Teaching/learning structures
Small set of externally defined content structures, transferred intact | BT: Atomistic; parts prior to whole | Beginning to get a sense of role whole plays in defining parts | BT: Holistic; whole prior to parts | Integral relationship between whole and parts, in some sense they “make each other up” | Time and learning held constant, assumed to be the same | BT: Time held constant, recognition that learning varies | Gradual shift to recognition that time necessary for learning varies with specific learner | BT/MH: Learning outcome defined and held constant, time varies as necessary | Time structures become dynamic element of collaboration in learning | | BT: 50-minutes lecture, 3-unit course | Experimentation with multiple units of time for courses, including evening and weekend | BT: Learning environments spread across time and space via digital tech | Learning no longer confined to institutional environments, but deliberately and consciously shaped across whole of context | All classes have same structure, dictated by external authority | BT: Classes start/end at same time | | BT: Environment ready when student is, in distributed venues | Distinctions between “class” and “outside” break down as learning becomes continual, project-based and shared amongst multiple constituencies | | BT: One teacher, one classroom | | BT: Whatever learning experience works | | Strict dogmatic approach to content, outlined by outside church authorities | BT/MH: Independent disciplines, departments based on higher ed more generally, classical disciplines in silos | Some interdisciplinary work begun, students have some say in elective development | BT/MH: Frequent cross discipline/department collaboration, students full partners in course/degree guidelines | 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 | Strict “catechism” of content | BT: Covering material | | BT/MH: Specified learning goals | Shared definition of appropriate learning goals | No assessment structures | BT/MH: End-of-course assessment used only in summative evaluation | BT: Pre/during/post assessments, used occasionally for formative as well as summative evaluation | CI reports, some student generation of assessment, portfolios engaged, primary emphasis on formative evaluation | Continual assessment by all participants, full portfolio for lifelong learning | If there is teacher assessment of students, it is frequently overridden by outside church authorities | BT: Grading within classes by instructors | | BT: External evaluations of learning | Publicly engaged development of shared resources, continually being developed | No assessment | BT: Private assessment | Some degree of student participation in assessment | BT: Public assessment | Assessment shared in dynamic, socially-connected processes | Degree unnecessary, only ecclesiastical licensing/approval “counts” | BT: Degree equals accumulated credit hours | Degree includes some amount of contextualized field practice | BT: Degree equals demonstrated knowledge and skills | Degree equals demonstrated learning outcomes, as assessed through shared judgments by calling community | Back to main Spectrum page