This document discusses various learner-centered teaching strategies including inquiry-based learning, problem-based learning, and constructivism. Inquiry-based learning involves students working together to solve problems rather than receiving direct instructions from the teacher. Problem-based learning uses open-ended problems to drive student collaboration and reflection, with teachers acting as facilitators. Constructivism assumes that students construct their own knowledge through interaction with their environment and others. Examples provided include using mind maps and creating websites to apply these strategies.

1. Teaching Strategies for Learner Centered
Instruction

2. IBL Teaching Strategies
 Inquiry-based learning-Learning
should be based around student's
questions. Requires students to work
together to solve problems rather than
receiving direct instructions
 The teacher's job in an inquiry learning
environment is to help students along
the process of discovering knowledge
themselves.

3. IBL-MindMeister
 As a group create a mind map on the
topic of Instructional Resources
 Group leader(s) sets up account on
www.mindemeister.com
 Members contribute ideas for group
branches on collaborative map
 Group leader(s) inputs content to
map.
 GoogleApps
http://blog.mindmeister.com/2010/03/10/mindmeister-
now-available-at-the-new-google-apps-marketplace/

4. IBL-Mind Maps
http://www.mindmeister.com/

5. What We Learn
 Turn information into useful
knowledge.
 Stresses skill development and
nurtures the development of good
habits of mind.
 Provides useful context, and
application for information
 Develops connections between
activities within a particular subject.

6. Teaching Strategies
 Problem-based learning-is a student-
centered instructional strategy in which
students collaboratively solve problems and
reflect on their experiences. Characteristics
of PBL are:
 Learning is driven by challenging, open-
ended problems.
 Students work in small collaborative
groups.
 Teachers take on the role as "facilitators" of
learning.

7. Problem Based Learning Example
Use the tools to transfer content and
combine it into a single object
Flickr Photo Site
Animoto
Video Site
WordPress Class Blog Site

8.  To create meaningful information
objects by combining media types
including language and objects
 To understand the process of trial,
error, and consequence relating to
technology use
 To understand the relationship of
rules, tools, labor, and community
relating to information systems
What we learn

9. Teaching Strategies
 Contstructivism assumes that learners construct
their own knowledge on the basis of interaction with
their environment.
 Knowledge is physically constructed by learners who
are involved in active learning
 Knowledge is symbolically constructed by learners
who are making their own representations of action
 Knowledge is socially constructed by learners who
convey their meaning making to others;
 Knowledge is theoretically constructed by learners
who try to explain things they don't completely
understand
 Example-Google Site
http://sites.google.com/site/lib201site/

10. Constructivist Learning Example
Web Site
Develop a research question and develop a
presentation web site using multiple content types
and tools.
http://sites.google.com/site/lib201site/

11. What we learn
 To see information parts as a whole
 To analyze media for messages
 To relate the experience of others to
ourselves
 To understand how information
transforms us, and how we transform
information

12. Assesment

13. Outcome Based Assessment
 Skills Based
 Real Life Context
 Access and Use
 Cognitive Skills
 Digital Skills
 Management
 Communication

14. Google Forms

15. Poll Everywhere
 Poll Everywhere is a simple text message
voting application that works well for live
audiences.
 People vote by sending text messages (or
using Twitter) to options displayed on-screen.
 The poll that is embedded within the
presentation or web page will update in real
time.
http://www.polleverywhere.com/