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