  Objective How to develop, locate, or join on-ground and online professional learning communities for students, faculty and staff. Reading/Video Resources ◦ Seven Habits of Highly Connected People - http://www.downes.ca/post/44261 ◦ New Learning Environments for the 21st Century: Exploring the Edge ◦ Communities of Practice: A Brief Introduction ◦ ERIC Review: Learning Communities at the Community College. Suggested Topics of Discussion ◦ Building professional communities of practice (Wenger) ◦ Creating campus environments that promote student interaction, engagement and collaboration. ◦ Ideas for campus events that create a more scholarly feel for students and the community could also be solicited here. ◦ A unit on how to effectively use networking technologies to join online learning communities can also be introduced.
    •  Objective Explore some of the roles within a learning-centered college. Reading/Video Resources ◦ Learning-Centered Leadership: A Conceptual Foundation http://www.peabody.vanderbilt.edu/Documents/pdf/LSI/VALED_Conc eptual.pdf ◦ Figure 3.2 on page 58 in O‟Banion‟s “A Learning College for the 21st Century.” Suggested Topics of Discussion ◦ Learning-centered leadership behaviors for formal and informal leaders. ◦ A discussion on potential learning-centered roles and behaviors of faculty and staff. O‟Banion‟s list of roles in figure 3-2 might be used as a starting point. Expand on this list and identify who within the organization might be able to fulfill some of them. ◦ Roles within Senge‟s learning organization
    •  Objective To explore assessment methods that shift the focus from instruction to learning and focus on authentic, real world tasks. Reading/Video Resources ◦ Work with assessment coordinator Suggested Topics of Discussion ◦ Learning-centered assessment techniques ◦ portfolios ◦ authentic assessment methods. ◦ Formative vs. summative assessment
    •  This doesn‟t have to be a buzzword or meaningless activity that we engage in once a month. We can set out to collaboratively improve the learning environment on our campus.
    • BHC Faculty PTDOctober 1, 2010