Jinn Winn Chong's List: Learner-centered curriculum and instructional design

McCombs, B., & Whistler, J. (1997). What is "learner-centered"? in McCombs, B., & Whistler, J., The learner-centered classroom and school: Strategies for increasing student motivation and achievement (pp. 1-35). San Francisco: Jossey-Bass.

This chapter examines the definition of "learner-centered" from a research-based perspective to include both learning and learners. It also explores psychological principles related to learning, motivation, and individual differences toward designing educational systems that would best support individual student learning and achievement.

American Psychological Association. (1997). Learner-centered psychological principles: A framework for school reform & redesign. Retrieved from http://www.apa.org/ed/governance/bea/learner-centered.pdf.

Learner-centered psychological principles provide a framework for developing and incorporating the components of new designs for schooling. These principles emphasize the active and reflective nature of learning and learners. From this perspective, educational practice will be most likely to improve when the educational system is redesigned with the primary focus on the learner.

Moeller, B. and Reitzes, T. (2011). Integrating
technology with student-centered learning. Education Development Center, Inc. (EDC). Quincy, MA: Nellie Mae Education Foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/Integrating-Technology-with-Student-Centered-Learning?ext=.pdf.

With the intent to expand education beyond traditional boundaries, student-centered learning focuses on educational practices and principles that provide all students equitable access to the knowledge and skills necessary for college and career readiness in the 21st century; focus on mastery of skills and knowledge, and align with current research on how people learn.

Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. New York, NY: Routledge.

This book examines the issues surrounding the design, sharing and reuse of learning activities. It offers tools that practitioners can apply to their own concerns and incorporates a variety of contexts including face-to-face, self-directed, blended and distance learning modes, as well as a range of theories of learning and roles of technology.

Dooley, K. E., Linder, J. R., Dooley, L. M., & Hirumi, A. (2005). Systematic Instructional Design. In K. Dooley, J. Lindner, & L. Dooley (Eds.) Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners (pp. 99-117). Hershey, PA: Information Science Publishing. doi:10.4018/978-1-59140-485-9.ch006.

This chapter examines systematic instructional design, including student- or learner-centered approaches that promote lifelong learning. It also provides an overview of learner-centered instruction and instructional design models to help the development team conceptualize instructional planning.

Bell, B. S. & Kozlowski, S. W. J. (2009). Toward a theory of learner-centered training design: An integrative framework of active learning [Electronic version]. In S. W. J. Kozlowski & E. Salas (Eds.), Learning, training, and development in organizations (pp. 263-300). New York: Routledge.

This article aims to develop an integrative conceptual framework of active learning by focusing on the active learning approach which can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees' cognitive, motivational, and emotion self-regulatory processes.

Walker, S., Ryan, M. and Teed, R. (2008). Designing for learning. Post conference reflections and abstracts. The University of Greenwich. Retrieved from https://www.mysciencework.com/publication/read/1503907/designing-for-learning-e-learning-greenwich-post-conference-reflections-and-abstracts#page-1.

This conference publication includes a compilation of resources that address the both the recognition and the increasing trend for students to customize their learning, and a desire to enhance student success by acknowledging and working with individual approaches to learning.

Dolence, M.G. (August 19, 2003). The learner-centered curriculum model: A structured framework for technology planning. Educause Center for Applied Research (ECAR). Retrieved from https://www.csn.edu/PDFFiles/Administration/oie/Learner%20Centered%20Curr%20Model%20Article%20Dolence.pdf.

The bulletin examines 14 learner-centered principles that focus the attention on learners rather than on teaching, curriculum and instruction, or administrative structures. The principles aim to establish an intimate, individual, and very personal lens through which to view learning models, systems, structures, and processes.

Archana. (October 30, 2008). The learner-centered methodology (LCM) approach to ID. Learnability Matters. Retrieved from http://elearning.kern-comm.com/2008/10/the-learner-centered-methodology-lcm-approach-to-id/#.VB2q-PldXNl.

This article examines learning from the perspective of learner-centered rather than content-driven design, based on the philosophy that the learner is at the center of the eLearning process. The paper also introduces the concept of the development life cycle (DLC) has the learner as the focal point, where every step in the DLC derives from the study of learners.

Goodyear, P. & Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology 21. DOI: 10.3402/rlt.v21i3.19909.

The article sets out some important elements of a useful theory of design for learning toward a better understanding of what it means to design something, or some assemblage of things, to help other people learn. The article further offers useful framework for thinking about design for learning; and addresses a number of key issues, including: how it is that something designed by one person can help other people learn; what kinds of things can be designed; how these things might also need to support the work of people (like teachers) whose job it is to support other peoples’ learning; how learning usually has multiple layers and multiple goals – each of which may place different requirements on design – and how people who are learning can also be expected to modify that which has been designed.

Jordan, R, Carr-Chellman, A. [Presenters] (November 19, 2013). Putting instructional design in the hands of end users. Association for Talent Development. Webcast retrieved from https://www.youtube.com/watch?v=OWkwpsqZflo.

This webcast discusses user-centered design as an alternative to top-down expert-driven design processes. Grounded in systems theory, user-design empowers frontline stakeholders to design and create their own innovations. As a result, users of innovations are transformed into co-designers of innovations, rather than passive recipients of designs that are imposed upon them by an expert, which in turn may lead to greater adoption and diffusion of those innovations. The webcast further elaborates on the role of instructional designers, specifically how they provide resources and facilitate the work of the design team rather than impose their expertise upon the team members. Topics include a range of user-design tools, including ethnography, cooperative design, design-based research, action research, and scenario-based design.

Casey, G. and Evans, T. (November 2011). Designing for learning: Online social networks as a classroom environment. The
International Review of Research in Open and Distance Learning. Athabasca University. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1011/2021.

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students' reactions and online activity while using a range of social media and Web 2.0 tools.

Melsom, D.A (September 2010). The learner-centered instructional design model: A modified Delphi Study. (Doctoral dissertation). Retrieved from ProQuest. (UMI Number: 3423821).

This paper explores the learner-centered instructional design model that redefines the standard linear instructional design model to form a circular model where the learner’s needs are the first item considered in the development of instruction.

Kjällander, S. (2011). Designs for learning in an extended digital environment: Case studies of social interaction in the social science classroom. Department of Education, Stockholm University. Retrieved from http://su.diva-portal.org/smash/get/diva2:402495/FULLTEXT01.

This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers.

Smith, J. and Brown, A. (2005). Building a culture of learning design: Reconsidering the place of online learning in the tertiary curriculum. Australasian Society for Computers in Learning in Tertiary Education. Retrieved from http://www.ascilite.org/conferences/brisbane05/blogs/proceedings/71_Smith.pdf.

This paper describes a framework designed to encourage a more holistic approach to integrating online learning in the curriculum with the intention of refocusing the designed use of online learning environments away from information delivery and toward the engagement of learners in active and interactive learning.