Flexible Learning Strategies in First through Fourth-Year Courses

Alice Cassidy,Andrew Riseman,Eduardo Jovel,Cyprien Lomas,Will Valley,Guopeng Fu

doi:10.22329/celt.v9i0.4438

Alice Cassidy, Andrew Riseman + Show 4 more

Open Access

https://doi.org/10.22329/celt.v9i0.4438

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Abstract

Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian-created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.

Highlights

Introduction what FlexibleLearning meant to them, answered with many different attributes and ideas
The overarching goal of Land and Food Systems (LFS) 350 is to develop a successful service-learning community of practice, to participate and respond to community needs, and to potentially contribute to healthier and sustainable communities, primarily in LFS 350 supports the development of a strong community of learners capable to engage in a participatory community food systems project, and working with an interdisciplinary, multicultural team
The Community-Based Experiential-Learning (CBEL) project provides a range of activities to develop and apply strong communication, critical thinking, and research skills

Summary

Introduction

Introduction what FlexibleLearning meant to them, answered with many different attributes and ideas. CBAR projects and enhanced student involvement through the pedagogy of Community-Based Students conduct school food system environment assessments in Vancouver public schools as part of their Community-Based Experiential Learning activities.

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