|Outline of the course this semester.|
Reflections on the CoP
Once we have achieved the change in pedagogy it is time for planning, what will be done in class. Over the projects I was involved in last semester, I have come up with this sheet to help staff plan for the lessons.
When we talk about student-centred learning we are somewhat limited to what degree we can involve students in the process. Most courses offered at tertiary institutes outline the learning outcomes hence we have to walk with this limitation to design a student-centred environment or learning experience. The course design framework takes this limitation and provides the staff teaching a way to create an engaging, student-centred learning experience. The design framework is based to Laurillard's conversational model for learning.
Scaffolded Student-Centred Learning
|Figure 1: Three phase Scaffolded student-centred learning|
Key: T = Teacher involvement, SC - Student Community, PLN - Personal Learning Networks
Phase 1: Teacher plays a critical role in setting the scene. S/He designs learning blocks per each learning outcome or could be just one. Teacher directs the learning but ensures students are actively involved. The focus in this phase is establishing a students community and on engaging student with creating content - Teacher designs questions that provides direction to the students on what content to create. This could be individual or group activity. Students are encouraged to give peer feedback on the student community (individual blogs). There is very little or no context.
Phase 2: The the end of phase 1 students are (1) familiar with the tools, (2) have acquired skills needed (digital), (3) now have the base knowledge which they can build upon, (4) recognise the importance of students community and collaborative learning and (5) begin building their critical thinking skills. This provides them and puts them in a position to now start negotiating the learning context. They could collaborate with the teacher in creating one for themself or a group could negotiate one for themselves. At this stage and would probably happen in the first phase implicitly students would start developing their own learning environment and learning network. The focus for students stays with the student community but the PLN becomes a source of knowledge.
Phase 3: At this stage students are entirely in the driving seat and hence a true student-centred learning emerges. The teacher is there as a guide, student community and the PLN take a greater part in the students learning.
Use of Learning Technologies
So far we have talked about pedagogy and facilitation, we haven't seen where technology fits into the puzzle. As the students progress through the scaffolded continuum, technology plays an important role in keeping the learners and teacher connected. It also plays a part in bridging the gap between learning and context as context is not always in the classroom or other formal learning spaces. Technology for collaboration, creation and communication. Use of technology in phases 1 and 2 is determined by the teacher however the use of tools in phase 3 is determined by the student.