Three workshops form a series on pedagogical issues: “Learning -centered Teaching”, “Constructive Alignment” and “ABC Course Design”.
Learning-centered teaching encourages decisions about curriculum and course design to be made with specific reference to the type of learning that is desired. Thus strategies are selected because they are the most likely to promote a certain type of learning. Learner-centered (or student-centered) teaching and active learning are similar. They converge in the importance placed on encouraging students to reflect on what they are learning and how they are learning it. A central tool in this approach is the “Bloom taxonomy”, a hierarchical framework for cognition and learning objectives that can be used for various purposes, including designing assessments, evaluating the complexity of assignments, simplifying a task to help personalize learning, or planning project-based learning.
Learning outcomes will be seen in the ability to:
- recognize and assess different types of learning;
- make use of the Bloom taxonomy to define learning outcomes; and
- evaluate a learning unit from the perspective of learning-centered teaching.