Flexible Learning strategies in Land, Food and Community series courses

Sharing Our experiences

Guopeng Fu, Post-docWill Valley, LFS 250, Academic Coordinator, Core

SeriesAlice Cassidy, LFS 150 Course CoordinatorAndrew Riseman, LFS 450; Assoc. ProfessorCyprien Lomas, Director, Learning CentreEduardo Jovel, LFS 350; Assoc. Professor

Session overview

• What do we mean by the term Flexible Learning (FL)?

• FL at UBC – a brief history!• A few of our examples and experiences• What are your examples and experience?• 3 key take-home points• Wiki for now and later

What does Flexible Learning mean to you?

• Do you use another term? • 1 min On your own – how do you define it?• 2 min Turn to a neighbour you don’t know:

introduce yourselfshare your definitions (and terms)

• Share some examples?

UBC’s definition of Flexible Learning

Evidence-based, technology-enabled teaching methods that improve the learning experience for a broader student community

Was your definition similar or very different?

FL at UBC: a brief history!

• Distance education roots• Infusion of IT• Increased time flexibility• Community-based experiential learning (CBEL)• Core series in LFS• LFS 350 was the first• Where we came from and where we are going

How we have achieved success

• What we have measured– Course evaluations– Testimonials from community

• Current funding: Collecting data on:– Grades– Writing– Instructor and TA interviews

Key themes

1. Objectives and designing process of using FL as pedagogical approach

2. Improvement and challenges in implementation

3. Evaluation strategies

Wiki (for now and later)

wiki.ubc.ca/Flexible_Learning_strategies_in_Land,_Food_and_Community_series_courses:_Sharing_Our_experiences

LFS 100: Introduction to Land, Food and Community

• Introduction to Faculty– Programs, policies, & support– Content themes– Research programs

• Format– Large lecture hall– ~300 students– 1.5hrs/week– 1 term

LFS 150: Scholarly writing and argumentation in Land and Food Systems

• Small class (28 max) – about to start 2nd iteration• Focus on writing argumentative essays• Provides students a flavour of the range of LFS• Out of class technology linked to in-class activities• Analyses: student writing and grades, survey

results, TA/instructor interviews• Key question: How are students meeting LOs?• http://wiki.ubc.ca/Course:LFS150

LFS 250: Land, Food and Community I

• Introduction to…– Food systems theory– Systems thinking & modeling– Collaborative learning & critical reflection– Community-based experiential learning

• Format– Large lecture hall, small tutorial sections– Field trips & community-based projects– ~300 students– 3hrs/week– 2 terms

LFS 350: Land, Food and Community II

LFS 450: Land, Food and Community III

Objectives:

Upon completion of LFC III, students will be able to:• Initiate activities to create or effect positive change to the sustainability of the

campus food system;• Synthesize ideas and perspectives from multiple disciplines and knowledge

domains (ways of knowing) to achieve appropriate and effective project outcomes;

• Interact with professionalism in a wide variety of contexts;• Critically evaluate food system sustainability initiatives;• Develop and apply strong leadership skills.

Campus Food System Project-link

LFS 450 wiki- link

UBC’s approach to Flexible Learning

http://flexible.learning.ubc.ca/ • View research papers and case studies• Find support on how to enhance flexible

learning within your own learning environments