Moving to LearnerCentered Teaching: A Blended Learning Approach

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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.co
  m
• joan_at_joankaplowitz.com
• Hillary Kaplowitz, MS Instructional Designer
  California State University Northridge
• hillary.kaplowitz_at_csun.edu

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ABSTRACT

• This 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.

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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.

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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.

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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.

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Step 4 Making the Transition Transforming
UCLAs 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.

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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.

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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.

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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.

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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.

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Step 9 Whats 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.