Teacher-centered VS Learner-centered Learning

As Crosslin (2018) outlines, both teacher-centered and learner-centered learning have a time and place, and many factors influence which approach a teacher might use. It is vital for all teachers to keep in mind that “the goal of any course should be to push learners into a place of learning how to learn [
], so they can become self-directed learners (Kop & Fournier, 2011).” Being a kindergarten teacher has emphasized the importance of gradually transitioning from a teacher-centered to a student-centered approach. My young learners, still adjusting to routines of school, are often reliant on my direction. However, as the year progresses, they are grasping our classroom routines and beginning to think and work independently. This article reminded me to constantly evaluate when my learners are ready, and provide opportunities for them to practice learning more independently. The sketchnote below depicts the transition from teacher-centered to learner-centered learning.

 

Asynchronous Vs. Synchronous Learning

Over the past year, I have taken: asynchronous entirely online classes; synchronous in-person classes; and courses wit a mix of these methods, which demonstrates that “these are often not completely separate constructs.” Every approach has its benefits and downfalls. In asynchronous classes, you are free to work at your own pace and on your own time frame with little reliance on peers or the professor, which is beneficial when also working part time. Synchronous learning provides opportunities for rich discussions and easier collaboration. Neither is inherently better or worse. The challenge lies in determining “what mixture is right for your course and your learners.” This requires teachers to consider their learners’ circumstances and needs; one of the greatest influencing factors in planning for learning!

 

Thoughts on Connectivism

Connectivism, and the insights it provides “into learning skills and tasks needed for learners to flourish in a digital era” (Siemens, 2005, p. 7), resonated with me as an educator. This learning theory takes into account the importance of relationships and connections between individuals, and also the technologies we use. As expressed by Siemens, the “ability to see connections between fields, ideas, and concepts” and to make decisions are key components of modern learning (2005, p. 6). Students no longer need to memorize and retain vast amounts of information in order to be successful. It is more important that learners are able to determine where they might access information and evaluate its validity in order to make informed decisions and take action. When we view education in this way, ‘what’ we teach, which for BC teachers would be considered the curricular content, becomes less relevant than ‘how’ we teach and the skills our students are developing, i.e. curricular and core competencies and big ideas (Province of British Columbia, n.d.). This is a dramatic shift from our approach to education 10 years ago, and one that many teachers are just beginning to make as we accept the reality that our students are being raised in a digital age.

If you are unfamiliar with BC’s curriculum, here is a short video overview: https://youtu.be/lXyyZql2PZQ

 

References

Crosslin, M. (2018). Basic Philosophies of Distributed and Open Learning. Retrieved from  https://uta.pressbooks.pub/onlinelearning/chapter/chapter-2-basic-philosophies/

Duckworth, S. (n.d.). Continuum of Voice [Sketchnote]. Retrieved from https://twitter.com/Pastoral_School/status/793945073398509568/photo/1

Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning, 7(2), 2-20.

Province of British Columbia. (n.d.). BC’s New Curriculum: Curriculum Overview. Retrieved from https://curriculum.gov.bc.ca/curriculum/overview

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://edtechuvic.ca/edci339/wp-content/uploads/sites/5/2020/01/Connectivism-A-Learning-Theory-for-the-Digital-Age.pdf