This collection of instructional approaches, methods, and tools illustrate various ways of fostering student centered learning.
Model-Based Reasoning
Dr. Randy Phillis, Associate Professor of Biology at UMass Amherst
In artificial intelligence, model-based reasoning refers to an inference method used in expert systems based on a model of the physical world. With this approach, the main focus of application development is developing the model. Then at run time, an "engine" combines this model knowledge with observed data to derive conclusions such as a diagnosis or a prediction. Dr. Phillis shares his research and work in this area in this video presentation.
Group Work That Works In The Very Large Classroom
Dr. Penne Restad, Sr. Lecturer of History at UT Austin
The use of student groups can sometimes feel overwhelming to faculty who are trying to engage students in learning. Team-Based Learning (TBL) helps transform traditional content, with the use of application and problem solving skills, helping students have greater long-term knowledge retention. Successful examples of the use of Team-Based Learning (TBL) in the large classroom will be shared and discussed in this recorded video talk.
EARS (Extensible Audience Response System)
EARS allows the instructor to pose questions in a wide range of item formats, such as entering a number or algebraic expression, clicking or touching the screen to draw a graph or show the direction of a vector, or entering a free-text response. Students can use laptops, smartphones, or any web-enabled device to respond to questions the instructor poses during class.
Students enter their seat number when they enter the classroom, and after each student responds to a question, EARS can automatically group students into heterogeneous groups to maximize the productivity of the resulting peer instruction discussions. Students receive individualized instructions about who to talk to on their devices' screens, and can follow along as the instructor reviews the question afterwards.
In addition, EARS provides comprehensive analytics for instructors to see statistics about student responses before and after peer discussion, and are able to see student responses overlaid on a seating chart so that it is clear which parts of the room "get it" and who would benefit from interaction with the instructor or a TA while students are discussing their responses.
EARS is developed by The Mazur Group at Harvard to support instructors who teach using peer instruction.
Backward Design
An instructional design model developed by renowned educator Grant Wiggins. Backward design believes students are best taught by beginning with goals, not a curriculum. In backward design, one starts with goals, then assessments, and finally lesson plans.
Critical Thinking In The College Classroom
This Teacher to Teacher site provides personal, practical, and published materials collected to help faculty cultivate critical thinking skills in their students, especially first-year students. The resources are cross-disciplinary and draw from research literature as well as best practices in the classroom at UT Austin.
Expected Learning Outcomes at BYU
An award-winning site that allows faculty members to individually craft the learning outcomes for the courses they teach and incorporate their assessment from each semester into the learning outcomes.
Course Redesign Planning Checklist
This set of questions, offered by NCAT, can act as a final checklist to ensure that your redesign plan has taken the key elements of successful redesign into account.
National Education Technology Plan 2010.
Department of Education highlighted the impact that such approaches are likely to have on the K-16 system in years to come.