Teaching Inside the Studio

The Studio is an experimental classroom space within the University of Dayton's Ryan C. Harris Learning Teaching Center.  Created in 2001, the Studio has been an important place for faculty to develop new practices to support active learning strategies and new pedagogies to foster enhanced learning.

Details on the Studio can be found at http://www.udayton.edu/ltc/development/studio.php

On January 31, 2012, I gave a talk in the Studio to exemplify how I teach biology in a technology-enhanced environment.

Here is the video from that day:  http://vimeo.com/36034573

Videos from other faculty participating in this particular series of talks and demonstrations (Inside the Studio) can be found at http://www.udayton.edu/ltc/development/inside_the_studio.php

The Learning Paradigm: The Revolution Continues

Here is the text of an article I wrote for the University of Dayton, Ryan C. Harris Learning Teaching Center Newsletter for Fall 2012 (see http://www.udayton.edu/ltc/_resources/documents/newsletter/ltcnewsletter_f12.pdf)


The “learning paradigm” was introduced in a famous commentary written by Robert Barr and John Tagg in 1995. They articulated an important evolutionary (or revolutionary) change in how higher education functions. In moving from an “instruction paradigm” to a learning paradigm, Barr and Tagg prompted us to consider what, when and how students learn – and shift the focus away from content and content-delivery. This new emphasis on outputs (i.e. learning outcomes) instead of inputs challenged us to rethink faculty roles, pedagogical approaches, and the support of learning across the entire institution.

Since 1995, the growth of information technology use in our society has dramatically altered how learning occurs. The pace of these e-learning innovations has recently quickened and we have many reasons to consider what the learning paradigm means today and in the near future. Collectively these innovations are moving our concept of higher education away from a content-focused “push” model towards a just-in-time “pull” model. Here are a few selected trends and innovations that educators need to collectively consider:

• New ways of accessing information. Tablet computers are proving to be a compelling tool for learning – and we can expect students to bring them to class in increasing numbers. As thin as a pad of paper and connected to the Internet, tablet computers will be especially useful in accessing online textbooks and other online resources. Much of this content will be increasingly “open” in nature (shared with relaxed copyright), to help control costs for students and to help ease the development of flexible course curricula.
• Reconceiving the idea of “deep reading”. Web browsing and brief Internet communications (e.g. Twitter) may be marginalizing the deep and reflective forms of reading that we typically expect all students to pursue. Even as more communication channels are opened online, including digital multimedia, how will we help students read long texts, think critically and become reflective? Some possible suggestions are offered here: http://davidjwright.blogspot.com/2012/07/deep-learning-through-deep-reading.html
• Flipping the classroom. By moving course content completely online, student learning can be deepened by repurposing classroom time primarily for application of knowledge rather than the sharing of knowledge. Class time can become more engaging for students and faculty alike.
• Learning spaces adapt to changing needs. Physical learning environments have been changing dramatically to allow flexible seating arrangements and active learning approaches. But what should the classroom of the future look like? 
• New forms of assessment. With the advent of wearable computers, including eyeglasses with virtual digital displays, it will be close to impossible to prevent cheating in traditional tests and exams. New technologies such as electronic portfolios can offer more holistic forms of assessment that will help gauge student application of knowledge.
• Credentialing expands beyond degrees and credit hours. Massive open online courses (MOOC’s), recently described in the press, offer a compelling alternative for many students looking for education without committing to lengthy degree programs. Some universities and colleges are experimenting with the use of “badges” as a means to document this form of just-in-time learning.

Each of the above examples can be considered a significant challenge and opportunity. For faculty and staff of the University of Dayton, we should consider the collective impact of these innovations and how they support our Catholic and Marianist mission. It’s difficult to know when either of these innovations will become well established, but it will be difficult to imagine how we conceive of our work will remain unaltered. By using the framework offered by Barr and Tagg, we have a compelling means of realizing how best to integrate new technologies for the good of student learning.


Robert Barr, and John Tagg (1995) From Teaching to Learning – A New Paradigm for Undergraduate Education. Change 27:13-25