Spectrum Structures

Teaching/learning structures

<td class=col1>Small set of externally defined content structures, transferred intact</td><td class=col2>BT: Atomistic; parts prior to whole</td><td class=col3>Beginning to get a sense of role whole plays in defining parts</td><td class=col4>BT: Holistic; whole prior to parts</td><td class=col5>Integral relationship between whole and parts, in some sense they “make each other up”</td>

<td class=col1>Time and learning held constant, assumed to be the same</td><td class=col2>BT: Time held constant, recognition that learning varies</td><td class=col3>Gradual shift to recognition that time necessary for learning varies with specific learner</td><td class=col4>BT/MH: Learning outcome defined and held constant, time varies as necessary</td><td class=col5>Time structures become dynamic element of collaboration in learning</td>

<td class=col1> </td><td class=col2>BT: 50-minutes lecture, 3-unit course</td><td class=col3>Experimentation with multiple units of time for courses, including evening and weekend</td><td class=col4>BT: Learning environments spread across time and space via digital tech</td><td class=col5>Learning no longer confined to institutional environments, but deliberately and consciously shaped across whole of context</td>

<td class=col1>All classes have same structure, dictated by external authority</td><td class=col2>BT: Classes start/end at same time</td><td class=col3> </td><td class=col4>BT: Environment ready when student is, in distributed venues</td><td class=col5>Distinctions between “class” and “outside” break down as learning becomes continual, project-based and shared amongst multiple constituencies</td>

<td class=col1> </td><td class=col2>BT: One teacher, one classroom</td><td class=col3> </td><td class=col4>BT: Whatever learning experience works</td><td class=col5> </td>

<td class=col1>Strict dogmatic approach to content, outlined by outside church authorities</td><td class=col2>BT/MH: Independent disciplines, departments based on higher ed more generally, classical disciplines in silos</td><td class=col3>Some interdisciplinary work begun, students have some say in elective development</td><td class=col4>BT/MH: Frequent cross discipline/department collaboration, students full partners in course/degree guidelines</td><td class=col5>Academic disciplines serve only as touchpoints for research funding and peer review, course content shaped by ongoing collaboration between multiple partners, all teaching is team-teaching with student/self directed learning goals taken seriously in course contents</td>

<td class=col1>Strict “catechism” of content</td><td class=col2>BT: Covering material</td><td class=col3> </td><td class=col4>BT/MH: Specified learning goals</td><td class=col5>Shared definition of appropriate learning goals</td>

<td class=col1>No assessment structures</td><td class=col2>BT/MH: End-of-course assessment used only in summative evaluation</td><td class=col3>BT: Pre/during/post assessments, used occasionally for formative as well as summative evaluation</td><td class=col4>CI reports, some student generation of assessment, portfolios engaged, primary emphasis on formative evaluation</td><td class=col5>Continual assessment by all participants, full portfolio for lifelong learning</td>

<td class=col1>If there is teacher assessment of students, it is frequently overridden by outside church authorities</td><td class=col2>BT: Grading within classes by instructors</td><td class=col3> </td><td class=col4>BT: External evaluations of learning</td><td class=col5>Publicly engaged development of shared resources, continually being developed</td>

<td class=col1>No assessment</td><td class=col2>BT: Private assessment</td><td class=col3>Some degree of student participation in assessment</td><td class=col4>BT: Public assessment</td><td class=col5>Assessment shared in dynamic, socially-connected processes</td>

<td class=col1>Degree unnecessary, only ecclesiastical licensing/approval “counts”</td><td class=col2>BT: Degree equals accumulated credit hours</td><td class=col3>Degree includes some amount of contextualized field practice</td><td class=col4>BT: Degree equals demonstrated knowledge and skills</td><td class=col5>Degree equals demonstrated learning outcomes, as assessed through shared judgments by calling community</td>

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