Barr and Tagg, 1995 provided an informative comparison between 'The Instruction Paradigm' and 'The Learning Paradigm' in relation to mission and purposes of each (e.g. provide/deliver instruction for instruction, and produce learning for learning paradigm) - then moves to criteria for success which moves from inputs, resources in instruction paradigm, to learning and student-success outcomes in learning paradigm - then move to teaching and learning structures, learning theory, and nature of roles - where faculty are moving from primarily lecturers into primarily designers of learning methods and environments.
Do you feel this works with all cultures and all types of students.
Would like to listen to your opinions.
Theodora, I believe the paradigms are more or less general in nature, hence may work with various cultures and types of students. However, the transition of faculty from primarily lecturers to primarily designers, may not always be complete and distinct, I believe. As far as I am concerned, I can always and will always be a lecturer, even if I am also a designer of learning methods.
Yes, my job description is lecturer. But I have to help students perform. So I move to design learning method and environment, mainly through my research work :))
Dear Theodora,
The information you have given is not sufficient for me to approach this subject. Where can I read the cited paper?
Eddie, Miranda and K.C.
Thank you for participating in this discussion - your ideas are appreciated, and indeed, though the name is lecturer, but we design the unit, and find out the best methods to allow our students learn...
A Lecturer/Designer might be a good name - but here we are moving towards the word 'facilitator' rather than lecturer... so, we facilitate students learning by providing them with the material...
A mix of paradigms might be the answer ...
It is my fear that some cultures might not be comfortable with the way the new method is going... as they were used in their school to learn from the lecturer - rather than having the power to create their own knowledge.
Looking forward to more contributions.
Regards
Theodora Issa
Dear Theodora and friends, I have a parallel thread on designing students' learning experiences :)
https://www.researchgate.net/post/How_can_we_better_DESIGN_the_learning_experiences_of_our_students_rather_than_just_providing_the_content_knowledge
DearTheodora
Educational Paradigm by Paulo Freire
Education should be alert to the following paradigms :
a) Valuation of culture .
b ) Man is a historical being and therefore unfinished.
c ) Educating for awareness .
d ) Read the word to view the world, comprising their oppressed condition .
e) Binomial: educator - learner , learner - educator.
f ) affective , democratic and shouldered Relations .
g ) Consistency .
There are three clear learning moments :
a) The student finds out what the student knows to bring his culture to the classroom .
b ) Exploration of issues relating to the topic under discussion.
c ) Curriculum : Actions to overcome impasses in practice.
Are steps in the literacy process , according to Paulo Freire :
a) Coding - circle of culture (where the students respond to the questions provoked by the coordinator , deepening their readings of the world : ? What, Why ,How, Why ,Who Against whom ? For whom ? • The benefit of what ?.
b ) decoding and decoding .
c ) Review and synthesis .
d ) Establishment of reading.
e) Curriculum
The epistemology of Paulo Freire opposes the positivist paradigm that understands knowledge as neutral , value-free and objective . Paulo Freire believes that the knowledge and continuously created and recreated , as people reflect and act in the world . Knowledge is not fixed but a dynamic process , collectively produced , seeking to give meaning to the world . Not exist as separate from and why is used , in whose interest .
For Freire proposes the knowledge to make people humanize , surpassing the dehumanization by solving the fundamental contradiction of our time : that between domination and liberation, known as the theory of the relationship between the oppressed and the oppressor . Freedom occurs through critical dialogue, which leads to liberating reflection and action .
THE OLD PARADIGM OF EDUCATION :
The teacher has to teach , where it reads only the matter of the day. Classes are expository , where content is almost " read " for students. The student is a passive recipient , you hear the explanations of the teacher ( who knows much more than he ) and goes groping for what he believes the teacher should want him to learn , say , think or write . The classroom is an environment of listening and receiving , without the possibility of talks . The experience is passed from teacher to student , and only that. The student learns and studies of obligation. The curriculum is fixed in a rigid structure that does not provide loopholes or modification .
The technology is detached from the context, a threat of substitution of man . Resources are handled by the teacher , who prepares in advance what can be presented or not . The school is an island that only communicates with families when needed and does not open the community where it operates.
CURRENT PARADIGM OF EDUCATION :
The teacher is guiding the study . It guides the learning process , and rather than search for student, he encourages you to want to know more , arouses curiosity about the issues of the various disciplines . The student is the agent of learning , becoming an independent scholar , able to check for yourself the knowledge, concepts and form their own opinions , responsible for the knowledge itself.
The classroom is an environment of cooperation and building on that, although we know the legend , no one is alone and everyone wants to share knowledge . There is an exchange of experience between student / student and student / teacher . The student motivation for learning and studying . There is pleasure in the pursuit of new knowledge Learning is growing. The curricula meet a flexible and open structure , in which each student can trace the paths themselves.
The technology is within the context as a means , built instrument. The teacher uses as a stimulus to learning . It is used by teachers and students . The school is open and connected to the world space. Students have contact with the community , share experiences with colleagues from other schools , make use of internet
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https://www.timeshighereducation.com/opinion/lack-student-success-measures-holding-back-higher-education?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily
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https://www.timeshighereducation.com/talking-leadership/talking-leadership-26-walter-kimbrough-supporting-poorer-students?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily
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https://www.salesforce.com/uk/form/sfdo/edu/connecting-dots-data/?d=7013y000002NuXpAAK&nc=7013y000002NuXkAAK&utm_medium=tp_email&utm_source=sfdo&utm_campaign=emea-edc-edu&utm_content=ebook-timeshigered%7Cconnectingdots
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https://www.chronicle.com/article/student-success-is-simple-that-doesnt-mean-its-easy
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