Active LearningTheory & TechniquesTo Increase Engagement forBuilding Affective and CognitiveInformation Skills
Active Learning Theory Based in Pragmatism Practice builds Autonomy Constructivist approaches favor active  learning th...
Active Learning Exercise: Free WriteOpen  a Google Doc, Word doc, or email message. Copy paste or type the two questions ...
Active Learning Theory   John Dewey mid-20th century educator    ◦   Experiential learning    ◦   “Learn by doing”    ◦  ...
Active Learning Model:Discovery Learning (Handout p. 19)1.   Uninformed Practice     •   Preliminary explorations of sourc...
Active Learning Model:Discovery Learning   Learner’s Process:    1. Do, Explore, Play    2. Listen, Observe, Discuss    3...
Active Learning Principles (Handout p. 18)1.   Let people perform pre-search & search     steps themselves (learn by doing...
Active Learning Principles6. Create opportunities for small successes   (chunking)7. Reassure learners by validating their...
Spectrum of Assessment MethodsRadcliff et al., 2007   Surveys (Ch 6), Interviews (Ch 7), and Focus Groups    (Ch 8)   At...
Spectrum of Assessment Methods Open-ended Feedback or Responses  ◦ Free Write, Minute Writing, One Sentence Summary  ◦ Pe...
Spectrum of Assessment Methods Authentic Assessment, e.g., concept mapping, minute  writing, portfolios and rubrics   ◦ D...
Exercise 1a: Teams Review Goal,ACRL SPIOs, ACS Outcomes, &SAOACMeet with your TeamExamine and revise your chosen SPIOs  ...
Exercise1b: Map to Your Outcomes   Select one of the PIs with its ACS Outcomes    and develop an exercise to demonstrate ...
Exercise 2: Usability Testing ofActive Learning Exercises Meet with another Team and test out one of your  activities on ...
Exercise 2: Peer-review of Goal,Standards, PIs, ACS Outcomes, SAOAC,Activities & Assessments    Meet with another Team to...
Next SessionCh  7 AssessmentRadcliff 4 & 5Asher et al.Schroeder & CahoyFinalized Active Learning Exercises, Quizzes, ...
Upcoming SlideShare
Loading in...5
×

665 Session5-active-learning-s13

192

Published on

Dr. Diane Nahl
LIS 665 Teaching Information Technology Literacy
Spring 2013
University of Hawaii, LIS Program

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
192
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • LIS 665 Teaching Information Technology Literacy The affective domain governs behavior through myriad affections, including: values, attitudes, likes & dislikes, preferences, interests, self-confidence degree of commitment , sense of accomplishment, conflict, voluntary choice, priorities, goal setting, happiness, joy, frustration, desire for mastery, etc.
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy Chapter 3 lists several methods: Testing as a teaching tool to develop knowledge and skills, assesses learning objectives (see performance test handout) Rating Scales or perceptions at intervals to sample feelings Open-ended feedback forms to bring out interests or concerns, focus groups are an alternative Rubrics so students can see progress (see handouts p.26-28) Scenarios to show what students would do in an info need or search situation (see Dunn)
  • LIS 665 Teaching Information Technology Literacy Chapter 3 lists several methods: Testing as a teaching tool to develop knowledge and skills, assesses learning objectives (see performance test handout) Rating Scales or perceptions at intervals to sample feelings Open-ended feedback forms to bring out interests or concerns, focus groups are an alternative Rubrics so students can see progress (see handouts p.26-28) Scenarios to show what students would do in an info need or search situation (see Dunn)
  • LIS 665 Teaching Information Technology Literacy Chapter 3 lists several methods: Testing as a teaching tool to develop knowledge and skills, assesses learning objectives (see performance test handout) Rating Scales or perceptions at intervals to sample feelings Open-ended feedback forms to bring out interests or concerns, focus groups are an alternative Rubrics so students can see progress (see handouts p.26-28) Scenarios to show what students would do in an info need or search situation (see Dunn Content or Product analysis of term papers or projects
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • Transcript of "665 Session5-active-learning-s13"

    1. 1. Active LearningTheory & TechniquesTo Increase Engagement forBuilding Affective and CognitiveInformation Skills
    2. 2. Active Learning Theory Based in Pragmatism Practice builds Autonomy Constructivist approaches favor active learning theory Holistic learning theory Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 2
    3. 3. Active Learning Exercise: Free WriteOpen a Google Doc, Word doc, or email message. Copy paste or type the two questions into the document or message.Take one minute to write answers these two questions. Submit your responses via shared Google doc or email. 1. What to you is the most important aspect of active learning models? (30”) 2. What active learning techniques have been used in 665 this term? (30”) Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 3
    4. 4. Active Learning Theory John Dewey mid-20th century educator ◦ Experiential learning ◦ “Learn by doing” ◦ Learning is conveyed and embodied in action Robert Gagne mid-late 20th century educator ◦ Nine Events of Instruction (p. 4 Handouts)  First: Gaining Attention! Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 4
    5. 5. Active Learning Model:Discovery Learning (Handout p. 19)1. Uninformed Practice • Preliminary explorations of source or tool1. Active Listening & Discussion • Explain and demonstrate formal aspects of tool, problem-solving through examples1. Informed Practice • Follow-up with guided hands-on using practice problems or actual problems Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 5
    6. 6. Active Learning Model:Discovery Learning Learner’s Process: 1. Do, Explore, Play 2. Listen, Observe, Discuss 3. Do Again Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 6
    7. 7. Active Learning Principles (Handout p. 18)1. Let people perform pre-search & search steps themselves (learn by doing)2. Have learners work together to plan & execute search steps (collaboration)3. Keep hands behind you & off their mouse, keyboard & screen (sensorimotor)4. Guide users verbally (pacing)5. Point to screen areas (without touching equipment) to orient their focus Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 7
    8. 8. Active Learning Principles6. Create opportunities for small successes (chunking)7. Reassure learners by validating their small steps (reinforcement)8. Follow-up on their progress intermittently (provide feedback)9. Let learners overhear you helping someone (modeling) Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 8
    9. 9. Spectrum of Assessment MethodsRadcliff et al., 2007 Surveys (Ch 6), Interviews (Ch 7), and Focus Groups (Ch 8) Attitude and Perception Rating Scales (Ch 6 & 11) Knowledge Tests (Ch 9) and Exercises (Ch 10) Performance Tests (Ch 11) and Exercises (Ch 12) Nahl Fall 2011 LIS 665 Teaching Information Technology Literacy Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 89
    10. 10. Spectrum of Assessment Methods Open-ended Feedback or Responses ◦ Free Write, Minute Writing, One Sentence Summary ◦ Perceptions and evaluative comments ◦ Research Journal ◦ Session evaluation for “take aways” ◦ Use Content Analysis to process into assessment data 99 10 Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy
    11. 11. Spectrum of Assessment Methods Authentic Assessment, e.g., concept mapping, minute writing, portfolios and rubrics ◦ Degree to which a skill has been mastered ◦ Description of the elements and levels of performance from low to moderate to high ◦ Establishes criteria enabling students to understand how to improve ◦ Use model student responses to build descriptions and criteria (LILO) 11 Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy
    12. 12. Exercise 1a: Teams Review Goal,ACRL SPIOs, ACS Outcomes, &SAOACMeet with your TeamExamine and revise your chosen SPIOs ◦ Revise or edit ACRL Outcomes to fit your lesson contentTransform ACRL Outcomes into ACS expressions pp. 10, 12, & handout of prior 665 student workCreate and/or revise SAOAC with criteria for meeting SLOs (e.g., % correct) pp. 9 & 12 Nahl 2013 LIS 665 Teaching Information Technology Literacy 12
    13. 13. Exercise1b: Map to Your Outcomes Select one of the PIs with its ACS Outcomes and develop an exercise to demonstrate students have learned from your lesson.◦ Map a draft Active Learning Exercise to your PIs and ACS Outcomes.◦ Make sure it incorporates Active Learning Principles pp. 18-19◦ Identify the evidence it will produce to demonstrate students have learned new knowledge and skills, attitude change, or completed an assignment.◦ SAOAC includes outcome/evidence measures (p. 9 & 12) Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 13
    14. 14. Exercise 2: Usability Testing ofActive Learning Exercises Meet with another Team and test out one of your activities on members of the Team. Test one of the activities from that Team. ◦ Select one exercise to test. ◦ Introduce it as you would in the class. ◦ Have another team’s member step through the procedures you envisioned. ◦ Group members observe the usability test. Provide feedback for revising the activity. Revise the exercises based on feedback, reviews and discussion. Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 14
    15. 15. Exercise 2: Peer-review of Goal,Standards, PIs, ACS Outcomes, SAOAC,Activities & Assessments Meet with another Team to test exercises ◦ Google Team 4 meets Google Team 5 ◦ Identity Team 1 (1 member) meets Identity Team 3 (2 members) ◦ Identity Team 2 meets Identity Team 3 (1 member) Review their Standards, PIs and ACS Outcomes, and SAOAC ◦ Determine how outcomes will be assessed, what methods will be used to show and document learning, what criteria for success is established. Reciprocate and review the Outcomes & Activities of the other teaching Team. Revise the Outcomes, Activities and assessments based on reviews and discussion. Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 15
    16. 16. Next SessionCh 7 AssessmentRadcliff 4 & 5Asher et al.Schroeder & CahoyFinalized Active Learning Exercises, Quizzes, Polls, etc. mapped to ACS OutcomesReview Needs Assessment data ◦ Download to Excel file Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 16
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×