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Active Learning


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Active Learning

  1. 1. Kristy Motz, Ferris State University Jodi Shepherd, California State University, Chico October 23, 2008
  2. 2. <ul><li>“ Learning is not a spectator sport.” </li></ul><ul><li>(Chickering and Gamson, 1987) </li></ul>
  3. 3. Active Learning <ul><li>Anything in which engages a student </li></ul><ul><ul><li>Includes a number of techniques </li></ul></ul><ul><ul><li>Ideally, learners are motivated to interact with the content. </li></ul></ul><ul><li>Cooperative Learning </li></ul><ul><li>Discovery Learning </li></ul><ul><li>Constructivist Learning </li></ul>
  4. 4. Barriers to Active Learning Bicknell-Holmes and Hoffman <ul><li>Content Coverage </li></ul><ul><li>Class Size </li></ul><ul><li>Resistance </li></ul><ul><li>Preparation </li></ul>
  5. 5. Use Books? What? <ul><li>Created 4 worksheets </li></ul><ul><li>Created 4 stations (one worksheet per station) </li></ul><ul><li>Computers with internet </li></ul><ul><li>Various Books </li></ul>
  6. 6. What we did <ul><li>Divided the class into 4 groups </li></ul><ul><ul><li>Station 1: PAIS </li></ul></ul><ul><ul><li>Station 2: Various Subject Books </li></ul></ul><ul><ul><li>Station 3: Various Reference Books </li></ul></ul><ul><ul><li>Station 4: Editorial Research Reports, Historical Documents </li></ul></ul>
  7. 7. Result <ul><li>Books- new to many students </li></ul><ul><ul><li>08.15.1983 “What does this mean?” </li></ul></ul><ul><li>Identified parts of a citation </li></ul><ul><li>Used Journal Locator </li></ul><ul><li>“ Easier than Google” </li></ul>
  8. 8. What I Learned <ul><li>Set the ground rules: “Work together” does not mean give each other the answers. </li></ul><ul><li>Keep time and stick to it. </li></ul><ul><li>Do the worksheets ahead of time and time yourself– try to get them all the same amount of time (10 mins) and adjust them if too long/short. </li></ul>
  9. 9. How to begin Bicknell-Holmes and Hoffman <ul><ul><li>Think Small </li></ul></ul><ul><ul><li>Read </li></ul></ul><ul><ul><li>Talk to others </li></ul></ul><ul><ul><li>Experiment </li></ul></ul><ul><ul><li>Take Risks </li></ul></ul>
  10. 10. Think Small <ul><li>English 150 Ferris State University </li></ul><ul><li>Lake Michigan Whale Watching </li></ul>
  11. 11. Research Workshop <ul><li>Goal: Students will improve research skills - using subject-specific library databases </li></ul><ul><ul><li>Individual: Interactive class instruction on web research – what works and what doesn’t </li></ul></ul><ul><ul><li>Group work: each group studies one database in depth </li></ul></ul><ul><ul><li>Group work: each group presents database to rest of class </li></ul></ul>
  12. 12. What We Did <ul><li>Library instruction “hooks” into existing knowledge – searching the Free Web </li></ul><ul><li>Class divides into groups: each group given one specific database to explore and search for 50 minutes </li></ul><ul><li>Groups present their databases back to class (about 5-6 minutes each) </li></ul>
  13. 13. Result <ul><li>“ I saw a difference in [students’] research content. . .” </li></ul><ul><li>“ I’m not afraid of ERIC anymore.” </li></ul><ul><li>“ This makes sense finally!” </li></ul><ul><li>Email: “Already using what I learned last night!” </li></ul><ul><li>“ Students were more self-directed in their research. . “ </li></ul>
  14. 14. Results <ul><li>“ Without a doubt, I believe your informational sessions help my MBA students a great deal. I also believe your added “hands on” approach is working quite effectively. Not only does it give the students an opportunity to get involved with the databases immediately, but it also gives each student a chance to present in front of others. Fantastic!!!” </li></ul><ul><ul><li>Dr. Anita Fagerman MMBA 601 </li></ul></ul>
  15. 15. What I Learned <ul><li>Don’t make students look for unnecessary data </li></ul><ul><li>Be a Time Nazi – don’t let presentations ramble </li></ul><ul><li>Tie in quickly with additional information </li></ul><ul><li>Be gentle with presenters </li></ul><ul><li>Watch both the novice and expert searcher engage </li></ul>
  16. 16. <ul><li>Engagement </li></ul><ul><ul><li>taking active interest in topic </li></ul></ul><ul><li>Exploration </li></ul><ul><ul><li>investigating new ideas and concepts </li></ul></ul><ul><li>Explanation </li></ul><ul><ul><li>explaining concepts in own words </li></ul></ul><ul><li>Elaboration </li></ul><ul><ul><li>synthesizing, analyzing, and evaluating </li></ul></ul><ul><li>Evaluation </li></ul><ul><ul><li>determining what has been learned </li></ul></ul><ul><ul><ul><li>Ebert-May & Brewer (1997) </li></ul></ul></ul>Five E’s of Learning
  17. 17. You Can Do It! <ul><li>From Bicknell-Holms and Hoffman: </li></ul><ul><ul><li>Think Small </li></ul></ul><ul><ul><li>Read </li></ul></ul><ul><ul><li>Talk to others </li></ul></ul><ul><ul><li>Experiment </li></ul></ul><ul><ul><li>Take Risks </li></ul></ul>
  18. 18. Contact <ul><li>Kristy Motz, Ferris State University [email_address] </li></ul><ul><li>Jodi Shepherd, California State University, Chico [email_address] </li></ul><ul><li>Online: </li></ul>