Exhibit 1.2. Higher Education in the Industrial Age and the Information Age.

Industrial Age
Information Age
Teaching franchise
Learning franchise
Provider-driven
Individualized learning
Time out for education
Just-in-time learning
Continuing education
Perpetual learning
Separate learning systems
Fused learning systems
Traditional courses, degress, and academic
Unbundled learning experiences based on
calendars
learner needs
Technology push
Learning pull
Dolence and Norris, 1995, p. 4. Used by permission in Fink, L. D. (2013). Creating significant
learning experiences: An integrated approach to designing college courses, revised and updated.
Jossey-Bass. p. 13.

Exhibit 1.3. Old and New Paradigms for College Teaching.

Old Paradigm
Transferred from faculty
to students
Passive vessel to be
filled by facultys
knowledge
Classify and sort
students

Knowledge
Role of student

Role of faculty

Memorization

Mode of learning

Strive to complete
requirements; achieve
certification within a
discipline
Impersonal
relationships among
students and between
faculty and students
Competitive;
individualistic

Student growth
goals

Conformity; uniformity
Faculty holds and
exercises power,
authority, control
because of position

Climate
Power

Norm-referenced
(grading on a curve);
M/C items; student
rating of instruction at
end of course

Assessment

Relationships

Context

New Paradigm
Constructed jointly by
students and faculty
Active constructor,
discoverer, and
transformer of
knowledge
Develop students
competencies and
talents
Relating

Strive to focus on
continual life-long
learning within a
broader system
Personal relationships
among students and
between faculty and
students
Cooperative learning
(both for students and
faculty)
Diversity
Students are
empowered; power is
shared among students
and between students
and faculty
Criterion-referenced
(grading on
standards/objectives);
performance
assessments/portfolios;

Blooms Taxonomy

To what they know

build
remembering;
between concepts;
co-curricular

Dont know how to

relate provide
models
Build off of others
strengths and
weaknesses

Feedback
formative; specific

continual assessment
of instruction
Logical; scientific
Ways of knowing
Narrative
Reductionist facts and
Epistemology
Constructivist inquiry
memorization
and invention
Drill-and-skill; textbook
Technology use
Problem solving,
substitute; chalk-andcommunication,
talk
collaboration,
information access,
expression
Any expert can teach
Teaching
Teaching is complex
assumption
(training needed)
Campbell and Smith, 1997, p. 275-276. Used by permission in Fink, L. D. (2013). Creating
significant learning experiences: An integrated approach to designing college courses, revised
and updated. Jossey-Bass. p. 22.