Just thinking out loud here…
I want a course design that communicates very clearly to students, in every aspect of its framing and detail, that learning is something they must willfully pursue, not something that just “happens” if they’re obedient hoop-jumpers.
I want a course design that communicates very clearly to students what specific actions they can be taking to learn the course content — including the “cognitive actions” that make things like “textbook reading” effective.
I want a course design that gives students clear feedback on whether they’re really “getting” the things they’re supposed to be learning, and at a level adequate to build subsequent learning upon. This feedback should come “automatically” through engagement with the learning tasks, not only when I deliberately assess (formatively or summatively).
I want a course design that helps students really learn what thorough “understanding” feels like, so that they’ll know when they don’t yet really understand something.
Is there a problem-based learning or project-based learning design that accomplishes these things? Because telling students that “you should be reading the book, and working through the accompanying workbook, and doing the homework, and seeking help from me or other students when you need it” doesn’t seem to be adequate for a distressingly large fraction of my current class — even with the best in-class clicker-supported “active learning” that I can manage. And with standards-based grading.
(In fact, SBG may be hurting: The notion of reassessment seems to have been widely interpreted as “It doesn’t really matter how abysmally I’m doing, because I’ll be able to reassess everything eventually.” To the point that in this morning’s class, as I introduced the impulse-momentum theorem with a worksheet motivating impulse, a student asked me “What is the relationship between acceleration and velocity?” <face-palm/>)