Disrupting Ourselves: Cherished Assumptions, New Designs, and the Problem of Learning in Higher Ed - Sponsored by WTC Consulting

Our concept of learning has expanded at a rate far outpacing our notion of teaching, an issue that applies to the design and delivery of learning experiences. This presentation will look at how this asymmetry is being manifest as higher education reaches the limits of some cherished assumptions about educational design like the centrality of the formal curriculum to the educational experience and the traditional investment in the faculty change model as a path to improvement and innovation. Looking at a range of strategies from team design-which engages instructional technologists, librarians, and other academic staff-to e-portfolios-which shift the center away from the formal curriculum-the session will explore how we might move beyond the limits of traditional practices in a time of constrained resources and increased accountability.