scholarly journals Learning-Centered Teaching And Backward Course Design From Transferring Knowledge To Teaching Skills

2013 ◽  
Vol 9 (4) ◽  
pp. 329-338 ◽  
Author(s):  
Nitza Davidovitch
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Design Method ◽  
Teaching Skills ◽  
Learning Centered ◽  
The Status ◽  
Academic Courses ◽  
Academic Faculty ◽  
Paradigmatic Change

The article shall focus on the design of academic courses from a learning-centered approach, with an emphasis on the formulation of learning outcomes. Planning a course from a learning-centered approach helps create a dialogue between the academic faculty and students and creates congruence between learning outcomes (course goals) and instruction methods and assessment goals. The purpose of the article is to present the need for paradigmatic change and for a transition from planning content-centered courses to planning learning-centered courses. The need for paradigmatic change stems from technological transformations and from the status of knowledge as belonging to everyone. The article presents the significance of expressing learning outcomes in writing and the advantages and challenges of formulating learning aims. The article shall present a case study of a course in the "backward design" method that is consistent with the learning-centered paradigm. The challenges formed by this method will be discussed as well.

scholarly journals Mathematics And Experiential Learning Are They Compatible?

2014 ◽  
Vol 11 (3) ◽  
pp. 135-148 ◽  
Author(s):  
Nitza Davidovitch ◽  
Roman Yavich ◽  
Nelly Keller
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Design Method ◽  
Mediated Learning ◽  
Cognitive Approach ◽  
Active Involvement ◽  
Sequence Of Events ◽  
Academic Faculty ◽  
Paradigmatic Change ◽  
Learning Focused

In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with stressful situations, responsibility, and leadership. Experiential learning has many different definitions; it is referred to here as a "sequence of events that include one or more specific study objects requiring active involvement of learners in various stages of the process" (Walter & Marks, 1981, p. 1). This definition perceives the process of experiential learning as an active practice in which learners leave the conventional situation of mediated learning in favor of unmediated learning through practice. Experiential learning is based mainly on the behavioral-cognitive approach, which contends that change on the cognitive level might occur amidst an experience and project onto behavioral and emotional aspects as well. In the current article, an academic project, Mathematical Debate, which is an integrative part of the strategy and process of experiential learning is presented. The strategy of experiential learning is part of the perception of planning courses guided by a learning-focused approach, which emphasizes the formulation of learning outcomes. Planning a course in a learning-focused approach helps create dialogue between the academic faculty and students and leads to compatibility between the learning outcomes (course goals) and the teaching methods and goals of evaluation.The purpose of this article is to present the need for paradigmatic change and the transition from planning a content-focused course to planning a course that is focused on learning and on the experience of learning. This article shall present a case study of a course in the "backward design" method, which is compatible with the learning-focused paradigm. The challenges posed by this method will be discussed as well.

Component Variant Design Method Integrating Dimension and Tolerance

2011 ◽  
Vol 201-203 ◽  
pp. 1151-1155
Author(s):  
Bing Kuang ◽  
Li Zhi Xiao ◽  
Fu Yun Liu ◽  
Yong Hou Sun
Keyword(s):  
Conventional Method ◽  
Design Method ◽  
Tolerance Design ◽  
Market Demand ◽  
Variant Design ◽  
Product Variant ◽  
Design Tolerance ◽  
Key Technologies ◽  
The Status

Product variant design is one of the key technologies of Manufacturing Enterprise for responding market demand. During the product variant design, tolerance variant design plays an important role. However, tolerance variant design is considered rarely in the researches of product variant design. To solve the problem of tolerance design in product variant design, a component variant design method integrating dimension and tolerance is presented in this paper. The fundamental and implement of component dimension variant design is introduced. Through analyze the conventional tolerance design method; the status for tolerance variant with its implemental dimension is marked as fixed tolerance value, fixed tolerance grade and tolerance value variant with special regular. The equation of dimensional tolerance variants with the value of implemental dimension is presented. So the procedure of component variant design method integrating dimension and tolerance is proposed. Finally, a case study of output shaft of reducer illustrates the implemental process of proposed method. Result comparing with conventional method shows effectiveness of proposed method.

scholarly journals Republication of “Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago”

2021 ◽  
pp. 105256292110449
Author(s):  
David A. Whetten
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Support ◽  
Learning Assessments ◽  
Design Learning ◽  
Learning Centered ◽  
University Professor ◽  
The Impact

Ten years ago, after 20 years as a university professor, I was asked to direct the teaching and learning support center at my university. I quickly realized I had almost no knowledge of the published scholarship on this subject. From my reading of this literature, I found the research on the predictors of student learning particularly informative. In particular, I gained an appreciation for the impact of course design. In this article, I summarize a framework for designing “significant learning experiences.” In discussing the three key components of course design (learning outcomes, learning activities, and learning assessments), I offer tips and give examples relevant for the field of management. My intent is to share the most important information I have learned from a decade of conversations with experts on student learning—the things I wish someone had taught me 30 years ago.

Flipping the Classroom in Teacher Education: Implications for Motivation and Learning

2017 ◽  
Vol 70 (5) ◽  
pp. 410-422 ◽  
Author(s):  
Mike Yough ◽  
Hillary E. Merzdorf ◽  
Heather N. Fedesco ◽  
Hyun Jin Cho
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Learning Outcomes ◽  
Course Design ◽  
Design Method ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Grade Point ◽  
Quasi Experimental ◽  
Method Of Instruction

In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course ( N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.

scholarly journals Improving a graduate Marketing Management course: a case study with input from students

2016 ◽  
Vol 12 (3) ◽  
pp. 6-18
Author(s):  
Khalid M. Dubas ◽  
Maria D. Cerra
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Teaching Experience ◽  
Jel Classification ◽  
Marketing Management ◽  
Mba Programs ◽  
The Usa ◽  
Online Setting ◽  
Team Productivity

The authors develop a conceptual model of a student’s course satisfaction based on several factors that influence course learning outcomes and student’s satisfaction. This model provides a general framework to guide course design and to influence students’ course outcomes. A Marketing Management course is a part of a typical MBA program. This paper presents ideas for enhancing the design and teaching of such a course in an online setting based on teaching experience at MBA programs at several universities in the USA. Suggestions are also presented for improving team productivity and the quality of team output in an online setting. As a case study, the authors discuss a graduate Marketing Management course that was taught at a private US university in spring 2016. They discuss the design, teaching and strategies for enhancing student learning outcomes in this course. Suggestions by students to improve this course are also presented. Keywords: marketing, student’s satisfaction, higher education, universities. JEL Classification: M3, M1, I23

scholarly journals A course design workshop as a possible path from a content-centered to a learning-centered teaching

2017 ◽  
Vol 17 (52) ◽  
pp. 337
Author(s):  
Cinthia Bitencourt Spricigo ◽  
Elisangela Ferretti Manffra ◽  
Alenoush Saroyan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Course Design ◽  
Development Programs ◽  
Whole Process ◽  
Learning Centered ◽  
Mcgill University ◽  
Design Workshop ◽  
South Of Brazil ◽  
Do So

In order to meet the needs of a constantly changing Society, the Universities need to constantly improve their processes of teaching and learning. To do so, it is essential that professors are fully committed and well prepared to teach aiming at students learning, instead of content delivery. Faculty development programs might be helpful to support the institution and the professors in this way. Since designing these programs is a challenging task, we intend to contribute with faculty developers by reporting our experience here. We have adapted a course design workshop developed at McGill University to our context at PUCPR, in Curitiba, South of Brazil. During the workshop, the participants had to write a new syllabus of their course, elaborate a concept map, both of them with only the essential aspects for learning. They had to define the learning outcomes and only afterwards to choose active methods to help students achieve them. Throughout the whole process, participants gave feedback to each other. The activities of the workshop, along with the fruitful discussions among professors of different backgrounds helped professors to view the content as something that supports the development of learning outcomes. Therefore, we conclude that this workshop has opened the way to methodological innovations that develop learning of higher cognitive dimensions, since the professor has established more challenging expectations for the students when writing the new teaching plan.

PERANCANGAN SISTEM PEMBELAJARAN MOBILE (M-LEARNING) BERBASIS ANDROID PADA MATERI BANGUN DATAR DAN BANGUN RUANG

2018 ◽  
Vol 1 (2) ◽  
pp. 1-17
Author(s):  
Tedi Budiman
Keyword(s):  
Mobile Learning ◽  
Design Method ◽  
Case Study Method ◽  
Application Development ◽  
Software Application ◽  
Rapid Application Development ◽  
User Design ◽  
Design Software ◽  
Application Programs

One example of the growing information technology today is mobile learning, mobile learning which refers to mobile technology as a learning medium. Mobile learning is learning that is unique for each student to access learning materials anywhere, anytime. Mobile learning is suitable as a model of learning for the students to make it easier to get an understanding of a given subject, such as math is pretty complicated and always using formulas.The design method that I use is the case study method, namely, learning, searching and collecting data related to the study. While the development of engineering design software application programs that will be used by the author is the method of Rapid Application Development (RAD), which consists of 4 stages: Requirements Planning Phase, User Design Phase, Construction Phase and Phase Cotuver.

Varied Responses to Human-Induced Seismicity in the City of Azle, Texas

2019 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Sarmistha R. Majumdar
Keyword(s):  
State Government ◽  
Induced Seismicity ◽  
Oil And Gas ◽  
The United States ◽  
The State ◽  
Prior History ◽  
Small Community ◽  
Regulatory Policies ◽  
The Status

Fracking has helped to usher in an era of energy abundance in the United States. This advanced drilling procedure has helped the nation to attain the status of the largest producer of crude oil and natural gas in the world, but some of its negative externalities, such as human-induced seismicity, can no longer be ignored. The occurrence of earthquakes in communities located at proximity to disposal wells with no prior history of seismicity has shocked residents and have caused damages to properties. It has evoked individuals’ resentment against the practice of injection of fracking’s wastewater under pressure into underground disposal wells. Though the oil and gas companies have denied the existence of a link between such a practice and earthquakes and the local and state governments have delayed their responses to the unforeseen seismic events, the issue has gained in prominence among researchers, affected community residents, and the media. This case study has offered a glimpse into the varied responses of stakeholders to human-induced seismicity in a small city in the state of Texas. It is evident from this case study that although individuals’ complaints and protests from a small community may not be successful in bringing about statewide changes in regulatory policies on disposal of fracking’s wastewater, they can add to the public pressure on the state government to do something to address the problem in a state that supports fracking.

scholarly journals Discursive Strategies and Sequenced Institutional Change: The Case of Marriage Equality in the United States

2021 ◽  
pp. 003232172110205
Author(s):  
Giulia Mariani ◽  
Tània Verge
Keyword(s):  
United States ◽  
Institutional Change ◽  
The United States ◽  
Marriage Equality ◽  
Agent Based ◽  
Discursive Strategies ◽  
Policy Debates ◽  
The Status ◽  
Private Actors

Building on historical and discursive institutionalism, this article examines the agent-based dynamics of gradual institutional change. Specifically, using marriage equality in the United States as a case study, we examine how actors’ ideational work enabled them to make use of the political and discursive opportunities afforded by multiple venues to legitimize the process of institutional change to take off sequentially through layering, displacement, and conversion. We also pay special attention to how the discursive strategies deployed by LGBT advocates, religious-conservative organizations and other private actors created new opportunities to influence policy debates and tip the scales to their preferred policy outcome. The sequential perspective adopted in this study allows problematizing traditional conceptualizations of which actors support or contest the status quo, as enduring oppositional dynamics lead them to perform both roles in subsequent phases of the institutional change process.

Capturing Transformative Moments in a Participatory Values-Based Event

2021 ◽  
pp. 154134462199624
Author(s):  
Felix Okechukwu Dike ◽  
JohnBosco Chika Chukwuorji
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Study Design ◽  
Present Moment ◽  
Case Study Design ◽  
Fresh Perspective ◽  
The Stability

The theory of transformative learning (TL) has been criticized secondhand for its lack of clarity in capturing and explaining in detail the processes undergone by learners who are going through TL experiences and their link to learning outcomes. Using a case study design, and carefully synthesized TL processes (TLPs) from Mezirow’s TL theory, we present—moment by moment—the TLPs linked to outcomes identified among a group of teachers who participated in a values-based workshop. Participants were followed through interviews for over 72 weeks to trace the stability of their TL outcome. TL processes identified were compared to Mezirow’s 10 processes. The article discusses ontological transformations gained and offers fresh perspective to identifying TLPs that can be linked to outcomes.

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