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"Low-Tech" & "Hi-Tech": Promoting Active Learning
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"Low-Tech" & "Hi-Tech": Promoting Active Learning

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Often times when we walk by a classroom, we see the instructor in front of the classroom lecturing and the students sitting in rows passively learning. How can we introduce some “controlled chaos” …

Often times when we walk by a classroom, we see the instructor in front of the classroom lecturing and the students sitting in rows passively learning. How can we introduce some “controlled chaos” into our classrooms in order to promote active learning? Using the student-centered learning pedagogy, faculty members can design activities that engage the students and promote deep learning of the content. During this Ignite! presentation, the presenters will provide some examples of student-centered activities first in the "low-tech" format then the same activity in the "hi-tech" format.

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  • Introduction... Demonstrate by focus on “ learning ” , we can design the same collaborative learning activities to achieve the same objectives with or without technology.
  • Constructivism is rather nebulous as it is the foundation of various views in either learning or teaching. Duffy & Cunningham in 1984 described two points of consistency: 1. learning is [seen as] an active process of constructing rather than acquiring knowledge 2. instruction is a process of supporting that construction rather than communicating knowledge For our activities, we also used social learning theory as we worked toward developing collaboration among the students.
  • All of the activities we are presenting can be modified to fit a variety of courses and levels (K-20). For this example the objective/outcome is..... The 21st century skills the students will be developing are...
  • Scavenger Hunt is a quest for information. It can allow “ discovery ” and analysis depending on the design of the scavenger hunt. Activity Question: How did Greek mythology influence the culture, arts, and literature of the western world? Provide two specific examples.
  • This scavenger hunt can be created by the teacher or the students in a group project. This exercise will require students to not only develop research skills but also to be able to distinguish between valid and reliable digital resources that are available to them.
  • Activity Question: Identify Plant name and discuss impact on the local environment
  • Activity Question: Identify Plant name and discuss impact on the local environment
  • Activity Question: Identify Plant name and discuss impact on the local environment
  • Think-Pair-Share activities allow each individual student to practice, work with, reflect upon the presented content (think), the pair allow the students to work together to have a chance to resolve any questions or discrepancies, prior to sharing their results with the entire class. For this activity the objectives are ...... The 21st Century skills the students will work on are....
  • Activity Question: What is mean? Median? Mode? Calculate the mean, median, and mode of the neighborhood you chose (please keep it within a 10 mile radius). When would you look at the mean, median, and mode.
  • Activity Question: What is mean? Median? Mode? Calculate the mean, median, and mode of the neighborhood you chose (please keep it within a 10 mile radius). When would you look at the mean, median, and mode.
  • Activity Question: Discuss ow self driving cars will change how we commute and how it could impact the delivery industry.
  • Activity Question: Discuss how self driving cars will change how we commute and how it could impact the delivery industry.
  • Activity Question: Discuss ow self driving cars will change how we commute and how it could impact the delivery industry.
  • Jig-saw is an effective activity to use when you are dealing with a concept with several sub-concepts. For this example, we are using the brain. The general idea for the jig-saw activity is to break up the class into small groups (we recommend no more than 4 per group). Each group is responsible in one of the sub-concepts, in this case a region of the brain and present a deliverable to the class. The objectives is.... The 21st century skills we are working on are...
  • Activity Question: If a patient suffered damage to the part of the brain you are researching, what functions (speech, right side of the body, etc.)will be affected? Why?
  • The 3D brain app is a free app that allows the user to explore various parts of the brain and there is an INFO section that provides information on the identified structure. Using the information, each group will be able to research, analyze and provide the answer to share with the class. Activity Question: If a patient suffered damage to the part of the brain you are researching, what functions (speech, right side of the body, etc.) will be affected? Why?
  • We hope that we were able to demonstrate by shifting the focus back to learning, technology is not driving instruction, instead it is used to enhance the learning process. Thank you.

Transcript

  • 1. Low-Tech & Hi-Tech:Promoting Active Learning Shelley C. Kurland Instructional Designer Deon Koekemoer Instructional Technologist
  • 2. Why?LEARNParticipate and Create LearningExperiences21st Century Skills: Problem-solving,communication, collaboration,information and media literacy, criticalthinking, and creativity (Lambert & Gong, 2010)
  • 3. PedagogyConstructivistSocial Learning by Mark Brannan from flickr
  • 4. Scavenger HuntLEARN: Influences of Greek mythologyon the Western culture, arts, andliterature21st Century Skills: Communication,collaboration, critical thinking,information/media literacy (hi-tech)
  • 5. Scavenger Hunt: Low-TechMapsTextbooksBooksNewspapersJournals/Magazines by Vicki’s Pics via Flickr
  • 6. Scavenger Hunt: Hi-TechQR Codes Maps Images/Videos Articles Websites
  • 7. Descriptive IdentificationLEARN: Identify Plant name and discussimpact on the local environment21st Century Skills: Communication,collaboration, information/media literacy(hi-tech)
  • 8. Descriptive Identification Low- Tech
  • 9. Descriptive Identification High-Tech use video camera to capture image and narration By sharonpe on flickr
  • 10. Think-Pair-ShareLEARN: What-How-Why of Mean,Median, Mode21st Century Skills: communication,collaboration, problem solving, criticalthinking
  • 11. Think-Pair-Share: Low-TechReal Estatesection of thenewspaperReal EstatebookletsMaps by MC =) Mike Carney from flickr
  • 12. Think-Pair-Share: Hi-TechApp (iPad and Android): Zillow
  • 13. Group DiscussionLEARN: Debate on the impact of selfdriving cars on society.21st Century Skills: Communication,collaboration, critical thinking,information/media literacy (hi-tech)
  • 14. Group Discussion Low-Techtraditionalbreak-outgroupswith a presenter By Earlham College on flickr
  • 15. Group Discussion High-Techuse backchannal software while talkingset up a meeting room or use a twitter#tag
  • 16. Jig-SawLEARN: Relationship between brainstructure & body function21st Century Skills: collaboration,communication, critical thinking,problem solving by Sbrimbillin (Federica Olivieri from flickr
  • 17. Jig-Saw: Low-TechTextbooksCase StudiesProfessionalJournals by zaveqna from flickr
  • 18. Jig-Saw: High-TechApp (iPadand Android):3D brain
  • 19. LEARNCREATE PARTICIPATE
  • 20. Thank you Shelley C. Kurland • email: skurland@ccm.edu • Deon C. Koekemoeremail: dkoekemoer@ccm.edu