Student-centered learning (SCL) focuses on developing students' autonomy and active participation in the learning process. It emphasizes deep understanding over superficial knowledge and encourages collaboration. SCL develops skills like time management, self-directed learning, and addressing diverse needs. Philosophies like progressivism, social reconstructionism, and existentialism influence SCL approaches. SCL shifts the teacher to a facilitator role and gives students control over their learning.

2. What is Student-Centered Learning
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Learning
shift to
Act as
facilitator

3. Characteristics of SCL
Learners Autonomy Active Learning
Deep Learning and
Understanding
Collaboration Learning
Inductive Learning

4. Why do we need SCL?
It develops deep understanding and reflective learning skills to retain
more information
It develops time allocation skills and control of own learning
It helps to design effective instruction for diverse learning needs
It helps to develop abilities and confidence among students

5. Philosophies of SCL
Progressivism Social Reconstructionism
Existentialism

6. Progressivism
• It focuses on the following:
- Experiential learning
- The scientific method
- Instrinsic motivation

7. Social Reconstructivism
• It focuses on the following:
- Improving and reforming society
- Social purpose
- Democracy in classroom

8. Existentialism
• It focuses on the following:
- Freedom
- Development of the individual
- Subjective view of success

9. SCL Guiding Principles
• Teacher as a facilitator and activator
• Students have the control and responsibility of
learning
• Curriculum is organised into smaller learning
targets and group by levels
• Continuous engaging activities and reflection
• Performance rubrics will link to instruction
• Students progress based on mastery of content
not time

10. Differentiation of TCL and SCL
Teacher Centered Learning (TCL)
• Low level student choices
• Students are passive
• Power is primarily with the lecturer
• Assume students have little useful
knowledge
• The course has specific objectives
relating to what students have to know
for formal assessment
• Present facts to students
• Cover information that might be
available from textbook
• Structure the course to help students
pass formal assessment
• Give students good set of notes
• Provide information needed to pass
formal assessment
• Lecturers should know the answers to
questions that students put forth
Student Centered Learning (SCL)
• High level of student choices
• Student are active
• Power is primarily with the student
• Develop conversation with students
• Provide opportunity for students to
reveal change
• Encourage students to restructure
existing knowledge
• Set aside some teaching time for
students to discuss among themselves
• Use examples to provoke debate
• Discuss their changing understanding
of the subject
• Students generate own notes
• Question students’ choice

11. Pros and Cons
Pros
• Students develop knowledge
and skills
• Students control their own
learning
• Students communicate and
collaborate
• Students are more motivated
and participate actively
• Encourages innovation and
creativity
Cons
• Learning is less structured and
discipline
• Not all students respond and
accept to this learning style
• Students talking can be noisy
and chaotic
• Teacher must manage
activities at once but students
are learning in different stages
• Some students might think its
unfair because not all
information is given but based
on needs

12. SCL promotes a few approches
• Active Learning (Bonwell & Eison, 1991)
• Collaborative Learning (Bruffee, 1984)
• Inquiry-based Learning
• Cooperative Learning (Johnson,Johnson & Smith, 1991)
• Problem-based Learning
• Peer Led Team Learning (Tien, Roth & Kampmeier, 2001)
• Team-based Learning ( Michaelson, Knight & Fink, 2004)
• Peer Instruction (Mazur, 1997)
• Inquiry Guided Learning
• Just-in-Time Teaching
• Small Group Learning
• Project-based Learning
• Question-directed Instruction

13. Outcome Based
Education

14. What is OBE?
Focuses on the Outcome of the Learning
It is what the students will be able to perform at
the end of the lesson

15. Principles of OBE
According to Spady (1994), OBE has 4 guiding
principles:
Clarity of Focus
Designing Down
High Expectations
Expanded Opportunities

16. Clarity of Focus
Focus of what the students ought to know,
understand and able to perform
Teachers guide the students have knowledge,
skills and personalities to achieve preplanned
outcomes

17. Designing Down
Curriculum design must design from intended
outcomes
Then the outcomes must be followed by
activities to achieve it

18. High Expectations
Teacher should place high and challenging
standards
This engage and promote deep learning to
achieve successful learning

19. Expanded Opportunities
Teacher provide more opportunities for students
Because not all students learn the same pace
and way

20. OBE Process
1. Defining curriculum objectives and intended
learning outcomes
2. Designing assessment tasks
3. Select teaching and learning activities
4. Review teaching and learning activities’
5. Conduct assessment by using the appropriate
assessment tools

21. Program Level Outcomes
• Number of outcomes : keep the outcomes
manageable
• Check for overlap :
• Check for clarity
• Check for representative
• Check for allignment

22. How to write Learning Outcomes
2 essential elements:
1. A statement of what the students able to do
at the end of the lesson
2. The level of understanding and expected
actions of the contents.

23. Using the Appropriate Verbs
Source: http://celt.ust.hk/teaching-resources/outcome-based-education/institutional-resources/obe-principles-and-process

24. OBE Delivery Mode
Delivery
Modes
Face-
to-
Face
Active
Cooperative/
Collaborative
Technolo
gy-Based
Delivery
Experienti-
al Method
Work-
Based
Learning
(WBL)
• Problem-Based
• Case Study
• Project-Based
• Online learning
• Teleconference
• Simulation
• Lab
• Demonstration
• Workshop
• Practical
• Industrial Training
• Work Attachment
• Field Trip
• Visit
• Lecture
• Guest speaker
• Presentation
• Tutorial
• Seminar
• Colloquium

25. Importance of Assessment
It is to evaluate where the students at, what
have they learned and how to improve
To know whether the goals have been met
It is the feedback on students’ learning

26. Quotes
“ If you want to change students’ learning then
change the methods of assessment”
Chuckett & Sutherland, 2000

27. OBE- Different Assessment Methods
objective tests
case studies
essay questions
projects
end-of-chapter type problems
reflective journals
seminar presentation
practicuum
portfolio
examinations
peer and self-assessment

28. Examples of OBE Marking Scheme
Source: http://celt.ust.hk/teaching-resources/outcome-based-education/institutional-resources/obe-principles-and-process

29. Problem based
learning

30. Quote
“True learning is based on discovery… rather
than the transmission of knowledge.”
John Dewey

31. What is PBL?
An instructional student-centered approach
which uses carefully constructed ill-structured
problems as a context for students to: define
their learning needs, conduct self-directed
enquiry, integrate theory and practice, and apply
knowledge and skills to develop a solution to a
defined problem

32. Purpose of PBL
Help students to acquire subject matter
Motivate them to learn
Develop various skills – thinking, communicative
and collaboration skills
Link knowledge and experience to solve
problems
Enhance retention

33. Factors to consider
Prior knowledge
Quality of problem
Tutor behavior
Student centeredness
Team work
Group dynamics

34. 7 Steps of PBL
Clarify
Setting
Define
problem
Analyse/Inves
tigate the
case
Re-structure
the problem
Formulate
learning
goals
Individual
Learning
Report back
to group

35. 7 Steps of PBL
1. Clarify setting: Student read through the
problems and clarify any concepts they don’t
understand
2. Define problems: Students work together to
define the problem
3. Analyse problems: Students discuss by analysing
the problem
4. Restructure problems: Students arrange ideas
and explanations to search for solution to the
problems

36. 7 Steps of PBL
5. Formulate learning objective: The group come
to consensus on learning objectives
6. Self study: Students gather the information
and prepare to share their findings with the
others
7. Report: Students in group present their
results. Teacher checks whether the learning
objectives have been met.

37. Difference between Problem Solving
and Problem based Learning
Different but interelated
Problem solving: arriving at decisions based
on prior knowledge and reasoning
Problem based learning: the process of
acquiring new knowledge based on
recognition of a need to learn

38. PROBLEM SOLVING PROBLEM-BASED LEARNING
Educational strategy Traditional discipline-based Integrated systems-based
Main characteristics - The focus is on preparatory
learning prior to exposure to the
problem.
- The staff set the problems
(case history problems in a
primarily lecture- based format),
and students attempt to resolve
them using previously taught
curricular content.
- The problem comes first without
advance readings, lectures, or
preparation.
- The problem serves as a stimulus
for the need to know.
- Based on their own prior
knowledge and the identified gaps
in that knowledge, students
determine the learning issues
within their own group. They then
identify and use a variety of
learning resources to study these
issues and return to the group to
discuss and share what they have
learned.

39. PROBLEM SOLVING PROBLEM-BASED
LEARNING
Role of the teacher Content expert Tutor/Facilitator
Learning environment Passive, teacher-centered Learning becomes dependent
upon the self-directed efforts
of the small group. This
method creates a more
active, student-centered
learning environment
Who is responsible for
directing the learning
activities
Teacher The student decides what
he/she needs to learn

40. Advantages of PBL
• Teaching and learning more enjoyable for
teachers and students
• The learning environment is more stimulating
• Self-directed learning is enhanced and retained
• Promotes deeper rather than superficial learning
• Promotes retention of knowledge
• Promotes interaction and collaboration

41. Disadvantages of PBL
• Costly, significant start-up and maintenance
cost
• Demanding of staff time
• Stressful for students and staff
• Students acquire less knowledge of basic
sciences
• May be difficult to implement when class sizes
are large or lack of enthusiasm

42. Gamification of Learning and
Instruction

43. What is a game?
• A game is a system in which players engage in an artificial
conflict, defined by rules, that results in a quantifiable
outcome.
• By Katie Salen and Eric Zimmerman in their book Rules of
Play: Game Design Fundamentals
• Raph Koster in his seminal work, A Theory of Fun: A game is a
system in which players engage in an abstract challenge,
defined by rules, interactivity, and feedback, that results in a
quantifiable outcome often eliciting an emotional reaction.

44. What is a game?
• System. A set of interconnected elements occur within the
“space” of the game. A score is related to behaviors and
activities that in turn are related to a strategy or movement of
pieces.
• Players. Games involve a person interacting with game
content or with other players.
• Abstract. Games typically involve in abstraction or reality and
typically take place in a narrowly defined “game space”.
• Challenge. Games challenge players to achieve goals and
outcomes that are not simple or straightforward.
• Rules. The rules of the game define the game……

45. What is gamification?
• Game-like or “fun” to promote learning and engagement. The
positive outcomes and behavior changes described are the
result of the process of “gamification”
• Game-based techniques or gamification, when employed
properly, have the power to engage, inform and educate.
• Gamification is using game-based mechanics, aesthetics and
game thinking to engage people, motivate action, promote
learning and solve problems.

46. Gamification are…
• Game-based
• Mechanics (levels, badges, point systems, scores and time
constraints)
• Aesthetics
• Game Thinking ( competition, cooperation, exploration, and
storytelling)
• Engage.
• People
• Solve Problems

47. Gamificaiton vs Serious Games
• A serious game is an experience designed using game
mechanics and game thinking to educate individuals in a
specific content domain.
• There are serious games for leadership, sale techniques, and
other business topics as well as healthcare.
• Gamification as a trivial use of game mechanics to artificially
engage learners and other activities in which they would
otherwise not engage. They see the addition of points,
rewards, and badges to activities as trivial and not a serious
use of the “essence” of games or game-based learning.

48. Gamification
• Gamification as defined as a careful and considered
application of a game thinking to solving problems and
encouraging learning using all the elements of games that are
appropriate.
• Serious games tend to take the approach of using a game
within a well-defined game space like a game-board or within
a computer browser, while gamification tends to take the use
of a game outside of a defined space and apply the concept to
items like walking up steps, tracking the number of miles run,
or making a sales call.

49. Who is using gamification?
• A number of organization are using gamification to train
workers, educate students, solve problems and generate new
ideas and concepts.
• Cisco developed a game called “The Binary Game” which is an
arcade game that looks like Tetris. The idea is to teach people
the basic idea of binary numbers. The player doesn’t need to
know binary numbers to play but actually learns the concept
while playing.
• IBM created an interactive first person thinker game called
INNOV8, which teaches the complex idea of business process
management by making players responsible for making
decisions that impact the fictitious company named After, Inc.

50. Gamification
• Goals
• Rules
• Conflict, Competition, or Cooperation
• Time
• Reward Structures
• Feedback
• Levels
• Storytelling

51. Storytelling
• Characters
• Plot (something happen)
• Tension
• Resolution
• The Hero’s Journey

52. The Hero’s Journey

53. Theories behind Gamification
Theory Impact of Gamification Design
Social Learning Theory Model design behavior so learner observes
and internally processes the desired behavior
Cognitive Apprenticeship Setting and environment should be authentic
and provide feedback and guidance on the
learner’s activity
Flow Continually adapt to keep the learner at
constant state of interest. Systems adapts to
the right challenge level for the learner, not
too difficult and not too easy.
Operant Conditioning Provide appropriate rewards, points, and
badges on a variable basis to maintain
learners’ interest
ARCS Theory of Motivation Grab the learners’ attention, contain relevant
information, and be aimed at the appropriate
level of challenge so the learner is confident
he or she will be successful and provide
intrinsic and extrinsic motivational elements.

54. Domains of Learning & Gamification Techniques
Types of knowledge Gamification Elements Examples
Declarative knowledge Stories, sorting, matching Trivia, Hangman, Drag and
Drop
Conceptual knowledge Matching and sorting,
experiencing the concept
Wack a Mole, You Bet!
Rule-Based knowledge Experience consequences Board games, simulated
work tasks
Procedural knowledge How and why? Software
challenges, practice
Data Miner, Software
Scenarios
Soft skills Social simulator Leadership simulation
Affective knowledge Immersion, providing
success, encouragement
from celebrity-type figures
Darfur is Dying
Psychomotor knowledge Demonstration, Haptic
devices
Virtual Surgery Simulator

55. Player Types
• Bartle’s Player Types
• Achiever
• Explorer
• Socializers
• Killer

56. Outline Gamification design document:
• Overview of Concept ( what you are trying to accomplish)
Describe the goal and intended audience, and provide a
high level overview of the game theme and what type of
game you are designing.
• Outcome
• Instructional Objectives
• Description of Character or Characters
• Description of the Game Environment
• Description of the Game Play
• Reward Structure
• Technical Description
• Project Timeline.

57. Thank You