Development of a learner-centered constructivism ...

Development of a Learner-Centered Learning Process Case: Business Information Systems Course at Hasselt University

Jeanne SCHREURS1, Ahmad AL-HUNEIDI1 1: Hasselt University, Hasselt, Belgium {Jeanne. SCHREURS, Ahmad.ALHUNEIDI} @uhasselt.be

Abstract.

A Learner-centered, Constructivism, & Competencies based learning process development combines the concepts of competence based curriculum design, learner-centered learning and constructivism based learning to design and develop learning processes and activities for a course. We define general competencies(critical reflection, creativity, research attitude) and course domain specific ones ( content topics). In addition, the implemented learning activities are based on constructivism theory and intended learning level for each module. Constructivism learning theory means that the learner is an active maker of knowledge based on his/her prior experience/skills. We defined general, collaborative and assessment design elements. A Model for designing and implementing the learning process for a course has been built. Attention goes to the blended ICT based model.

Key words: Constructivism based learning, Student centered learning, Course development, Collaborative learning, Competencies based learning.

1 A Shift From Traditional Teacher-centered Learning to Learner-centered Learning 1.1

A Shift to Learner-centered Learning

In the past the good student is the one who can memorize more information about a certain subject. Nowadays, the good student is the one who knows how to reach the information, how to expand it, and how to apply it in real life cases [13]. In learner-centered learning, students’ needs, preferences, learning styles, skills, and experience are taken into consideration in learning process. In the teacher-centered teaching method the focus of teaching is on the delivery of the content by the teacher as defined in a curriculum commission fitting pre-defined objectives of the study program. The individual student is a passive listener and is not involved, and the curriculum does not care about the individual student’s preferences. The instructor determines the content and organization of the course to a great extent. The students are recipients of the instructor’s knowledge [10]. Nowadays students are more demanding than they have ever been. They do not accept the passive role in learning process, they need a more individualized way of learner-centered learning, fitting their personal learning styles. In learner-centered learning and teaching methods we see a shift of the focus of the activities from the teacher to the learners. The 1

learners are the active maker of knowledge in learner-centered teaching and they are responsible of the knowledge that they create. In addition, they are presented with real life problems, in which they apply their skills and experience in collaborative and social environment to solve the problems and construct the knowledge in their minds. In teacher-centered learning the learning environment is limited by the classroom, while in learner-centered learning, the learning environment includes the classroom, workplace, home,..etc. [12]. In learner-centered learning, the learning process is characterized by lifelong learning. The learners are the active maker of knowledge and they are responsible to search for the knowledge. Learner-centered learning includes active learning, cooperative learning, and inductive learning. In active learning, students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. In cooperative learning students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability. In inductive teaching and learning students are first presented with challenges (questions or problems) and learn the course material in the context of addressing these challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching [10]. Teacher role in learner-centered learning is essential and important, which includes guiding, mentoring, presenting real-life problems, promoting critical thinking, and understanding how the students interpret the knowledge and correct any misunderstanding arises among the students. 1.2

Learner-centered Teaching

Learner-centered teaching represents a paradigm shift from traditional teaching methods by focusing on how students learn instead of how teachers teach. Following are key selected premises of learner-centered teaching [1]. 1. Assume that students are capable learners who will blossom as power shifts to a more egalitarian classroom. 2. Use content not as a collection of isolated facts, but as a way for students to critically think about the big questions in the field. 3. Change the role of teacher from sole authoritarian to fellow traveller in search of knowledge. 4. Return the responsibility for learning to the students, so that they can understand their learning strengths and weaknesses and feel self-directed in their knowledge quest. 5. Utilize assessment measures not just to assign grades, but as our most effective tools to promote learning. The result of this paradigm shift is that teachers will become co-learners with students, thus blurring the categorical distinction between these two groups. The broad learner-centered paradigm encapsulates our current understanding of the “best practices” in teaching, including an emphasis on active learning, problem-based learning and, more generally, a thoughtful understanding of what the best teachers actually do in their classrooms [2]. As an example of learner-centered learning is the use of games as a medium of learning to promote critical thinking, communication, collaboration, interaction, and constructing and sharing the knowledge among students. Throughout games, students use their skills and experience, share their knowledge, and receive immediate feedback from their colleagues and the teacher [14]. 2

2 Competency Based Teaching and Competency Based Curriculum Development Learner-centered means that the curriculum is developed based on a set of required competencies/objectives/outcomes/skills. For the learner, being competent means being able to display relevant skills and knowledge in order to solve a (even poorly defined) problem. As a result, the curriculum will be linked with the required competencies that the learners should have, which shortage the gap between what is taught and what is required in real-life and professional environment. 2.1

Competency Based Teaching

A description of a competence includes the required skills, the knowledge and the attitudes that the learners should have when they finish the course. We can differentiate between three levels of competencies: general competencies, general academic competencies and scientific, domain specific knowledge competencies. General competencies in higher education, which result from the connection with future professional environment, are about critical reflection, creativity, basic management tasks (if education program is in management), communication skills and orientation towards life-long learning. General academic competencies are about research attitude, research methodology, explorative research, multidisciplinary teamwork. While scientific domain specific competencies are about the relevant learning content topics of that domain. 2.2

The Development of a Competency Based Curriculum Follows Next Development Steps: 1. Competencies design (To be explained in next section). 2. Development of the study program or curriculum, being a set of courses covering the content domain of the study program. 3. Development of each course of the curriculum. It includes the formulation of the objectives, the competencies, the content, the teaching methods, the assessment methods and the learning materials.

2.3

Competency Design Process

Following GC. Burrill [3], the competency design process consists of 5 steps: 1. Assumptions. 2. Developing general competencies. 3. Skill definition. 4. Format of competency statements. 5. Validation. 1. Assumptions

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2.

3.

4.

5.

Several assumptions have to be clarified concerning students learning. So we set forward in higher education that general as well as professional as well as research oriented competencies are required. We also set forward that the requirements differ for bachelor and for master level. On master level we expect for example that a student can handle complex problems, can reflect on own work solutions and can communicate about it and can act as an independent researcher. In addition, we set forward that the requirements will differ for different study domains. Developing general competencies areas The general competencies result from contact with the future working environment, in which, a preliminary interviewing of professionals can be organized in order to know the required skills and knowledge that the learner should have for professional work place. Skill definition Domain specific competencies result from both contact with the job environment and with the knowledge of international curricula references. Format of competency statements A skill is formulated in a general way. Afterwards a skill will be detailed in a set of tasks or learning activities, in which each learning activity is linked with a specific competency statement(s). Demonstrating that the student has the skills can be done by an examination by an expert, or by a letter including the verification by a supervisor via observations of learning activities. Validation The format of the competency statements will be revised based on comments, observations and problems uncovered in the field by experts being professionals working in the course domain and by academicians with extensive experience in the domain.

3 Constructivism Theory 3.1

A definition of constructivism learning

In Koohang et al [4], the following definitions about constructivism can be found: “Rooted in learning theories advanced by Dewey (1916), Piaget (1973), Vygotsky (1978) and Bruner (1996), constructivism learning theory is defined as active construction of new knowledge, based on learner’s prior experience”. “ The key idea is that students actively construct their own knowledge: the mind of the student mediates input from the outside world to determine what the student will learn. Learning is active mental work, not passive reception of teaching“. 3.2

Constructivism and Conversation Theories and Implementation Aspects

Constructivism theory is based on the idea that people construct their own knowledge through their personal experience. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information.

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The effectiveness of Constructivism is that it prepares students for problem solving in complex environment [5]. In Constructivism theory; students are more active in building and creating knowledge, individually and socially, based on their experiences and interpretations [6]. Constructivism theory fits into leaner-centered learning environment, as the learner is an active maker of knowledge and not a passive receiver. The Constructivism theory has the following assumptions[15]: 1. Knowledge is constructed based on students’ experiences. 2. Learning is a personal understanding and interpretation of the knowledge. 3. Learning is a continued and active process in which knowledge is developed based on experience. 4. Knowledge evolution is a result of discussion of different interpretations, sharing of various understandings and changing of students’ intellectual knowledge representation as a result of efficient collaborative learning. Constructivism supports the elimination of a standard learning system by promoting the use of a student customized curricula, based on students’ experience and previous knowledge. It also promotes and improve students’ problem solving skills. By applying Constructivism theory in learning environment, teachers focus on making a link between taught knowledge and supporting new students’ understandings and interpretations. Teachers design their teaching models and tools to support and encourage students to investigate, search, interpret, analyze and expect information. In addition, teachers depend on open-ended and discussion questions and support interaction and collaboration between students. Learning must be positioned in realistic models. Constructivism theory supports the abolition of grades and standard exams. Based on Constructivism theory evaluation and assessment should be a part of the learning process in which students play a great role in evaluating and assessing their own learning achievements. Evaluating and assessment must be integrated with a project or a task rather than a separated activity [8]. Conversation theory supports Constructivism theory by facilitating collaboration, communication, interaction, and knowledge construction and sharing amongst the students and with the teacher, which improves learning outcomes and quality more effectively. Conversation theory of learning fits into the constructivist framework, since the emphasis is on student as an active maker of knowledge [8]. To apply Constructivist theory, a learning environment should be designed, implemented, and then guided through the process of collaboration and interaction between students , as stipulated in Conversation theory, so that learning is constructed by the group, rather than just the individual [7]. Teacher’s role is essential and important in the learning process. The role of the teacher in Constructivism theory is to try to understand how students interpret knowledge and to guide and help them to refine their understanding and interpretations to correct any misconception arises between students at an early stage and improve learned knowledge quality[8]. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults.

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3.3

Constructivism Based Learning Process Design Model

According to A.Koohang, et al (2009), Constructivism based learning process design consists of learning design elements and learning assessment elements. Learning design elements consist of fundamental design elements and collaborative design elements; as illustrated in Figure 1.

Figure 1. Constructivism Based Learning Process Design [4]

3.3.1 Fundamental Design Elements The fundamental design elements are essential for designing learning activities, and they include: 1. Students are encouraged to develop their own goals and objectives in solving problems. 2. Problem solving, application of knowledge, higher-order thinking skills and deep understanding are emphasized. 3. Students are encouraged to do exploration to seek knowledge independently. 4. The student plays a central role in mediating and controlling learning. 5. Students are asked to include and apply their own previous experience and knowledge in the situation. 6. Interrelatedness and interdisciplinary learning are encouraged. 7. Students are asked to expound what they have learned. 8. Learning is embedded in a realistic and relevant context. 9. Students are presented with a real-world situation. 10. Students are asked to reflect on what they have learned. 11. The learner should be required to give justification for his or her answers, and scaffolding becomes a vital learning means. 3.3.2 Collaborative Design Elements The collaborative design elements are essential for collaboration and constructing new knowledge, and they include: 1. Cooperative and collaborative learning are favored in order to expose students to alternative view points. 6

2. Knowledge construction takes place in individual contexts and through social negotiation, collaboration and experience. 3. Interchange of knowledge and discussion about viewpoints within a team of students. 3.3.3 Learning Assessment Elements The learning assessment elements which include: self-assessment, team assessment, and teacher assessment, are essential in learning process and should be integrated with a project or a task rather than a separated activity.

4 Learning Process Design 4.1

Learning Content Structure

Linked with the phase of defining the specific course competencies, the learning content of the course will be decided and structured as a set of topics or modules. In this phase also the intended learning level for each module has to be identified. For some modules the learning process can be limited to only a traditional classroom session and for the learner being informed and becoming knowledgable about the topic. Though for more important topics the learning process will include more participation of the learner and even will be organized as a real constructivism based learning process consisting of several learning activities. 4.2

The 5 E-model [9]

The 5 E-model is an instructional model based on the constructivist approach to learning. The model proposes 5 learning principles: 1. Engage: Learners will become engaged in the concept, process or skill to be learnt. 2. Explore: Learners actively explore their environment or manipulate materials. 3. Explain: Learners experience opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. In this phase the teachers will also introduce formal terms, definitions and explanations about the learning content. 4. Elaborate: To practice skills and behaviors resulting in deeper and broader understanding of major concepts. 5. Evaluate: To assess learners understanding and abilities. 4.3

Intended Learning Level [11]

Depending on the importance of the learning content, the practical, and the theoretical part, the intended learning level will be different. From being only informed to being included as a responsible participant if a project, we differentiate between the following learning levels: • To know, to be informed • To understand and create personal insight • To understand the application of the knowledge in relevant practice 7

• • • 4.4

To extend the knowledge by searching new linked knowledge To analyze new knowledge to reflect and to create new insights To apply the knowledge and generalize new alternatives in a new domain

Teaching Activities

From teaching point of view teaching can be seen as a composition of phased activities Based on the e-model we adapted the following phases in our learning process: 1. Content presentation by the teacher (sometimes combined with self-pased and ICT enhanced learning =blended model) 2. Exercises. 3. Organize an activity where students will have to find new related knowledge. Often they can search for literature in the (e-) library. 4. Link with business practice will be presented. 5. organize a project so that learners will have to apply and expand the knowledge in a new situation. 6. Evaluate what “learnt” = assessment.

5 Learner-centered Constructivism Based Learning Process Development Model Curriculum development means that a curriculum development committee is deciding about which content (and courses) will be included in the study program (See Figure 2). On study program level the program specific competencies (also called outcomes, learning objectives) and the general competencies, including the professional ones will have to be defined. As teachers we have on course level to define the course specific competencies (outcomes: learning objectives) and linked with it the content of the course. In the development of the learning process of the course we will take into account the requirements as formulated on study program and on course level. For each of the modules the intended learning level will be defined. We will have also to integrate in the learning activities some learner-centered and constructivism elements. These are based on Learner-centered, constructivism based learning model [4]. In our research we developed a model for the development of the Constructivism based learner-centered organization of the learning process. We see the integration of competence base learning and constructivism based learning in this model.

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Study Program Level Course Level

General Competencies (Including Professional Related Competencies)

Domain Specific Competencies

Curriculum = Set of Courses

Course Content

Course Specific Competencies

Course Content Splits into Modules & Organized in a Semester Time Frame Module 1 Module 2 Module 3 Module 4 Module Level

Module 5 Teaching the Content Requires the Organization of a Learning Process, Consisting of Teaching Activities for all Modules

Module 1

Teaching Activities

Module 2

Teaching Activities

Module 3

Teaching Activities

Module 4

Teaching Activities

Module 5

Teaching Activities

LearnerCentered & Constructivism Based Learning Model are Applied

Intended Level of Learning for Each Module

Figure 2. Learner-centered Constructivism Based Learning Process Development Model

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6 Case: The Course Business Information Systems at Hasselt University This course is a 2nd year bachelor course in the study program BI (Business Informatics). Based on the domain specific competencies, the general competencies as defined in the faculty for this study program bachelor in Business Informatics, the course specific competencies and the course content was developed. The course content topics/ modules are related to the course specific competencies. Example: A competence: know how and why a company has to evolve to integrating internal processes and interorganizational processes with customers and suppliers. The corresponding learning content module is: enterprise information systems. 6.1

Domain Specific Competencies For The Study Program Bachelor of Business Informatics This program offers the necessary economic and business knowledge and skills to analyze, explain, and manage social and organizational problems in companies and commercially-led organizations. Secondly, the bachelor acquires the necessary knowledge and insights in Management Information Systems to integrate data systems in an efficient way in an organization. The student acquires the skills to optimize decision-making, by integrating his/her knowledge and insights in economics, business management and business computing. In addition, focus is also in managing today’s software packages, and having a broad overall and some practical knowledge of the currently available IT technologies and on having general quantitative and technological knowledge. Moreover, the development of supporting skills as research-based information acquisition, as well as the mathematical and statistical analyzing knowledge is essential. 6.2

General Competencies For The Study Program Bachelor of Business Informatics 6.2.1 General Competencies Learning competencies: thinking and reasoning skills, acquiring and processing information, the capacity for critical reflection, working goal-oriented, having attention to and knowledge of the practical relevance of what one learns and a commitment to lifelong learning. Cognitive processing skills: processing information, the capacity for critical reflection, creativity, being able to perform simple management tasks, the ability to analyze, structure and communicate about information, ideas, problems and identify solutions. Social interactive skills: to communicate and present in a written and oral way about information, ideas, problems and solutions to both peers and specialists, contribute 10

actively to solve problems in teams, to be open to feedback from others and give guidance to others. 6.2.2 General Scientific Competencies Methodological research competencies: a research attitude, knowledge of research methods and techniques and to adequately apply, the ability to collect relevant data, judgment of social, scientific and ethical issues, an appreciation of uncertainty, ambiguity and limits of knowledge and to be able to initiate problem based research. Social and ethical competencies: The Bachelor is aware of his position in society. From a critical position he questions himself and the political, legal, social and economic system which he belongs. He is aware of the need for professional integrity and is able to create professional and appropriate choices. 6.3

Course Specific Competencies For The Course Business Information Systems 1. Know why a company has to evolve to integrating internal processes and inter organisational processes with suppliers and customers. 2. Know how the internet is changing the business information systems. 3. Understand the information requirements of an organisation and knowhow and which kind of information systems are supporting management processes and decision making. 4. Know the need of securing data and systems and which security measures can be taken. 5. Know why and how to maintain information systems. 6. In practice students learn to use computer tools as are used by management.

6.4

Content 6.4.1 Theory Modules 1. Enterprise IS. 2. E-business and e-commerce. 3. Knowledge management and systems for collaboration and decision support systems. 4. ICT security and risk management 5. Building and re-engineering of information systems. 6. IT project. 6.4.2 Practice Building systems to support decision making, using computer tools excel and access in the computer room.

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6.5

The Learning Process Table 1. Learning Process Development For The Course Business Information Systems

Module

Week

Course Content

Activity

1

1

Enterprise IS

2

2

e-business and ecommerce

Classroom teaching selftest Classroom teaching

3

e-business and ecommerce

4

Team project

5

Team project, continuation

6

KM & management support systems

7

KM & management support systems KM & management support systems KM & management support systems Security management

3

8

9

4

5

10

11

Security management

12

Security management

13

Building and reengineering IS

End of semester

Individual written exam

Constructivism elements

General competencies

Self assessment

selftest Adoption of e-business : study of the websites of companies + discussion and conclusions Select as a team 1 topic of the course, find additional info(at least 3 scientific articles in e-library) Write a paper to report and share the new knowledge (5 pages) Classroom teaching

Self assessment -exploration -embedded learning in a realistic context

to have attention to the practical relevance of what one learns

Expand and go beyond what is learnt

To adopt a research attitude

selftest Selfstudy tutorial

Self assessment

Computer practice in lab: access + link Excel

-Problem solving -application of knowledge -Problem solving - application of knowledge

Computer practice in lab: Excel DSS

the ability to work goal-oriented

Classroom teaching selftest Teamtask: interview in company, using a predefined questionnair

Self assessment Real world situation

Discussion about the results of the survey (all data combined in one file)

reflexion

Preparing a team paper : make a study to compare “our” results with the published result bij CSI based on a survey in USA. Classroom teaching

reflexion

selftest

Self assessment Professor assessment of individual learning

The ability to communicate effectively and respectfully with individuals and groups To gather information in a scientific way, interpret critically and report in a businesslike manner To gather information in a scientific way, interpret critically and report in a businesslike manner

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7 Conclusions Nowadays learners are more demanding than they have ever been about the way they want to learn. They need a more individualized way of learning as defined in learner-centered learning, and fitting their personal learning style. As a result we see a shift of focus from teacher-centered to learner centered-learning. The new learner is active in creating knowledge based on his own existing knowledge and as part of a team of other learners is taking part in a learning experience (constructivism based learning). Constructivism based teaching, by facilitating collaboration, communication, interaction and knowledge construction and sharing in a team of learners and with the teacher, will improve learning outcomes and quality. Defining the required competencies is a first phase in the development of a learning process. Following the 5E-model, being an instructional model based on the constructivism approach, the learning process can be built in phases of learning activities, all linked with competencies and including constructivism characteristics. The model of constructivism based learning process design has been included as part of our model “learner centered constructivism based learning process development model”, integrating the competence based learning and the phased constructivism based learning.

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