From Teaching to Learning: Learner-Centered Teaching and Assessment in Information Systems Education

Authors

Bruce M. Saulnier, Quinnipiac University
Jeffrey P. Landry, University of South Alabama
Herbert E. Longenecker Jr., University of South Alabama
Teresa A. Wagner, Miami University

Abstract

This paper makes the case for movement from a teacher-centered educational paradigm to a learner-centered paradigm by employing a template-based approach consistent with the intent of the Capability Maturity Model Integration (CMMI) (2002, 2004) attempt to bring quality standards to the systems and software development industry. The paradigm shift from the Teaching Paradigm to the Learning Paradigm is discussed and comparisons of the essential features of the two paradigms are explained. The effect of the paradigm shift on the task of assessment is posited and Weimer’s guidelines for developing learner-centered assessments are enumerated and discussed. A twelve-step template-based approach to developing learnercentered teaching and assessment strategies is then proposed and discussed (Wagner et al., 2008). It is concluded that this approach to the construction of educational activities provides for greater student learning and a more authentic student assessment. It is also concluded that the approach is important for education of IS students (Landry et al., 2008).

Recommended Citation

Saulnier, Bruce M.; Landry, Jeffrey P.; Longenecker, Herbert E. Jr.; and Wagner, Teresa A. (2008) "From Teaching to Learning: Learner-Centered Teaching and Assessment in Information Systems Education," Journal of Information Systems Education: Vol. 19 : Iss. 2 , 169-174.
Available at: https://aisel.aisnet.org/jise/vol19/iss2/13