When encouraged to make a paradigm shift to a learning centred university, faculty often revert to provide problem-based learning activities or use applied assignments such as real life examples/ scenarios (Scott, Lisagor & Marachi 2009:17-18). One such an example is the teaching of a physical therapy course for infants. The course was less effective when the lecturer used dolls for demonstrations of particular techniques. One semester, Scott, Lisagor & Marachi (2009:18) reports, "she decided that she would bring real infants into the class for the students to practice the therapy techniques; however, she discovered that she needed to teach her students the reality of working with infants who are heavy (not light like a doll), don't have good head control, and don't sit still and will cry while you attempt to use a particular therapy technique. The learning she observed among the students was markedly more profound with this real-life approach."
Consistent with this, many faculty commented on the importance of using assignments that encourage students to go out into the community, using case studies, or take opportunities for teachable moments (Scott, Lisagor & Marachi 2009:18).
Scott, W; Lisagor, T & Marachi, R. 2009. Learning centred universities: the changing face of higher education. Journal of Faculty Development, 23(1), January 2009.
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