Francia Reed's Design Project Portfolio

ETAP 623 PROJECT IDEA

IF WE CARE FOR THEM - THEY WILL CARE

Purpose

The purpose of this mini-course is to provide an in-service for Nursing Faculty on the principles and significance of adopting and utilizing a learner-centered approach in nursing education

Intended Audience

Nursing faculty at both the undergraduate and graduate levels of education; primarily for those not formally trained as nurse educators

Objectives

As a result of participating in the learning opportunity, the learner will

1. Accurately describe learner-centered education principles
2. Display a positive attitude toward using learner centered principles
3. Identify several learner-centered strategies they can employ in their classrooms

Units

Summary

As a result of this experience, you are hopefully a little better equipped to ask key questions about your courses, your programs and your teaching style. Only you can provide the answers through personal reflection and course evaluation.

Are you leaner centered? Can you see the parallels between patient centered nursing and learner centered teaching, each with the underlying premise of care.

We are poised to usher in the next generation of nurses. We already know we need nurses who have those 21st century skills of collaboration, creativity and critical thinking.

We have to first help usher in attitudes of acceptance, and development of a paradigm shift among faculty. Faculty need to appreciate the overwhelming list of benefits in fostering learning environments that support active, engaged, creative and deep learning; learning that promotes self-regulated, lifelong learners.

References

American psychological Association (APA) (1997). Learner-centered psychological principles: A framework for school reform and redesign. Retrieved from online at: http://www.apa.org/ed/governance/bea/learner-centered.pdf

Ellis, A. K. (2004). Exemplars of curriculum theory. Larchmont, NY:Eye on Education.

Nicol, D. J>, & Macfarlan-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in higher education, 31 (2), 199-218. Retrieved from EBSCO Host.

Salinas, M. F., Kane-Johnson, S. E., and Vasil-Miller, M. A., (2008). Long term learning, achievement tests, and learner centered instruction. Journal of scholarship of teaching and learning, 8, (3), 20-28). Retrieved from EBSCO Host.

Other Resources

Sir Ken Robinson videoclip Website address

http://www.watchknow.org/Video.aspx?VideoID=26604

Process Analysis

• Problem identification-

Is this a problem that can be addressed with an educational approach - yes

Is this a problem that matters - yes, addressing these needs will enhance the experience of the teachers, while promoting increase levels of success and productivity in students

• • faculty not formally trained in education principles
  • faculty trained in 19th century model of teacher-focused curriculum
  • cloudy understanding/misunderstanding of learner-centeredness

Learner Analysis

• • Nursing faculty who are clinical experts but lack formal education courses

Needs analysis

• clear definition of concepts
• clear rationale on significance of change
• concrete guidance on shifting curriculum
• opportunities to implement changes

Goal setting

• Learning Domains
  • Attitude - behaviors will demonstrate acceptance of learner-centered curriculum concepts
  • Intellectual - will demonstrate how to change course to reflect new principles
  • Verbal - will demonstrate understanding of the benefits of shift in focus

Outcome Objectives

• At this conclusion of the mini-course learners will reflect a positive attitude regarding learner-centered approach, by adopting a curriculum change to reflect learner-centeredness.
• Given a list of options, the learner will correctly identify, in writing, the benefits of learner-centered curricula
• Given a specific scenario including a course lesson plan, the learner will re-write teaching/learning approaches to reflect a more learner-centered learning environment.

Unit lessons

• Lesson One- What is Learner-Centered Teaching?

Understanding what it means to be Learner centered (Introduction?)

:developing a better understanding of what it means to have a curriculum that  is more learner centered than teacher center.

• Lesson Two-Learner-Centered Teaching strategies

Determining the balance of instruction, Creating learning opportunities for students, vs making a list of things the teacher must accomplish

• Lesson Three -Self assessment and redirection

Initiating self-assessment

Curriculum Review as an iterative process

redirection and refocus