Learning Design and Learning centeredness

Learning centredness
This presents the aim or objective of the new pedagogies.
Making learning the most important part of teaching students. It is about best practice to help students learn by using the newest research, getting individual coaching, comparing and discussing teaching methods with others, faculty support for methods, looking at individual needs of students and how each one of them learns best
The university of Windsor uses key performance indicators in the areas
1.1 Student Engagement
Level of Academic Challenge (LAC)
Active and Collaborative Learning (ACL
Active and Collaborative Learning (ACL
Supportive Campus Environment (SCE)
Enriching Educational Experiences (EEE)
1.2 Student Academic Satisfaction
1.3 Student Administrative Satisfaction
1.4 Teaching Evaluation Rating
1.5 Library Usage
1.6 Number of Campus seminars
1.7 International Enrolments
Therefore as a learner and teacher, both are centred in the process of learning

Bibliography

http://apps.medialab.uwindsor.ca/cfl/reflexions/volume01/issue02/Gold2.htm
http://www.uwindsor.ca/units/pac/performance.nsf/tovr/6F9E3968A99CC1F48525719C00485B5B

Learner centred
This is the verb or action of teaching in this style.
The classroom that is learner centred values the learner. Learning comes secondary , thus the difference with learning centredness but learning comes from the focus on the learner. This label is made in contradistinction with the traditional teacher centred learning and is part of the new pedagogies for learning.
A good learner is an active participant who is present, keen, tries, asks questions, is prepared, enjoys learning and is not just there to pass an exam and thinks critically.
The teacher provides an authentic task and the student uses this as a springboard to find their own learning, reflects this with other students and the teacher remains as a facilitator.

Bibliography
http://tep.uoregon.edu/workshops/teachertraining/learnercentered/overview/textdocs/lc_overview.pdf

Learner centredness
This is the noun or philosophy of the new pedagogy,
This is a move from the instruction paradigm to the learning paradigm. The student discovers for themselves This is a humanist philosophy that respects individual differences and attempts to reduce anxiety and pressure to perform. Learner centredness implies new learning theories of constructivism. The role for the student is more central. The role for the teacher is as facilitator.

Bibliography

http://tojde.anadolu.edu.tr/tojde4/pulisttxt.html
http://www.bath.ac.uk/e-learning/student_centredness.htm
http://www.ntlf.com/html/lib/faq/bl-ntlf.htm




Learning Design
I need to know more about this topic because it is pivotal for online learning.
So I researched, and here are some of the links

http://www.imsglobal.org/learningdesign/ldv1p0/imsld_bestv1p0.html
http://www.prainbow.com/cld/cldp.html

If I could have anything I want, I would meet with the software designers and the information technologists and I would give them the design and let them sort out the pragmatics.
For Online design I would like a single page entry with asynchronous discussion lines and a synchronous chat facility. Like every good chat room each student would have an avatar depicting themselves. Click on the avatar and a profile, prepared by the student, with link to webpage, email etc would be available so there is an instant recognition of each person. So when studying online the students who are together synchronously can interact. They can chat about anything as a way of getting to know each other. Webcam and microphone need to be voluntary adjuncts in the system. Some easily accessible emoticons with pictures , flash features and noises would be needed for added social presence and non-verbal communication.
To make the discussion lines more user friendly, colour, links, multi-modal ,visual photos, etc need to be easy to upload.
To create a sense of community, games, lists, stories and other ways of sharing meaning for the course objectives are important.
Assessment needs to incorporate participation in the classroom as the objectives of the course are not just content but context, networking ability, group problem solving, and personal growth.
Situations need to be introduced as authentic learning. I would probably use brief case descriptions, links to some useful literature and provide some motivating questions.
Initially the group needs to work together to find cohesion. I personally prefer to promote group work but let each student find their own groups naturally This can be promoted by a story about two heads being better than one.. Those who are individual learners will still gain from the whole group experience and I would respect that ( learner centredness)
I would assess each student from their profile, backgrounds, previous educational experience, online postings, language, culture etc. I would plan goals for each student individually so that I would know where to place the scaffolding or bridges.
At the end of each week I would summarise the reflections and add in a few of my own so that my social presence is felt.
I think that a reflective diary/blog is a great idea and would suggest that the blog link is on each person’s profile. I would also ask people to validate each other’s bblog by providing some comment on the blogsite. I would ass authenticity to the experience by adding a discussion section where people could post in interesting blogs from other people, in the network of the Internet.
Assessment. As a learner centred approach , I would create a number of small assignments, perhaps one for each module, three modules per unit. I would limit the assignment to 2,000 words to keep the student thinking and analysing, critically reflecting on the issues .I would post a number of options for each assignment but allow them to choose their own topic, with discussion for appropriateness.
Residential weeks are fun. They are a wonderful way to really meet, deal with specific problems and promote networking. Of course not everyone can come to these but they are worth organising.