Becoming learner-driven: A framework for creating learner-driven course activities
Concurrent Session 2
Brief Abstract
This presentation will enable participants to: a) understand the difference in instructor roles in learner-centered and learner-driven courses; b) evaluate course assignments to identify opportunities to make them more learner-driven; and c) utilize a framework to create learner-driven course activities.
Presenters
Extended Abstract
Learner-centered design aims to enhance the student learning experience and student learning outcomes by recognizing individual differences amongst students and designing for those differences.
While learner-centered design does indeed focus on meeting the needs of learners as individuals, the learning experience is nevertheless driven by the instructor. That is, however much say students might have in how they complete certain activities and assignments, ultimately the learning experience is almost entirely predetermined and dictated by the instructor.
Learner-driven design gives even more of this authority to the student with the goal of having students create learning experiences that are shaped by and responsive to their individual needs and interests. In short, learner-driven teaching and learning is divergent as the learners: decide in what ways to interact with the content, dictate their own learning goals as related to course objectives, and design paths that allow unique demonstrations of competence.
This presentation will enable participants to: a) understand the difference in instructor roles in learner-centered and learner-driven courses; b) evaluate course assignments to identify opportunities to make them more learner-driven; and c) utilize a framework to create learner-driven course activities