9 Matching Annotations
  1. Sep 2020
    1. Project Syllabus: An Exploratory Study of Learner-Centered Syllabi

      The target audience is teachers in psychology and similar social sciences. The authors encouraged using the learner-centered model of instruction and conveying this information in the syllabus. The principles discussed in the text may not generalize to the traditional course structure and content found in other disciplines. The author moves from theoretical characteristics of learner-centered education to the applications in conveying this information in course syllabi. Each syllabus was assessed wtih a modified rubric from an established measure. The structure is organized by the three research questions.

    2. Discussion

      The syllabi from Project Syllabi were disproportionally learner-centered. There may be selection bias for the inclusion of teacher-centered syllabi in the Project Syllabus repositiory. The learning objectives have likely changed from 1999 to present. Longer syllabi are associated with learner-centered design, though it may be the tone and discussion of the course content in the syllabus that makes the course appear to be learner-centered.

    3. Since Chickering and Gam-son’s (1987) first description of learner-centered teaching prac-tices, researchers have attempted to measure and assess theimpact of such teaching strategies (e.g., Richmond, Slattery,et al., 2016).

      The theoretical explanation for learner-centered teaching practices should guide the measurement and assessment of these teaching methods; see Habanek (2005), DiClementi and Handelsman (2005), and Saville, Zinn, Brown, and Marchuk (2010).

    4. Chickering and Gamson (1987), forexample, suggested seven principles were central to suchteaching: encouraging faculty/student contact, developing reci-procity and cooperation among students, using active learningstrategies, offering rapid feedback, emphasizing time on task,communicating high expectations, and respecting diversetalents and ways of learning.

      Chickering and Gamson's seven principles were the foundation for learner-centered education (1987).

      1. Encouraging faculty/student contact
      2. Developing reciprocity and cooperation among students
      3. Using active learning strategies
      4. Offering rapid feedback
      5. Emphasizing time on task
      6. Communicating high expectations
      7. Respecting diverse talents and ways of learning

      Habanek's (2005) descriptive study of learner-centered syllabus design.

    5. A learner-centered syllabus requires that you shift from what you,the instructor, are going to cover in your course to a concern forwhat information and tools you can provide for your students topromote learning and intellectual development. (p. xi)

      A course syllabus is a mechanism for communication of expectations for tasks and student engagement in the course.

      Definition of learner-centered syllabus. e.g., O’Brian, Millis, & Cohen,2008; Richmond, 2016). According to Diamond (1997)

    6. g learner-centered principles may increase students’ perceptions of theirinstructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and studentmotivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with acourse and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership ofthe learning experience. I

      Summary of the literature in the role of the course syllabus in forming students' perceptions of their instructor. A course syllabus is an ambassador for the instructor.

  2. Mar 2019
    1. stages of personalized learning: infographic This is here because it shows the progression of personalized learning from teacher centered to learner center to learner driven. It has other links to learn more about personalized learning. Usability for the article is adequate but less than ideal for the infographic (which nonetheless has useful information).

  3. Mar 2016
    1. Learners are engaged in solving real-world problems. Existing knowledge is activated as a foundation for new knowledge. New knowledge is demonstrated to the learner. New knowledge is applied by the learner. New knowledge is integrated into the learner’s world.

      Not totally on board with this. Perhaps if "learner" role can be filled with student or instructor.