The research-based concept of a “new” paradigm for learning in higher education was originally proposed over a decade ago. In 1995, when the term “paradigm shift” was all the rage, Barr and Tagg described a shift from an instructional paradigm to a learning paradigm. Then in 1997, Smith and Waller set forth over a dozen examples of changing paradigms for learning. More recently, Fink (2003) echoed the need for moving from a content-centered to a learner-centered paradigm, while Bain (2004) uncovered the effectiveness of challenging students’ existing models or paradigms, helping them transform existing understandings into better, more accurate models of truth.

Semantics aside, the change involves a clear shift from one-dimensional, unidirectional teaching to multi-dimensional, multidirectional learning. So why now? Primarily because we live in a changing, connected world, with increasingly complex problems to solve.
What is the Learning Paradigm?
The student-centered learning paradigm is not a new concept, but the implementation of these revised pedagogical strategies has yet to become mainstream in higher education. At the core of the learning paradigm is a foundation of reciprocity between students and faculty. Essentially, it requires active, problem-based, collaborative strategies for both student and faculty learners. The learning paradigm is based on a community of continuous learners—both students and faculty. This change from higher education to continual learning has “learning how to learn” as its valuable product.

Just as early explorers set out to discover new places of potential riches, educators too can set out on their own journey of discovery in learning. Christopher Columbus, who was looking for a new world, certainly found something that resembled a “new” place—unfamiliar people, plants, foods, and treasures. But what he really did was bridge two unconnected land masses already sharing the same water and sky. Similarly, faculty “explorers” of the new learning paradigm can help students connect seemingly distant concepts, creating bridges to deeper, synthesized, and meaningful learning.

Beginning and Continuing the Journey
When working toward changing a paradigm, especially one that may have worked well for us as students, it is important to consider the future—what will our students’ emerging careers be, what skills and knowledge are essential for them to be engaged in their professional worlds, and what paradigms might they face? Our teaching behaviors, our expectations we set for our students, and our students’ learning behaviors must evolve to fit our students’ futures.

Tagg (2003) reminds us that to change our paradigm from teaching to learning is to view education through a new lens—“seeing” our work in a different light and having diverse experiences as we and our students interact to learn. As we peer through the telescope to chart our course toward a new horizon of a learning paradigm, what do we see? Where will BGSU students and faculty travel in their journey toward a learning paradigm? Click on the COMMENTS link below to get started!

• Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
• Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change (27) 6, 12-25.
• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
• Smith, K. A., & Waller, A. A. (1997). New paradigms for college teaching. In Campbell, W. E., & Smith, K. A. (Eds.), Paradigms for college teaching (pp.269-281). Edina, MN: Interaction.
• Tagg, J. (2003). The learning college paradigm. Bolton, MA: Anker.

• providing choices for students in relation to where, how, and when they study,
• fostering (focusing on) learning rather than teaching (incorporating active rather than passive learning),
• encouraging student responsibility (and accountability) and activity rather than teacher control and content delivery,
  
• developing mutuality and interdependence in the teacher-learner relationship, and
• emphasizing context-specific learning in which students build their own new understandings and skills through engagement with authentic problems based on ‘real world’ experiences (emphasizing deep learning and understanding as opposed to simple “coverage”).

Maryellen Weimer describes seven “Do” principles for teachers/faculty to begin their planning for learner-centered teaching:

1. Teachers do learning tasks less (let the students do more)
2. Teachers do less telling; students do more discovering
3. Teachers do more (instructional) design work
4. Faculty do more modeling (of the learning process — for student benefit)
5. Faculty do more to get students learning from and with each other (collaborative)
6. Faculty work to create climates for learning (conditions conducive to learning)
7. Faculty do more with feedback (formative ‘along-the-way’ and summative assessments; grades and comments)

For more information on learner-centered teaching:

Learner-Centered Teaching: Five Key Changes to Practice
by Maryellen Weimer (2002). Jossey-Bass. (A summary by Bill Peirce; available for check-out from the Center’s Library)

Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education
From The American Association for Higher Education Bulletin, March 1987

Mapping the Learning Space: Overview of the Territory
5 Learner-Centered Principles and Practices in Higher Ed: Design Implications, Learning Activities, Deeper Learning, Teaching Practices, and Technology Uses

International Institute on Student-centered Learning and Engagement
May 20-23, 2008 at Portland State University

Student-Centered Learning: What Does it Mean for Students and Lecturers?
O’Neill & McMahon, 2005

Briefly describe one of your “learner-centered teaching” activities or strategies . . . Click on the COMMENTS link below to get started!

In the book, Judith notes that “…[A] syllabus can serve a wide variety of functions that support and challenge students as they engage in their educational activities” (p.14). Some of these functions are: Establishing an Early Point of Contact and Connection Between Student and Instructor, Helps Set the Tone for Your Course, Describes Your Beliefs About Educational Purposes, Acquaints Students with the Logistics of the Course, and Provides a Conceptual Framework.

Below is a checklist designed to help an instructor develop a learning-centered course syllabus. This checklist was taken from page 81 in Judith’s book.

Grunert, Judith. The Course Syllabus: A Learning-Centered Approach.

For a more detailed description of the Judith Grunert’s book visit:
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1882982185.html

See these web sites for more syllabus examples:
http://cte.udel.edu/syllabus.htm

http://www.udel.edu/pbl/courses.html

How are Judith’s tips helpful to you in developing a syllabus?
What other methods for syllabus development have you used?
Are there any other important functions of a syllabus you would like to share?

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Expectations help define a boundary for students in which they can focus on the required tasks, leading them to the desired learning outcomes, rather than being distracted by unclear or obscure objectives. Some areas you can define or clarify include:

• workload per week (2-3x the credit hours out of class time, usually),
• assignments (what will need to be accomplished – readings, papers, presentations, projects, research, etc.),
• assessment/evaluation (how will they be graded/assessed – quizzes, exams, homework, rubrics, informal feedback, etc.), and
• behaviors (also important to include in order to educate the “whole student” – participation, attendance, professional, during presentations and group work, etc.).

In concert with expections, here are some assignment ideas or discussion topics that allow students to claim ownership of their role in the learning process, :

• Have students list their expectations for the course before seeing the syllabus or learning outcomes; near the end of the course, return this list and have them revise it, including a list of suggestions for next semester’s students
• On the first day, have them write a letter to you about why they deserve an A in your class; return it to them just before the final exam for them to revise and resubmit, including a section about how they have changed as a result of your class
• After looking at the course outcomes in the syllabus, have students write their personal short and long term goals for the course

What are some other expectations, outcomes, or activities that help your students take ownership of their learning ? Click on the COMMENTS link below to get started!

This new approach to the classic taxonomy incorporates emphasis on contemporary research in learning and metacognition to evaluate learners’ experience and how it has been enhanced through the use of technology. The table below shows the changes made to the classic taxonomy for technology-using educators. In all, using the elements of The New Bloom’s Taxonomy could be beneficial when used in higher education because it serves a way for students to think deeply.

Reference:
Cochran, D., Conklin, J., & Modin, S. (2007). A New Bloom: Transforming Learning. Learning & Leading with Technology, (5), 22-25.

For more information about the original and New Blooms Taxonomy go to:
http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm

How can the the original and New Bloom’s Taxonomy help you assess students knowledge in the classroom? How is either taxonomy useful when developing a new course? Click on the COMMENTS link below to get started!

“When distributed together with an assignment, rubrics help students to clarify the standards that will be used when their work is evaluated. If rubrics based on these prototypes become widely used, students will experience a greater consistency of expectation about faculty goals for their learning within majors and across the curriculum.”

Faculty are encouraged to adapt the rubrics as needed to suit the student outcomes.

How do you use these rubrics in your courses? What other types of rubrics do you use and for what type of learning outcome?

For more information on rubrics, explore these additional resources:

San Jose State University’s Developing and Applying Rubrics includes understanding, including, and creating rubrics. Examples of holistic and analytical rubrics are also provided.

A free, handy, online resource for creating and modifying rubrics is Rubistar.

Authentic Assessment Toolbox – Rubrics – A website by Jonathan Mueller.

Scoring Rubrics: What, When and How? – An article by Barbara M. Moskal

Schuh, John H. “Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning.” Journal of College Student Development, v. 47 issue 3, 2006, p. 352-355.