The document discusses the paradigm shift from teaching-centered to learning-centered education. It provides examples of how education is becoming more learner-centered, with an emphasis on collaboration, interaction between students and instructors, and applying content to real-world experiences. Key aspects of learning-centered education include emphasizing what and how students learn, placing students at the center of the learning process, and evaluating based on retention and application of knowledge.

1. William R. DavieWilliam R. Davie
University of Louisiana, LafayetteUniversity of Louisiana, Lafayette
The Paradigm Shift fromTeaching DirectedThe Paradigm Shift fromTeaching Directed
to Learning-Centered Educationto Learning-Centered Education
BEA IGNITEBEA IGNITE

2. The Paradigm Shift from Teaching Directed
to Learning-Centered Education
by William R. Davie, Ph.D.
Key Pedagogical Issues:
• Applied Skills Student Learning
• Cognate Quantitative Student Learning?
• Cognate Qualitative Student Learning?
• Problems and Possibilities?
• Future Directions

3. Traditional Teaching Centered
Model Used for the Learning Process
 Teacher translates ideas into symbols (words, drawings, gestures, etc.)
 Sends the message through a channel (classroom lecture)
 Student receiver translates the message into a mental image and notes
 Noise (internal/external distraction) often distorts message and memory
 Feedback student verbal, visual, and tactile responses
 New Paradigm shifts to network loops – student directed

4. The Paradigm Shift
from Teaching Directed
to Learning-Centered Education
1. Online media has opened a flood of information
channels.
2. Future of communication in general and education in
specific is now being shaped by digital natives.
3. Teaching is no longer just one-way, two-way, or even
three-way process, but has multiple paths of learning.
4. Online teaching including hybrid classes and MOOCs
(Massive Online Open Courses) are clear indicators.

5. Learner-centered teaching places
emphasis on the following
elements
 The digital approach has made students more
sophisticated learners -- they know when they do and do not
understand.
 Students serve as teachers and learners as audiences
for each other.
 Shared governance and teamwork in class.
 Content becomes vehicle to create learning skills.
 Interaction of content, students and instructors is fluid
and dynamic.

6. Learner-centered teaching places new
emphasis on the Student Experience
 Things that students learn
 Ways that students learn
 Conditions under which students learn
 Retention and application of what students learn
 Continuity of present learning to future learning

7. Five areas of change in
Learning-Centered Model
Migration from Teacher-centric to Learning-
centered model of education also means
 New balance of power
 New functions of content
 New role of teacher
 New responsibilities in learning
 New means of evaluation

8. Learner-Centered
Education Examples
Evolution of Learning-Centered elements
 Teams: Successful teaching models require working in
teams.
 Innovations: Higher education programs use new media.
 Collaborations with community: Academic lessons
must show relevance to “real-world” experiences.
 “Teaching Hospital” approach: Louisiana Focus
program.
 Broadcast newswriting for National Public Radio
station

9. Learning-Centered Model for
Applied Skills Classes
Learning-Centered elements
 Students create news stories and compete for prizes.
 Students use online media, KRVS.org, and traditional
broadcast.
 Students interview community leaders, law
enforcement officers, teachers, professors, and the
like.
 Louisiana Focus program calls attention to problems
raising awareness in the community.

10. Applied Skills Example:
Louisiana Focus Show
 Process: Students are involved in their
teaching/learning process directly and not indirectly.
 Feedback: Students listen to the stories and give their
critiques after the professor has suggested improvements.
 Evaluations: Students vote for the best story of the week.
 Grading: Professor gives official grade, but awards prize
based on winning story selected by class vote.
 Reward: Awards – National and regional contests

11. Learning-Centered Model for Quantitative
Cognate Education: The Louisiana Farm Bureau
Online and On-the-Air Project
Students create research analysis each year
to accomplish three goals:
• Uncover basic research method techniques
• Uncover media client problems, goals and
objectives
• Offer viable solutions for implementation

12. 1. What portions of the program were most appealing?
2. What personalities on the program were most engaging?
3. What difference was there in the response of viewers to the show
based on their media of choice – social media, online or traditional
broadcast channel?
The Louisiana Farm Bureau Online and On-
the-Air Quantitative Problem:

13.  New and Old Media content: Social media (Facebook
and Twitter) and This Week in Louisiana Agriculture
(TWILA-TV)
 Two community focus groups led by students focused on
audience responses to television show and online media.
 Focus group participants responded to presentations of
broadcast television show, Facebook pages, and Twitter posts
(tweets).
Service Learning
Project Challenge

14.  Online instrument constructed by students
covering questions of interest to the Louisiana Farm Bureau.
 Strategic sample polled including the Farm Bureau leadership
plus viewers of its social media; online advertising invited
responses with an incentive to enhance response.
 Survey site active for ten days yielded survey responses to
address client’s research questions.
Survey Methodology

15. Survey Results of TV Personalities

16. Popularity of Personality
by Program Segment

17. Learning-Centered Model -- Content
Connects to Context of Experience
Goal is not to cover a specific amount of
content but to uncover the content as much as
possible.
 Content should be used to enhance learning
skills.
 Content should be used to promote self-
awareness of learning (statistics and surveys).
 Content was used to promote learning.

18. Learning-Centered Approach for
Qualitative Cognate Education
Example of Law & Ethics class
With Five Learning Objectives
 Legal History
 Logic and Reasoning
 Systems of Jurisprudence
 Landmark Cases
 Rules and Statutes

19. Learning-Centered
Review
 There is a shift of the balance of power in the classroom.
 The functions of the course content are evolving rapidly.
 The role of the teacher has been re-invented.
 Both responsibility and content of learning is more
student oriented.
 Evaluation process has been altered in this new paradigm.

20. Educational Impact
Learning-Centered Review
 Students design the curriculum
 Students select content
 Lead class discussions
 Evaluate personal performances

21. Native American Proverb for
Learning-Centered Future
“Tell me and I will forget.
Show me and I may not remember.
Involve me and I will understand.”