Need a better slide ES to lead Introduction – what do we mean by the sequel? Background to us.
ES BORING!!!! At this point we
RJ You’ll all see flipchart pages positioned near to you in the room and you all have post it notes – what I want you to do is everytime you see or hear about an active learning technique note it down on a post it note- and put it up on the flip chart paper - there’s a prize for the fullest flipchart paper Talking of Icebreakers….
ES to tidy up slide and handout RJ to do Packs Post-its Coloured spots iPad / phone – laminate a picture of one Lego Paperclips Play dough Crayons / felt tips String Coloured card Ten pence piece Stress toy Tub of smarties Raffle tickets Glue Plastic cups Highlighters
RJ We know we are preaching to the converted but here’s a quick reminder of why active learning works Dale’s Cone of Experience which we’ve adapted this diagram from is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “ do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”. According to Dale’s research, the least effective method at the bottom, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the top, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life.
"In libraries we are also increasingly teaching students online. It's just as important to consider how we can incorporate active learning in the e-learning environment as in the classroom environment. In fact, it is even more difficult to engage students online than it is in the classroom, so it's really critical to think about how you can do that with active learning techniques. There's a wide range of what we do in libraries that could be called online learning and teaching – anything from formal modules within a VLE to very short online presentations or tutorials. For that first quiz I picked tools I knew of that allowed for interactivity, but please let me know if you have other examples. I hope the rest of the presentation/tutorial is self-explanatory, but if not, just ask. I think I will just do 'show of hands' or 'shout out' your answers to get people involved in most of the quizzes (I think too much text voting would take too much time).
When I started thinking about what new techniques I could talk about and share at this session the biggest impact for me since joining UoM was the PASS scheme they run Peer Assisted Study Sessions (PASS) In PASS sessions, higher year students facilitate groups of lower year students to help them develop study and learning strategies. I’ve now been trained as a PASS supervisor so that in turn I can train leaders. What’s always stressed to students in these sessions is that their role is facilitator not teacher – and the key thing about a facilitator is they are enabler – it allows the students not to set themselves up as experts in the field but get groups to work together to gather knowledge some great techniques to apply to classroom to aid active learning What struck me from all of this is how much we could apply into a classroom – and they are really simple techniques!
5 techniques In true Cephalonian style That they can vote on – count down clock for my section???
This is a great technique to us when dealing with a particularly long or difficult problem that incorporates different steps. (talk through bullet points) Relate to an IL example Each group finds a particular resource – e-book, journal, etc – come together get four resources
Just between you and me I understand Some Drinks are on the house Tonight
Just between you and me I understand Some Drinks are on the house Tonight
This is a key PASS leader skill – this is an approach that can take some getting used to as everyone’s natural instinct is to try and answer a question asked of them – it’s also a great technique in an IL session – if you are teaching in a subject area you don’t necessarily have the expert knowledge in. The following prompts are good ones to have in your toolkit What does everyone else think? Does anyone else have an opinion on that? All need to try and do this in the session if it occurs
This is really useful for when you want to have a good group discussion but ensure some thought has happened beforehand so the final discussion is better informed – it’s also useful to encourage those who might not contribute in big group discussions. It’s great for gathering opinions on a topic. Get them to do this as an activity Talk about the Sun report – reported the LC meant the University of Manchester didn’t think future libraries should have books Think about this for one minute on your own In pairs discuss for one minute In your group discuss for one minute Did you change your mind – did you find out more IL example – 2 critical opinions about the same thing – what do you think??
Can anyone tell me what wait time is? Wait 5 – 10 seconds – rephrase if noone answers – do you think there is a clue in the name wait time – what might it mean?
Rounds are a great way to get everyone involved with a session and to control a dominant voice. You would assign …. The timekeeper/facilitator could be your really strong voice in the group – they have a very important role to keep the other person talking … often they use a stopwatch Doesn’t matter if things are repeated it’s just about getting discussion – notetaker summarises the conversation IL example – talk around the topic of digital identity Their job to fill the minute
And anyone who has been in training sessions with me will know I love my special cards. I use these in a lot of training sessions as again it gives people a chance to focus their thoughts on the day ahead. So if it’s an active learning session with staff it may be encouraging discussion about how they feel about it, or I have done a dealing with difficult situations course so it was about how people feel about that. But these cards are hugely versatile and have been used by myself and Rosie in meetings as a chance to focus discussion. Rosie’s team were discussing insert information here. How else can we use them?
Pick 1 picture that represents our current situation in RLS - How effectively RLS operates with other JRUL departments and with other University stakeholders? Think creatively to find a picture that fits this. Pick a 2 nd picture that tells us what success look likes? I don’t mind one serious statement but I also want something outlandish – something you wouldn’t dream we would ever have the resource for or that you wouldn’t think would be agreed to. Be prepared to share. After answers shared write keyword below picture – what it is they represent. What else do we see as success – what else is our vision?(brainstorm pink post it) Do these fit in with the 3Cs – are we missing something? How do we get from 1 to 2? (yellow post its) Put names next to the methods (white post its)
AP Signposting of resources they can use Zondle Humanities study skills website Young persons university LearnHigher
Use information you can find to undertake a PESTLE analysis (political, economic, social, technological, legal and environmental) - Google Reader, Blogs, Google Alerts, Evernote Order the information and find connections – sticky notes are useful, paraphrase each useful piece of information, group related pieces of information together and produce a maximum of 5 themes in each PESTLE area Extrapolate from the themes and summarise each group of future ideas by giving it a title, then turn the title into a positive question e.g. turn ‘everything digitised’ into ‘how can we provide everything in a digital format?’ After that … Inspiration task Use the sources mentioned in the landscape task to look inside and outside your industry and as you come across interesting inspiration, tag it in Evernote. Again, paraphrase, group by theme and give each group a title to summarise the theme. Use each group title to inspire potential slogans Brainstorm ideas Gather the how questions, the key slogans and your favourite ideas in a rectangle around a blank space then brainstorm ideas that do one or more of the following: answers a ‘how’ question; sounds like an initiative that would be run by an organisation who uses one of the five slogans; is inspired by one of your favourite ideas Place each idea in the centre of the rectangle of other information What to move forward with Select a shortlist of 8-10 ideas in each of the categories: internal processes; quick wins; longer term initiatives Choose your favourite two ideas from the shortlist Give each group member three sticky stars and ask them to stick one on their favourite idea from each category, to identify the ‘winning’ ideas Produce action points – who is responsible, how much time and money can be invested, etc.
Transform your training: the sequel
To get *really* prepared for this
Save this number in your phone:
0203 322 5822
Save this address in your mobile device:
Rosie Jones: University of Manchester
Karen Peters: London Metropolitan University
Emily Shields: Manchester Metropolitan University
By the end of this session, you will have:
•engaged in a number of practical activities to take back to your
•seen a range of active learning approaches within e-learning;
•an understanding of facilitation techniques to encourage student
•an appreciation of how to foster active learning throughout your
• You have 3 minutes
to create an ice-
breaker using at
least one of the
objects you’ve been
• This must be
relevant to a session
you may deliver
10% of what we read
Watching a film or
Looking at graphs
After 2 weeks we remember:
20% of what we hear
30% of what we see
50% of what we hear and see
learning70% of what we say
90% of what we say
Doing the real thing
Simulating the real thing
Evaluate, create, apply!
Giving a talk
Discussing in groups
Feeding back to class
Jigsaw Divide group into smaller
Each small group work on
aspects of problem
Set limits for each group
Bring back together to
solve the problem
Each group provides a
piece of the puzzle
Drinks are on the house
Just between you and me
Drinks are on the house
Just between you and me
• What does everyone else think the answer
to this is?
•Does anyone have some information on that
in their notes?
• I’m glad you asked this. Why don’t we all
look at this problem and see if we can work
out the solution.
• Which parts of the problem don’t you
Choose a card that represents…
your attitude towards being
interactive in teaching sessions
your feelings about dealing with
Choose a card that represents
your thoughts about being at
the current library structure
where you’d like us to
be in 5 years
Collective Vision for T,L & S exercise
In 2 years T,L & S is working even more collaboratively, innovatively and leading the way for
academic libraries across the country and worldwide. So much so that the University has
decided T, L & S deserves its own UniLife type publication. Your job is to show us what that
magazine looks like. Your audience are:
Group 1 University staff (Academics/PSS)
Group 2 Library staff
Group 3 Current students
Group 4 Potential students
Your magazine needs to tell these communities what we are doing, what we are planning to
do and generally how fabulously we do it!
Your magazine must have at least
- An eye-catching cover page – with a sensational headline
- A contents page – detailing the articles in the magazine
- Brief message from the ‘president’ (or whoever you think is appropriate)
You will be given glue, scissors and marker pens and plenty of magazines you can cut up as
well as articles of interest.
10 min sample student
Create a collage of your group
impression of Manchester or the
Manchester student experience
Use materials from boxes on the
right hand side of the room, suggest
one member of your group collects
the materials while the others
discuss the image you wish to create
Practical Study Skills Activity
In your groups, could you now
reference where your source material
came from for your collage?
Responses to the activity
What is your response?
Used with students as a creative
icebreaker in referencing workshops to
•How referencing is only possible if they
also take effective notes
•Referencing is more than just learning
how to format citations in the correct
•To show the linkage between study
skills, research, note-taking, referencing
•To demonstrate the importance of
note-taking, research skills and
referencing to avoid academic
What we’ve done today…
Directing the session
Digital identity activity
Shouting out answers to a quiz Q.
Asking the group questions
Think, pair, share
Odd one out
Colour coded voting