Unit 1
The
Learning-Centered
College
UNIT1 The Learning-Centered College
Learning Outcomes
Upon completion of Unit 1, you will be better able to:
1. Describe the characteristics of a learning college
2. Discuss the ways in which learner-centered and learning -centered practice are different yet complimentary
UNIT1 The Learning-Centered College
Introduction
In the early 1970s, a small mid-western American liberal arts college began a long process of redefining and redesigning itself. Over the decades since that time, Alverno College in Wisconsin has become a mecca for educators wanting experience with, amongst other things, abilities-based education and thoughtful assessment-as-learning practices. Alverno based its remarkable evolution on one central conviction that what learners achieve – not what teachers provide - is at the center of the educational enterprise. Student learning was and remains the focal point of all programs and services at Alverno.
In 1995, a seminal article by Robert Barr and John Tagg suggested that colleges have not been focused so much on learning as on instruction and meeting the bureaucratic needs of the institution. These authors pointed out that this dominant paradigm
mistakes the means for the end. Barr and Tagg invited all educators to refocus, to shift to a new paradigm, one that sees the ultimate goal of the college as the facilitation of learning. In the decade since the Barr and Tagg article was published, this idea of the learning paradigm has become the rallying cry for a change in the focus and direction of post-secondary education.
For a more in-depth discussion of the learning paradigm, read Robert Barr’s article: From Teaching to Learning: A New Reality for Community Colleges
www.league.org/publication/abstracts/leadership/labs0395.htm
Simply ask: how would we do things differently if we
put learning first?
Then do it.
Learning-Centered Practice: T he Institutional Perspective
There are four primary characteristics of a learning-centered college:1. The mission of the college is student learning
2. The college accepts responsibility, in collaboration with the student, for the student’s learning.
3. Supporting and promoting student learning is seen as everyone’s job and therefore, guides institutional decisions.
4. The college assesses its effectiveness in relation to student learning.
With recent attention to increased educational costs, colleges are being asked to be more accountable. Likewise, there is much greater competition for our traditional learners. If we cannot provide the means for students to learn and succeed, another institution will take up the challenge.
Client centered, student centered,
customer centered, and learner centered
all mean essentially the same thing – institutions and
their employees attempt to focus on the special needs
of the individuals
they exist to serve.
Learning-Centered or Learner-Centered Practice
What is the difference between learning -centered and learner-centered practice in a community college? It is a subtle, yet important distinction. Basically, the learning college is both. Terry O’Banion’s article discusses the issue with clarity:
The Learning College: Both Learner and Learning Centered
Self-Reflection and Discussion
1.
In Terry O’Banion’s article, he uses the analogy of an expensive
spa to distinguish between a learner and learning-centered focus. Was
this a useful analogy for you? Why or why not?
2.
Discuss examples of situations or practices that you have seen
which were learner-centered but NOT learning-centered. In what
ways might learner-centered and learning-centered practices be most
compatible?
Contrasting Tendencies in Teaching-Centered and
Learning-Centered Institutions
As colleges move towards putting learning first, we can expect to see changes in processes and focuses. The graph below shows tendencies of the two paradigms.
Teaching-Centered Education Learning-Centered Education Program Design Elements Sequencing Measurements Knowledge-based, subject- based. Sequential, segmented, compartmentalized.
Credit hours, completion of program requirements, teaching productivity. Learning-based, outcomes- based. Flexible, modularized, customized, integrated. Performance standards, demonstrations of competency, demonstration of learning outcomes, learning productivity. Time Timing Sequence Student progress
Semester & timetable paced learning with common completion times Teacher-sequenced learning.
In theory students progress together.
Variable start and end times; components with variable lengths.
Just-in-time learning, students access modules as needed.
Self-paced with head start and catch-up opportunities. Results Tests and exams, recall of
content; assessed grades in subjects, comparative assessment. Portfolio assessment, emphasis on application of learning, assessed achievement of learning outcomes, emphasis on mastery learning. Resources Primarily faculty and
textbooks or assigned readings.
Faculty, peer tutors, student colleagues, technology, customized materials. Technology Viewed as technology-
mediated instruction.
Viewed as a resource for interactive learning.
Student to student Student to institution
Individual, competitive Primarily face-to-face contact with teacher
Cooperative, collaborative. Supported by all available resources, facilities and technology Roles Student Faculty Support staff Passive learner
Prepare, teach, evaluate.
Generally outside of teaching/ learning enterprise.
Active learner – plan, organize, reflect, self-assess, etc.
Varies according to content, resources, and
circumstances More direct work with students in labs and learning centers. Campus Design Concept Boundaries Classrooms and laboratories
Classroom and campus
Fewer classrooms, more learning centers.
Virtual classrooms
The Role of the Teacher
The teacher is probably the most crucial person to the success of the learning enterprise. The teacher is the designer, the instructor, the guide, the advisor, the motivator, the taskmaster, and evaluator.
Learning-Centered Teachers:
• Have relevant educational, employment-related, technical and other expertise in designing and creating learning options that meet the needs of learners
• Clearly articulate learning outcomes for students
• Demonstrate well-developed interpersonal skills in their mutually respectful relationships with learners
• Create supportive, collaborative environments for learning.
• Guide, coach, and mentor learners throughout the learning process
• Understand learning theories and use innovative practices when designing learning options, activities and methodologies
• Maintain and continuously update the relevancy of their content/discipline expertise.
• Participate in continuous self-assessment based on feedback from students and colleagues.
The efforts of faculty members are critical to the transformation of the college, at a broader level, to become more learning-centered. Faculty are influential players in the governance of their institution, therefore can help redefine the college’s purpose to continually recognize the importance of student learning. Faculty can help ensure that planning and operational decisions are made to impact student learning positively.
Teachers in the learning paradigm will be
concerned not only about keeping up with their
disciplines but also about keeping up
with what is being discovered about learning
and effective methods
to promote it.
Self-Reflection and Discussion
Read the article by George Boggs entitled “What the Learning
Paradigm Means for Faculty”:
www.league.org/publication/abstracts/learning/lelabs9906.html
1.
What are your responses to this article?
2.
What practices within Camosun College do you think are
supportive of learners and learning? In what ways might we
improve?
3.
What, do you think, are the pros and cons of viewing the
student as a customer?
4.
How might teachers be involved, beyond the classroom
and lab, in moving the college forwards as a learning college?
Self-Reflection and Discussion
At the turn of the Century (i.e. in the year 2000) a dedicated
group of educators at Camosun College developed a statement
of guiding principles for a learning-centered college. These
principles were discussed extensively throughout the college and
have since been used to support and promote various
learning-centered initiatives.
Read the “Guiding Principles for a Learning-Centered College”.
1.
What are your responses to these principles?
Is there anything you would add, delete, change?
2.
What practices within the college reflect these principles?
In what ways might the college more adequately reflect the
principles?
3.
As a teacher, which of the principles have particular
significance to your practice?
Camosun College
Guiding Principles for a Learning-Centered College
(Developed in 2000)
Student
∗Learning is the Primary Purpose of
Camosun College
The primary purpose of Camosun College, student learning, invites us to continually focus on the goals, decisions, and processes that support learning- centered practice. In this way, we consciously and collectively foster the development of Camosun as a learning-centered college.
A Learning-Centered College:
♦ Supports student learning consistently as a first priority
♦ Assesses and evaluates every service and program in the context of how it supports and contributes to student learning
♦ Fosters a climate in which the promotion and support of student learning is
recognized as everyone’s responsibility, and everyone is respected and valued for their contribution
♦ Fosters the learning needs of all of its members
♦ Demonstrates its effectiveness through a commitment and ability to change in order to improve learning
Four Guiding Principles of Learning-Centered Practice:
With student learning as the purpose and focus of everything we do at Camosun
College, we are guided by the four principles listed below. In relation to each principle, there are several statements that focus and guide the actions and practices of all members of our college community.
∗
“Student” refers to both a student and a prospective student. A student is an individual who has a
formalized relationship with Camosun College while pursuing his/her educational goals. A prospective student
is an individual who comes in contact with and/or expresses an interest in pursuing his/her educational goals through Camosun College
Principle 1: People who access Camosun College are diverse
Student diversity is recognized when:
Ø Students are understood and valued as unique individuals who come to the college with diverse needs, backgrounds, and abilities.
Ø All services and programs are planned and implemented based on an understanding of the diversity of our student community
Principle 2: Learning is an active process occurring in a variety of
social contexts
Learning is fostered when:
Ø Students are actively engaged in their own learning
Ø Students are able to contextualize new learning
Ø Learning builds on each student’s prior knowledge, abilities and experience
Ø Students are encouraged to learn from and with each other
Ø Students take responsibility for their own choices and actions as part of their learning processes
Ø Learning how to learn is an essential outcome of educational processes
Ø Students contribute to the planning and assessment of services and programs
Ø Students are able to transfer and use knowledge and abilities in a variety of contexts including work, family and community.
Ø Students are able to link knowledge, experience and applications in ways that help them comprehend meaningful relationships and a broadened understanding of the world.
Principle 3: Assessment is fundamental to learning
Assessment fosters learning when:
Ø Assessment contributes to an understanding of learning needs
Ø Assessment processes directly relate to intended learning outcomes as well as the experiences that lead to these outcomes
Ø Assessment processes validate for the student that the learning has value beyond the classroom
Ø Assessment processes are ongoing and cumulative, depicting student growth towards increasingly complex understandings
Ø Assessment processes promote and foster each student’s ability to be an effective self-assessor
Ø Assessment is used to guide the improvement of learning and assessment strategies
Principle 4: All staff, faculty, and administrators at Camosun College
are learners
Learning needs of employees are most likely to be met when:
Ø It is recognized that all employees contribute to student learning
Ø All employees are actively involved in their own on-going learning and development
Ø Employees actively collaborate, thereby continually learning from and with each other
Ø The college supports the on-going learning and development of all of its employees
Ø All employees involved in the facilitation of learning have knowledge and abilities related to effective educational practice as well as a sound understanding of their discipline
Ø Employees who reflect and foster the learning values of the college are recognized and celebrated
Members of the team involved in the development of this document are: Marc Bissley, Kevin Carter, Janine Chesworth, Linda Cross, Doug Crowther, Faye Ferguson, Julie Martin, Barbara McCallum, Eleanor McKenzie, Paul Merner, Bob Priebe, Bryan Teixeira, Lynda Warren
Self-Test: Module 2 - Unit 1
This test has been designed to help you recall some of the major content covered in this unit. Use the self-test only if it seems useful to you. Answers appear on the adjoining page.
1. State the four primary characteristics of a learning centered college.
2. How is learner-centered different from learning-centered practice? How might these be compatible?
3. Identify four characteristics of learning-centered teachers.
4. Indicate contrasting tendencies between teaching-centered and learning-centered colleges in relation to:
Relationships Student to student Student to college Roles Student roles Faculty roles
Self-Test: Module 2 –Unit 1 – Do Your Responses Match These?
1. State the four primary characteristics of a learning centered college.The mission of the college is student learning’
The college accepts responsibility, in collaboration with the student, for the student’s learning
Supporting and promoting student learning is seen as everyone’s job and therefore, guides institutional decisions
The college assesses it effectiveness in relation to student learning
2. How is learner-centered different from learning-centered practice? How might these be compatible?
Learner-centered practice focuses on the learner as a person with unique needs and goals. While it is acknowledged that this is important in order that students learn and develop, it is, in itself, not enough. Only when the college can show that it has fostered expande d or improved learning (i.e. the goal of learning-centered practice) that it has truly met its mandate. Within a learning-centered college, however, it is important for teachers and staff to be both learner and learning-centered.
3. Identify four characteristics of learning-centered teachers. Any four of the following:
• Have relevant educational, employment-related, technical and other
expertise in designing and creating learning options that meet the needs of learners
• Clearly articulate learning outcomes for students
• Demonstrate well-developed interpersonal skills in their mutually respectful relationships with learners
• Create supportive, collaborative environments for learning
• Guide, coach, and mentor learners throughout the learning process
• Understand learning theories and use innovative practices when designing learning options, activities and methodologies
• Maintain and continuously update the relevancy of their content/discipline expertise
• Participate in continuous self-assessment based on feedback from students and colleagues
4. Indicate contrasting tendencies between teaching-centered and learning-centered colleges in relation to:
Teaching-Centered Education
Learning-Centered Education
Relationships:
Student to student Individual, competitive Cooperative, collaborative
Student to college Primarily face-to-face contact with teacher
Supported by all available resources, facilities and technology
Roles
Student roles
Faculty roles
Passive learner
Prepare, teach, evaluate
Active learner – plan, organize, reflect, self-assess, etc.
Varies according to content, resources, and circumstances.
