From Teacher-Centered to Learner-Centered, A Faculty Mini-course

Francia Reed's Design Project Portfolio

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