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Wednesday, June 18 • 11:00am - 12:30pm
PSD.53 – Planning for the ACTIVE in Interactive Teaching Spaces

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The migration of teaching and learning in higher education from the Instruction Paradigm to the Learning Paradigm has been well-documented (Barr and Tagg, 1995). While research advocates the importance of learning spaces that optimize the convergence of the Net Generation (Long and Brown, 2006) with a pedagogy that emphasizes active learning (Graetz, 2006), surveys indicate that lecture is still the most common instructional method used in college education in the United States (Bligh, 2000). Why is there a divide between what educators know they should do to enhance student learning (based on research) and what is actually taking place in university classrooms?  I suggest that teachers know the value of student involvement (Astin, 1999), but may not always be aware of the ways to structure their teaching to bring learning into focus.

The literature is replete with articles that allude to the emergence of a more social constructivist approach to learning (i.e., one that emphasizes active, group learning) in higher education and its importance to the learning paradigm (Miller, 2013). In response, Western University is constructing its first active learning space, and while there is a general level of excitement about the new furniture configuration and the affordances of the connectivity that will occur in the classroom, there is a dawning realization that significant changes in teaching must be made for instructional strategies to work effectively in the new classroom. This session explores the pedagogical skills and strategies necessary to enable active learning by students.


Wednesday June 18, 2014 11:00am - 12:30pm EDT
A339 McArthur Hall

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