Modern pedagogies typically advocate the transition of teacher-centred educational practices to student-centred approaches that pass ownership of learning to the students. Implicit in this call for student ownership of learning is the assumption that students want to, can, and will take on that ownership. However, this may not be the case—taking on ownership of one’s own learning requires hard work, metacognitive and executive skills, knowledge management, and intrinsic motivation, whereas the path of least resistance may seem more desirable: sit passively in class, complete the given learning tasks, and submit the required assignments. The problem may not be how to get instructors to pass ownership of learning to students, but rather how do we get students to take ownership of their own learning. This problem is exacerbated by many LMS’s: many of these systems are implicitly teacher-centred (i.e., tools for instructors to manage courses)) and provide few tools for students to manage their own learning (e.g., tools for managing knowledge or for setting, working on, and monitoring progress on learning goals). In this Thinking Session, I invite participants to discuss innovative solutions to the problems: 1. How do we get students to take ownership of their own learning? 2. How do subvert LMS technologies to promote and support student ownership of learning? http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#esther

1. OWNERSHIP OF
LEARNING: WHO HOLDS
THE DEED?
Esther Tiessen
Kwantlen
Polytechnic

2. What do we mean by
“student ownership of learning?”
Students who take ownership of their own
learning:
 become the driving force in their own
education
 make decisions about their own learning
 set their own learning goals and work hard to
achieve them
 are actively engaged
 reflect on their learning
 assume responsibility for their own learning

3. What do we mean by
“student ownership of learning?”
Students who take ownership of their own
learning:
 become the driving force in their own
education
 make decisions about their own learning
 set their own learning goals and work hard to
achieve them
 are actively engaged
 reflect on their learning
 assume responsibility for their own learning
critical tostudent-centred
instruction

4. Encouraging Student Ownership in
Business Math
 course materials posted in Moodle and
organized by learning outcomes
 choice of textbook exercises to complete
 support for reflecting on, recording, and
monitoring knowledge gaps and learning
 variety of class activities
 variety of additional learning resources and
supports in Moodle

5. My Business Math Students
For each of the statements below, check the box that
best represents your response to the statement:
“NO”
or
“no”
?
“yes”
or
“YES”
I don’t like to reflect on my learning by completing such activities
as identifying my knowledge gaps or noting my progress.
15 6 16
In class, I prefer to follow along as the instructor leads all of the
class through the activities.
2 1 35
I prefer that the instructor tells us exactly which textbook questions
to do, rather than making us decide.
20 4 15
I reflect on my learning and progress regularly to improve my
learning and achieve the learning outcomes.
13 14 11
I do not like to make decisions about my own learning, but prefer it
if the instructor just gives a list of tasks that I need to complete.
12 8 17
I prefer the instructor to give us a set of activities and resources
that I can use as I see fit to achieve my learning goals, rather than
assigning specific work.
3 9 24

6. My Business Math Students
For each of the statements below, check the box that
best represents your response to the statement:
“NO”
or
“no”
?
“yes”
or
“YES”
I don’t like to reflect on my learning by completing such activities
as identifying my knowledge gaps or noting my progress.
15 6 16
In class, I prefer to follow along as the instructor leads all of the
class through the activities.
2 1 35
I prefer that the instructor tells us exactly which textbook questions
to do, rather than making us decide.
20 4 15
I reflect on my learning and progress regularly to improve my
learning and achieve the learning outcomes.
13 14 11
I do not like to make decisions about my own learning, but prefer it
if the instructor just gives a list of tasks that I need to complete.
12 8 17
I prefer the instructor to give us a set of activities and resources
that I can use as I see fit to achieve my learning goals, rather than
assigning specific work.
3 9 24
Indication that students are not
reflecting on their own learning.

7. My Business Math Students
For each of the statements below, check the box that
best represents your response to the statement:
“NO”
or
“no”
?
“yes”
or
“YES”
I don’t like to reflect on my learning by completing such activities
as identifying my knowledge gaps or noting my progress.
15 6 16
In class, I prefer to follow along as the instructor leads all of the
class through the activities.
2 1 35
I prefer that the instructor tells us exactly which textbook questions
to do, rather than making us decide.
20 4 15
I reflect on my learning and progress regularly to improve my
learning and achieve the learning outcomes.
13 14 11
I do not like to make decisions about my own learning, but prefer it
if the instructor just gives a list of tasks that I need to complete.
12 8 17
I prefer the instructor to give us a set of activities and resources
that I can use as I see fit to achieve my learning goals, rather than
assigning specific work.
3 9 24
ambiguous? leaves option to skip doing
work?

8. My Business Math Students
For each of the statements below, check the box that
best represents your response to the statement:
“NO”
or
“no”
?
“yes”
or
“YES”
I don’t like to reflect on my learning by completing such activities
as identifying my knowledge gaps or noting my progress.
15 6 16
In class, I prefer to follow along as the instructor leads all of the
class through the activities.
2 1 35
I prefer that the instructor tells us exactly which textbook questions
to do, rather than making us decide.
20 4 15
I reflect on my learning and progress regularly to improve my
learning and achieve the learning outcomes.
13 14 11
I do not like to make decisions about my own learning, but prefer it
if the instructor just gives a list of tasks that I need to complete.
12 8 17
I prefer the instructor to give us a set of activities and resources
that I can use as I see fit to achieve my learning goals, rather than
assigning specific work.
3 9 24
Indication that students want instructor
to take ownership

9. The Problem of Ownership
from perspective of:
 student work load and requirements
 support within university/college system
 support from LMS (e.g., Moodle)
 instructor efforts

10. The Problem of Ownership:
Student Perspective
Instructor Student

11. The Problem of Ownership:
Student Perspective
Instructor Student

12. The Problem of Ownership:
Student Perspective
Instructor Student

13. The Problem of Ownership:
Systemic Perspective
Instruct
or
Student

14. The Problem of Ownership:
LMS Perspective
Instruct
or
Student

15. The Problem of Ownership:
Instructor Perspective
Instructor Student

16. Discussion Questions
1. How do we get students to take ownership of
their own learning?
a) how do we help students to be able to take
ownership?
b) how do we help students to be willing to take
ownership?
2. How do subvert LMS technologies to promote
and support student ownership of learning?

17. esther.tiessen@kwantlen.ca
Thank-you