Flexible Learning strategies in Land, Food and Community series courses Sharing Our experiences

Guopeng Fu, Post-doc Will Valley, LFS 250, Academic Coordinator, Core Series Alice Cassidy, LFS 150 Course Coordinator Andrew Riseman, LFS 450; Assoc. Professor Cyprien Lomas, Director, Learning Centre Eduardo Jovel, LFS 350; Assoc. Professor

Session overview What do we mean by the term Flexible Learning (FL)? FL at UBC – a brief history! A few of our examples and experiences What are your examples and experience? 3 key take-home points Wiki for now and later

What does Flexible Learning mean to you? Do you use another term? 1 min On your own – how do you define it? 2 min Turn to a neighbour you don’t know: introduce yourself share your definitions (and terms) Share some examples?

UBC’s definition of Flexible Learning Evidence-based, technology-enabled teaching methods that improve the learning experience for a broader student community Was your definition similar or very different?

FL at UBC: a brief history! Distance education roots Infusion of IT Increased time flexibility Community-based experiential learning (CBEL) Core series in LFS LFS 350 was the first Where we came from and where we are going

How we have achieved success What we have measured – Course evaluations – Testimonials from community Current funding: Collecting data on: – Grades – Writing – Instructor and TA interviews

Key themes 1.Objectives and designing process of using FL as pedagogical approach 2.Improvement and challenges in implementation 3.Evaluation strategies

Wiki (for now and later) wiki.ubc.ca/Flexible_Learning_strategies_in_Lan d,_Food_and_Community_series_courses:_Sh aring_Our_experiences

LFS 100: Introduction to Land, Food and Community Introduction to Faculty – Programs, policies, & support – Content themes – Research programs Format – Large lecture hall – ~300 students – 1.5hrs/week – 1 term

LFS 150: Scholarly writing and argumentation in Land and Food Systems Small class (28 max) – about to start 2 nd iteration Focus on writing argumentative essays Provides students a flavour of the range of LFS Out of class technology linked to in-class activities Analyses: student writing and grades, survey results, TA/instructor interviews Key question: How are students meeting LOs?

LFS 250: Land, Food and Community I Introduction to… – Food systems theory – Systems thinking & modeling – Collaborative learning & critical reflection – Community-based experiential learning Format – Large lecture hall, small tutorial sections – Field trips & community-based projects – ~300 students – 3hrs/week – 2 terms

LFS 350: Land, Food and Community II

LFS 450: Land, Food and Community III Objectives: Upon completion of LFC III, students will be able to: Initiate activities to create or effect positive change to the sustainability of the campus food system; Synthesize ideas and perspectives from multiple disciplines and knowledge domains (ways of knowing) to achieve appropriate and effective project outcomes; Interact with professionalism in a wide variety of contexts; Critically evaluate food system sustainability initiatives; Develop and apply strong leadership skills. Campus Food System Project-linklink LFS 450 wiki- linklink

UBC’s approach to Flexible Learning View research papers and case studies Find support on how to enhance flexible learning within your own learning environments