Student-centered learning: principles, benefits, challenges, levels of implementation Pusa Nastase, CEU, Budapest Matyas Szabo, CEU, Budapest PASCL Training.

Student-centered learning: principles, benefits, challenges, levels of implementation

Pusa Nastase, CEU, BudapestMatyas Szabo, CEU, Budapest

PASCL Training of Peer Assessment Teams in Student Centered Learning, Budapest, 16-17 February 2015

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Definition of SCL • » represents both a mindset and a culture within

a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem solving, critical thinking and reflective thinking.«

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Approaches/principles

• active rather than passive learning• deep rather than surface (or strategic)

learning• learner: increased responsibility,

accountability, autonomy• interdependence and mutual respect

within teacher-learner relationship• reflexivity in both learning and teaching

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What does SCL mean to you?

• Please indicate a few instances of SCL at any level...

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Challenges

• Academic reward structure• Academic rules for hiring and promotion • The infrastructure• The diluted mission of the university• The institutional culture • National context• Financial considerations

Benefits

• Quality enhancement• Higher student retention rates • Recruitment: attractiveness for students• Creates other opportunities (adult

education)

Opportunities

• Increased credibility in relation with employers

• Potential positive differentiation against other universities

• SCR of universities

SCL in course design

1. Course is designed for specific students based on their …

• interests, motivation, needs• previous knowledge in the subject• values, stereotypes, prejudices• career plans• level of intellectual development• learning styles• access to resources

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SCL in course design

2. Students’ involvement in course design

• discuss their wishes, choices, interests• share with them course plans (draft syllabus)• leave room to cover topics of common interest• help student connect course to curriculum• develop students' interest in course topics• explain course alignment• ask for their feedback, course evaluation

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SCL in course design

3. Student-centered content

• links theory with practice, illustrates connection• research-informed, up-to-date• relevant to future studies/careers• develop students' interest in course topics• allows and encourages students to develop

further in the topics of their own individual interest

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SCL in course design

4.A Student-centered teaching approach

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SCL in course design

4.B Student-centered teaching approach

• allows students to construct knowledge• interactive• encourages cooperation• develops skills required by the discipline as well

as transferable skills• adapts to individual learning styles

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SCL in course design

5. Student-centered assessment

• measures learning and individual progress• formative rather than summative• assessment “as” and “for” learning, not only

“of” learning• provides ongoing, regular feedback to students • develops "real" skills• motivating, challenging

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From policy to processes to implementation

• Change comes through a combination of bottom up pressure and top down support

• The principle of SCL needs to be internalized at all levels

• Incremental changes and constant self-evaluation from the part of the institution

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This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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