The Learning Paradigm

The Instruction Paradigm

Mission and Purposes

Produce learning

Provide instruction

Encourage students to discover and construct knowledge

Transfer knowledge from lecturer to students

Create a powerful learning environment

Offer courses and programs

Improve the quality of learning

Improve the quality of instruction

Achieve success for a wide range of students

Achieve access for a wide range of students

Criteria for Success

Learning outcomes among students

Input, resources

Quality of students completing the study unit

Quality of entering students

Development of learning technologies

Development of the curriculum, expansion

Quantity and quality of outcomes

Quantity and quality of resources

Aggregate growth of learning and efficiency

Growth of enrolment

Quality of students

Quality of faculty

Teaching/Learning Structure

Holistic - whole prior to parts

Parts prior to whole

Learning held constant, time varies

Time held constant, learning varies

Learning held constant, time varies

50/90 minute lecture, course divided into study units

Environment ready when student is

Classes start/end at a constant time

Whatever the learning experience requires

One lecturer, one classroom

Inter-disciplinary/departmental

Independent disciplines/departments

Specific learning results

Covering material

External evaluation of learning

Assessment by means of final assignment

Public assessment

Private assessment

Degree equals demonstrated knowledge and skills

Degree equals accumulated credits

Learning Theory

Knowledge exists in each person’s mind and is shaped by individual experience

Knowledge exists “out there”

Knowledge is constructed, created

Knowledge comes in pieces; delivered by instructors, absorbed by students

Learning progresses in a continuous holistic process

Leaning is cumulative and linear

Learning is student centered and controlled

Learning is teacher centered and controlled

The learning environment is cooperative and supportive

The learning environment is competitive and individualistic