Influence of learning design to help shift teachers in an in-service Adult Education course from the paradigm of ‘what I need to teach’ to ‘what do my students need to do to learn?’
At Christchurch Polytechnic Institute of Technology (CPIT) in Christchurch New Zealand, the Adult Education team delivers a teaching qualification for its new staff: the Diploma in Tertiary Learning and Teaching (equivalent to the UK PGCHE). As part of the assessment of the first module, participants are required to do a 20 minute mini-teaching session in which they are asked to take an aspect of theory from their discipline and to teach this using active learning and to produce a lesson plan.
Dissatisfied with the outcomes to date of this assessment activity, the team redesigned the focus and format of the course basing the changes on Boud and Prosser’s (‘Principles of good design’ 2002) and on the concepts of the University of Gloucestershire EBL planner (Jenkins, n.d; Oliver, 1999, 2001; Oliver and Herrington, 2001).
The course began with an introduction to theories of adult learning, and then focused on constructively aligning learning design, learning activities, learning supports and resources concluding with assessment activities. The resources attached are the redesigned planner and the criteria of the peer feedback sheet used in the mini teaching assessment activity.
Feedback from student evaluations (verbal and written) showed this approach and the resources had impacted on the way the participants viewed learners as central to the learning process. This differed from their views on entering the course where they viewed the teacher as central.
Robin Graham: Staff Development, CPIT; Lyn Williams: Programme Leader, Adult Education CPIT
Influence of learning design to help shift teachers in an in-service Adult Education course from the paradigm of ‘what I need to teach’ to ‘what do my students need to do to learn.’ (pdf)
Disclaimer: Information accurate at 06/11/2009