Developing Integrated Learning Environments for Improved Outcomes

Sara Hillis Ousby, Sam Williamson

OAI: oai:igi-global.com:284229 • DOI: 10.4018/978-1-7998-7768-4.ch007

This chapter addresses the use of design thinking in created integrated learning environments where student learning is captured across curricular and co-curricular experiences. The chapter outlines the current context and trends in higher education that demonstrate the need for integrated learning environments and the need to assess experiential learning by centering students in the process. Centering students in the process of designing integrated learning environments empowers them on a path of self-authorship where students identify the goals of learning, how that learning will be documented, and how experiences scaffold to ensure students move from introduction to mastery of skills. The chapter concludes with examples from campuses that have created integrated environments where learning is documented and recorded, including examples of comprehensive learner records and a fully integrated bachelor's degree program.

Instructional Design Education Learning Assessment and Measurement Social Sciences and Humanities