11
Moving to Learner-Centered Teaching: A Blended Learning Approach Joan Kaplowitz, Ph.D., MLIS – UCLA Librarian Emerita and Instructor UCLA Department of Information Studies Transform Your Teaching - www.joankaplowitz.com [email protected] Hillary Kaplowitz, MS – Instructional Designer – California State University Northridge [email protected]

Moving to Learner-Centered Teaching: A Blended Learning Approach

Embed Size (px)

DESCRIPTION

Moving to Learner-Centered Teaching: A Blended Learning Approach. Joan Kaplowitz, Ph.D., MLIS – UCLA Librarian Emerita and Instructor UCLA Department of Information Studies Transform Your Teaching - www.joankaplowitz.com [email protected] - PowerPoint PPT Presentation

Citation preview

Page 1: Moving to Learner-Centered Teaching: A Blended Learning Approach

Moving to Learner-Centered Teaching: A Blended Learning

Approach

Joan Kaplowitz, Ph.D., MLIS – UCLA Librarian Emerita and Instructor UCLA Department of Information Studies

Transform Your Teaching - www.joankaplowitz.com

[email protected]

Hillary Kaplowitz, MS – Instructional Designer – California State University Northridge

[email protected]

Page 2: Moving to Learner-Centered Teaching: A Blended Learning Approach

ABSTRACTThis poster Describes the transformation of a face-to-face (F2F) graduate

course to a F2F/online blend utilizing a learning-centered teaching (LCT) approach.

Discusses the thinking behind the move to an LCT/blended approach. Outlines the steps necessary to accomplish this transformation. Highlights how LCT elements were incorporated into F2F classes. Shows how the course site supported the LCT approach. Includes a summary of lessons learned. Concludes that the collaborative learning community created through

this blend encouraged students to take more responsibility for their own and their fellow students’ learning.

Page 3: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 1: Commit to the Idea: Why LCT?

Empowers learners to take charge of their own learning. Enables learners to develop the skills, attitudes, and

knowledge to become for life-long learners. Encourages self-reflection and insight into own learning

and in the learning process itself. Natural pairing with Information Literacy (IL)’s goal of

creating a nation of people who have learned how to learn.

Page 4: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 2: Commit to Philosophy: CPR for Teaching - Collaboration,

Participation, Responsibility

Fundamental principle of LCT: Invite learners into the process.

LCT shifts balance of power from teacher to learner. Teacher moves from merely transmitting information to a

more inclusive mode of teaching. Learners viewed as active partners, not passive recipients. Learners expected to work Collaboratively with teacher and

fellow learners, to actively Participate, and to take Responsibility for their own and their fellow learners accomplishments.

Page 5: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 3: Commit to Method:Why Blended Instruction?

Blended instruction combines best practices of F2F and online teaching.

Retains personal touch of F2F while taking advantage of flexibility, collaboration opportunities, and extended contact time offered by online instruction.

Provides enhanced possibilities for creating community of learners through F2F and online interactions.

Page 6: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 4: Making the Transition: Transforming UCLA’s IS 448

Information Literacy Instruction (IS 448) taught since 1990.

Heavy emphasis had been on F2F instruction. IS department adoption of CMS (Moodle) allowed for shift

to blended approach. Initially course site used only for posting of assignments

and weekly schedules. Increased use of course site helped support move to LCT

and blended approach. F2F meetings reduced to 8 out of possible 10 to balance

workload of online activities.

Page 7: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 5: What Happens in the F2F Meetings?

Initial ice-breaker exercise to help students learn about each other and begin to form learning community.

Brainstorming sessions in which students helped direct structure and format of course.

Group work in which students applied what they had learned.

Instructor lead exercises and discussions. Open discussion time for student selected topics. Guest speakers. Individual teaching opportunity for each student.

Page 8: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 6: What Happens on Course Site?

General course information, weekly schedule, assignments, announcements etc. all distributed exclusively via site.

Selection of case study (course project). Formation of teams to work on case. Formation of teams to facilitate online discussions. 5 student-led online discussions on topics selected during first

F2F meeting. Peer critique of first assignment (Memo to Administrator). NOTE: Instructor also made extensive use of email to

individual students and teams to provide feedback as needed.

Page 9: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 7: What Worked?

LCT/blended approach increased participation, engagement, and involvement in F2F meetings and on course site.

Course site as primary distribution vehicle for material- always available and no paper handouts.

Online sharing and critiquing of Memo assignment – helped everyone improve their case study projects.

Student led online discussions – thought-provoking and insightful comments from all.

F2F meetings effective for team/community building and as a place to try out and apply new knowledge.

Instructor able to monitor learning via Memo critiques and online discussion comments as well as during F2F meetings.

Page 10: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 8: What Needs Tweaking?

Students need time to adjust to LCT. They are not always happy with CPR aspects.

Course site – some aspects overly complex and need to be simplified.

Online discussions – too many and peer grading methodology used was cumbersome and too complex.

Open discussion periods - Students not prepared– very few questions or issues raised.

Too many F2F sessions – need to reduce F2F meetings to allow more time for online work.

Page 11: Moving to Learner-Centered Teaching: A Blended Learning Approach

Step 9: What’s Next?

Move to more blended approach – 60% F2F; 40% online.

More sharing of assignments online. Online activities need to be scheduled for the non-

F2F meeting weeks. Continued exploration of ways to incorporate more

LCT approaches to both F2F and online portions of course.