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2005 |
Qualitative Analysis of the Change from Teaching to Learning
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Observations |
Innovative Teaching Methods |
Innovative Learning Methods |
Difference |
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Classroom Knowledge Asymmetry |
The instructor knows and, at the same time, the students are expecting to learn. | The instructor and the students have a technologist to present new learning method to them. The instructor and the students learn new ideas by a guest speaker. | The learning method provide symmetry and equity for all. |
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Classroom Power of Decision-making Asymmetry |
The instructor has the power to make decisions. Students can react. | The power belongs to the guest speaker. Instructor and students observe and will use the power in the next few phases of the workshop. |
In traditional classroom the power is still in the
hands of instructor and there is no change with traditional teacher-centered
classroom. In the learning approach, the power is partially in the hands of guest speaker. The students and instructor are in equal position - they are observers. |
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Care for the Learning Needs of Individuals |
The instructor is doing the best under the circumstances. The traditional problem with individualized education is presented. | In phase two, the team of tutors is helping the students with individualized instructions. |
In the learning mode, there is a special service
(tutoring) which is absolutely new idea. In traditional classroom, the instructor is overwhelmed and students are under-served. |
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Educational Research and Classroom practices |
The instructor is trying to do research and to teach as innovator. | The guest speaker is responsible for preliminary and post-workshop research. |
The research in traditional classroom overlapped with
the teaching process. In the learning workshop, the research is embedded into the entire process and instructor is learning new research method by the learning technologies. |
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Development of Educational Resources and Methods |
All methods and resources are developed by instructor. | The team of learning technologists are developing all resources for learning and the instructor is developing content matter resources. |
In traditional classroom the preparation is
responsibility of instructors. In a learning workshop, the resources are developed by instructor and learning technologists. Again, there is plenty of time and opportunity for observation and reflection for instructor. |
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Joint Programs between Educational Departments |
None | Yes | The integration between faculty and support staff is complete in the learning workshop. |
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Using Technology for Development of Cross-curricular methods |
yes | yes | Both workshops use technologies. However, in the learning workshop, the technology is educational method and is supported by educational and not technical specialists. |
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Content Matter Delivery |
Face-to-face and computer assisted in instructional mode | Face-to-face and computer assisted with learning support out of the classroom. |
Tutoring program is available to students for the
learning mode.
In case of teaching mode, the tutoring is problematic. However, in both cases, students will get help if they ask for it. |
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Need Analysis |
Intuitive and teacher centered. | The instructor and the learning technologist work together as research team. | The need analysis is used in both format. However, the learning workshop has longitudinal observations about students' learning outside of the classroom in the Learning Center. |
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Evaluation |
The presenter of the workshop is also evaluator. | The evaluation is disconnected by the department that provides help. Only instructor can evaluate results. |
Separation of powers is used in the learning method. In the case of teaching method the teacher is presenter and tutor (which is conflict of interests). |
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Educational Goals |
Teaching is central and learning outcomes are expected and left to the students. |
Individual tutoring is central to the program.
Learning is supported and tutor training is embedded within the classroom. The goal is students to become independent and the teacher to move from teaching to facilitating a learning environment, |
Clear different goals: In teaching the goal is given in curriculum. Learning is result of good teaching. In the learning workshop, learning is the goal. |
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