The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities

The goal of this chapter is to provide a framework for creating student-centered learning activities that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner abilities involved in successful student performance. To achieve this goal, it is important to establish a definition of student-centered learning that can be used to guide the selection of the important pedagogical elements that must be addressed in the design of student-centered learning activities. Having established these foundational elements, the chapter provides a framework for the design of case-based instruction that incorporates teaching and learning principles derived from theory and research in the learning sciences

Project Management Methods for the Implementation of an Online Faculty Development Course

The case study describes the project management methods used in the implementation of a faculty development course at a small liberal arts university. The faculty development course, which was delivered online through the Learning Management System (Blackboard), not only provided faculty with technical competencies, but also a pedagogical framework for online instruction. As faculty members began to see the potential of using technology to overcome time and distance challenges, they became more interested in online education. To accomplish the project goals, the instructional design team created a detailed spreadsheet that outlined the design and implementation strategy for the initiative. Success criteria included increased demand and enrollment in the course, formal adoption of the professional development course as an institutional requirement, expansion of student enrollments in online courses, and student retention rates. The case study describes the unique project management considerations, documentation, and planning required throughout the project