Dani and I are excited to announce that we’ll be partnering with ALA for a six week E-Course based on our Learner-Centered Pedagogy book, taught by … us!
The course, which is asynchronous, begins on Nov. 13, 2017. Students who register for the course will receive an electronic copy of Learner-Centered Pedagogy, and upon completion of the course will get a certificate of completion for professional development/continuing education purposes through ALA.
Here is a basic course outline:
At the end of this course, you will be able to
- Articulate an individually developed learner-centered teaching philosophy
- Plan and deliver a learner-centered activity for an information literacy-related outcome
- Incorporate evidence-based practices related to autonomy, empathy, relationship rapport, and learners’ intrinsic motivation into your own reference and instructional contexts
Week 1: Introduction to Learner-Centered Pedagogy
- How is learner-centered pedagogy defined and what are its theoretical and empirical bases?
- How do we know when learning has occurred?
- How can teacher-librarians (re)define information literacy in a learner-centered environment?
Week 2: Facilitating Curiosity
- How can library instructors tap into learners’ intrinsic motivation and desire for authentic self-expression to make information literacy really matter to learners?
- Why do autonomy-supportive rather than controlling learning environments so successfully motivate learning?
- What are some evidence-based practices librarians can employ to support learners’ sense of autonomy and authenticity in the information literacy context?
Week 3: The Cognitive Science of Learning
- What are some of the cognitive challenges that students face when learning information literacy skills?
- How can an understanding of the cognitive science of learning improve librarians instructional design practices in and out of the classroom?
- What are some evidence-based practical strategies librarians can take from the cognitive science of learning to better organize their instruction to help make information literacy learning stick?
Week 4: Relationships: The Heart of Learner-Centered Pedagogy
- Why do students seem to learn best with instructors that they feel connected to?
- How have librarians historically approached the importance of the librarian-student relationship for facilitating information literacy learning?
- What are some evidence-based practices librarians can use to establish genuine connections and relationship rapport with learners in the information literacy context?
Week 5: Mindsets toward Learning
- How does students’ attitudes toward the role intelligence plays in learning impact their motivation to learn?
- How can we facilitate a process-oriented approach to research?
- What best practices can librarians adopt from the mindset literature to help students who are experiencing roadblocks in their research?
Week 6: The Learner-Centered Technologist
- What is technology and what role does it play in learner-centered information literacy instruction?
- What practical test can librarians use to assess whether the use of a particular technology is learner-centered?
- What evidence based strategies for using technology are recommended by the learner-centered pedagogy literature?
There’s a good bit more info available at the ALA site about registration, etc., but please feel free to get in touch personally with either Dani or myself if you have any questions about the content, etc.
We look forward to the possibility of working with you!