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Implementing Reigeluth’s Paradigm
In his landmark paper describing what the new post-industrial paradigm of instruction should look like, C.M.Reigeluth outlines 8 core ideas: 1. Learning-focused vs. sorting focused. 2. Learner-centered vs. teacher-centered instruction. 3. Learning by doing vs. teacher presenting. 4. Attainment-based vs. time-based progress. 5. Customized vs. standardized instruction. 6. Criterion-referenced vs. norm-referenced testing. 7. Collaborative vs. individual. 8. Enjoyable vs. unpleasant. (Reigeluth, 2012) Most of us can agree that people learn at different rates and have different learning needs, but most of our courses continue to enforce a lock-step progression of topics and assignments that is much better suited to sorting students than to helping them learn. Reigeluth’s new paradigm calls for radical transformation and while that may well be justified, it is unlikely to happen, at least not in the near future. What then can we do in the meantime? This presentation will examine Reigluth’s core ideas through the lenses of their effect on creating access and embracing diversity. The author will include case studies from over 35 years of experience teaching in higher ed. This presentation is targeted at all educators in higher education with a particular focus on the STEM fields. Reigeluth, C. M. (2012). Instructional Theory and Technology for the New Paradigm of Education. Revista de Educación a Distancia, 11(32).
presentations (communicative events)
Reigeluth, Charles M.Instructional designProfessional developmentGamificationEducation
Canadian Network for Innovation In Education (CNIE)
Becker, K. (2015) Implementing Reigeluth’s Paradigm, CAUCE CNIE 2015 Beyond Diversity: Learning and Working in an Inclusive World, Winnipeg, Manitoba, May 27-29, 2015 Canadian Network for Innovation In Education (CNIE)
Science and Technology