Powerful learning experiences with active learning tools

To help you explore ways of developing more powerful learning
experiences for your students, I suggest some ideas for each of
three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and
Information and Ideas. Rich Learning Experiences. As you try
to add an experiential component to the learning experience,
look for “Rich Learning Experiences.” Certain learning
experiences are “rich” because they allow students to acquire
several kinds of significant learning simultaneously. What are
some ways this can be done? The list below identifies in-class
and out-of-class activities that promote multiple kinds of
significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations •
Dramatizations
Outside of Class: • Service learning • Situational observations •
Authentic projects
Action: Identify some learning activities to add to your course
that will give students a “Doing” or “Observing” Experience.
What “Rich Learning Experiences” are appropriate for your
course?
In-Depth Reflective Dialogue. Another important ingredient of
active learning is giving students time and encouragement to
reflect on the meaning of their learning experience. There are
various forms of reflective dialogue (See Table 3, next page).
One can reflect with oneself (as in writing in a journal or diary)
or with others (as in engaging in discussions with a teacher or
others). Another key distinction is between substantive writing,
in which one writes about a subject (e.g., a typical term paper),
and reflective writing, in which one writes about one’s own
learning. In reflective writing, students address a different set

of questions, such as: What am I learning? What is the value of
what I am learning? How am I learning? What else do I need to
learn?
Information and Ideas. In order to free up some class time for
the experiential and reflective activities identified above, you
will probably need to explore alternative ways of introducing
students to the key information and ideas of the course, i.e., the
content. This might involve having them do more reading before
they come to class. Or it may mean creating a course-specific
website where you put content-related material. Or you can
direct students to go to selected websites that have good content
related to the course.
Action: Other than lectures, what ways can you identify to
cause students to get their initial exposure to subject matter and
ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-
4),
you have created strong primary components for the design of
your course. In order to complete this initial phase, you need to
check how well these four components are aligned. Step 5
Worksheet gives a detailed explanation of how these four
components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming
you have done a careful, thorough job of reviewing the
situational factors, how well are these factors reflected in the
decisions you made about learning goals, feedback and
assessment, learning activities?
• What potential conflicts can you identify that may cause
problems?
• Are there any disconnects between your beliefs and values, the
student characteristics, the specific or general context, or the
nature of the subject in relation to the way you propose to run
the course?
2. Learning Goals and Feedback & Assessment Issues to address
include:

• How well do your assessment procedures address the full
range of learning goals?
• Is the feedback giving students information about all the
learning goals?
• Do the learning goals include helping the students learn how
to assess their own performance?
3. Learning Goals and Teaching/Learning Activities • Do the
learning activities effectively support all your learning goals?
• Are there extraneous activities that do not serve any major
learning goal?
4. Teaching/Learning Activities and Feedback & Assessment
• How well does the feedback loop work to prepare students for
understanding the criteria and standards that will be used to
assess their performance?
• How well do the practice learning activities and the associated
feedback opportunities prepare students for the eventual
assessment activities?
A good tool for checking on integration, especially on Steps
#2-4 above, is to use the Worksheet 1 on the following page.
First, fill in a list of your learning goals for the course. If
possible, have one for each kind of significant learning in the
taxonomy. Second, for each major learning goal, identify how
you would know whether students have achieved that kind of
learning, i.e., what kind of feedback and assessment can you
use? Third, again, for each major learning goal, identify what
students will have to do to achieve that kind of learning. You
will often find that the assessment and the learning activity are
the same or very similar. But working through this exercise can
be very valuable by ensuring that you in fact have specific kinds
of assessment and learning activities for each of your learning
goals and that you don’t just give “lip service” to them. After
you finish your final check (below), then you can start the
process of assembling these several activities into a coherent
whole (Phase II, starting on p. 28).
Final Check and Review of INITIAL DESIGN PHASE.

A major benefit of this planning model is that it provides
specific criteria for assessing the quality of course design.
There are five primary criteria, four of which are illustrated by
the highlighted areas of Figure 5 on the next page. It suggests
that good course design meets the following criteria.
The basic design for this course is good if it includes…
1. In-Depth Analysis of Situational Factors It is based on a
systematic review of all the major situational factors, in order
to define the situational constraints and opportunities of the
course.
2. Significant Learning Goals It includes learning goals focused
on several kinds of significant learning, not just “understand-
and-remember” kinds of learning.
3. Educative Feedback and Assessment It includes the
components of educative assessment: forward-looking
assessment, opportunities for students to engage in self-
assessment, clear criteria and standards, and “FIDeLity”
feedback. These allow the feedback and assessment to go
beyond auditive assessment.
4. Active Teaching/Learning Activities It includes learning
activities that engage students in active learning by
incorporating powerful forms of experiential and reflective
learning, as well as ways of getting basic information and ideas.
5. Integration/Alignment All the major components of the
course are integrated (or aligned). That is, the situational
factors, learning goals, feedback and assessment, and the
teaching/learning activities all reflect and support each other.
If the course design rates “High” on each of these five criteria,
then the basic components of good design are in place.
Step 4: Select Effective Teaching/Learning Activities
Answer the following questions based on the Action questions
on pages 19-20 (3-4 pages):
· Identify at least three unique learning activities using your
integrated technology to add to your unit/training that will give

students a “Doing” or “Observing” Experience.
· What “Rich Learning Experiences” are appropriate for your
course?
· What kinds of Reflective Dialogue can you incorporate into
your course? Include at least 2 types. One must be a short-
answer type of assignment like a 1-minute reflective question or
an exit ticket. One must be a longer assignment like a portfolio
or a reflective journal.
Your answers from the following discussion questions will help
you answer the above questions:
· Week 2 – Update a Class with Learning Tech
· Week 5 – Gaming (optional)
· Week 6 – Collaboration Tools
· Week 7 – Multimedia Tools
· Week 8 – UDL
· Week 9 – Digital Assessments
Step 5: Make Sure the Primary Components are Integrated
Using the worksheet on page 23 (you will have to create this for
your assignment), answer each element for each learning goal in
your course. Your “Helpful Resource” will be one of the
learning technologies that you have chosen for your
unit/training. You will find all the information for this chart
within the exercises that you have completed for each of the 4
previous steps. When you fill out this chart, make sure you have
addressed the feedback from your classmates in the relevant
discussion questions and feedback from your instructor for your
discussion questions and previous assignments. Answer in
complete sentences and use paragraphs to elaborate where
appropriate.
Use at least 2 peer-reviewed sources besides your textbook and
the reports provided to support your use of technology. Your
assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references
must follow APA or school-specific format. Check with your
professor for any additional instructions.

· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date.
· Include a reference page of all citations used, including the
textbook and the reports provided.
· The cover page, the reference page, and the appendix are not
included in the required assignment page length.
*** Below are MY discussion answers with reference of each
week from above *****
WEEK 2 Discussion Answer
· 5Discussion: Lesson Planning with Technology
· Imagine that you have been hired as an Instructional Designer
to “update” a class or series of training classes using technology
as your main delivery method.
· Using a class that you have either taught or been a student in,
describe how the class was taught without the use of technology
and then how you would add your selected educational
technology tool to bring the class more in line with current
teaching practices.
All of my initial education through my first master’s degree was
without the use of any form whatsoever of technology. When I
became an educator over twenty years ago in the urban school
district in Detroit, MI, the schools I taught in had no
technology. Everything was taught on an actual chalkboard
with CHALK!! A class that I can remember taking during my
first master’s degree was Statistics. The class required the
students to purchase this really thick textbook that was only
used to complete homework problems. The class was not out of
the textbook but on the blackboard by a professor that had
really bad penmanship, spoke very fast (because he was really
passionate about what he was teaching) and with a lecture-type
classroom that was set-up with a podium and five rows of desks.
I really struggled in this course because I needed more
manipulation, more interaction and more hands on with a
subject like, Statistics. Bringing a textbook to class everyday

and being lectured to was not very interesting to me. Any type
of technology because we could use real-world connections
locally, nationally and internationally. This would have
enhanced this course as a resource would have helped with
student engagement and comprehension..
I would enhance this learning experience with technology by
utilizing resources that are interactive, provides detailed
feedback on subject mastery, and allows self-pacing problems
that scaffolds each problem based on individualized student
levels. Two resources that I have found great for adding more to
a math class are: IXL.com Math and ANET - Math. The IXL
website allows the learner to answer statistical problems that
utilizes formulas and theory and it is leveled based on the
learners’ math level. ANET – Math is teacher created and has a
variety of math subject check ins that include video for
instruction, open-ended questions that are later graded by the
instructor and a few some great interactive lessons that allows
the learner to manipulate formulas to solve for statistical
values. Both of these website can be used as a supplemental
lesson and it provides feedback on usage, mastery and resources
based on that individual learner.
WEEK 5 Discussion Answer
Week 5 Discussion
Discussion: Teaching with Gaming
· View the TED Talk Gaming Can Make a Better World by Jane
McGonigal.
· In what ways do you agree or disagree with Ms. McGonigal?
Give an example of how an online game can help to improve
student/learner motivation.
I agree with Dr. Jane McGonigal, that playing
games can be productive during the instructional process. Dr.
McGonigal makes valid points about the urgency of optimism
that schools should have to develop courses that are accredited.
Game play can have the potential to make real world
connections and educational changes which depends on the type

of game played. Additionally, Dr. McGonigal made some really
good points about how gaming intensifies concentration, and
creates hope for students/people who are willing to take risks.
Motivation, both intrinsic and extrinsic, is a key factor
in the success of students at all stages of their education, and
teachers can play a pivotal role in providing and encouraging
that motivation in their students. Of course that’s much easier
said than done, as all students are motivated differently and it
takes time and a lot of effort to learn to get a classroom full of
kids enthusiastic about learning, working hard, and pushing
themselves to excel.
Gamification is one of the most popular and preferred
trends of learning amongst students, globally. Games help in
situated learning or, to put in simple words, learning that occurs
through immersive experiences. After all, what else could be the
best way to educate learners other than putting them to play! In
this article we’ll discuss why gamification is so appealing to
learners and provide you with some examples of gamification in
real world.
Gamification makes use of gaming mechanics and
applies these mechanics to the way a learning course is taught.
This, in turn, improves the learner’s motivation. Moreover, the
design of game offers the learners the freedom to fail and to
face and accomplish various challenges and goals respectively.
An example of a great educational game that can be included in
every content area that enhances study preparation skills is:
Brainscape
Brainscape is a simple learning oriented game. This helps the
learners to create exceptional flash cards to meet their learning
capabilities. In such way they learn the ideas in the most
comprehensive manner, leaving out the ones they already know.
Since learners usually forget almost 90% of the material while
studying, brainscape overcomes this issue with its smart
flashcards. Teachers and students can create flashcards
collaboratively, using this system of study.

Games should target any one or two game elements such as
competition, time management, communication others. Some
enlighten creativity while others ask for imagination.
Regardless, what element they speak to and how they are
designed, gamification in education is an incredible learning
technique and a complete package of educating, learning, and
assessment in the good learning environment.
References
Haiken, M. (2017). Gamify Literacy: Boost Comprehension,
Collaboration and Learning. International Society for
Technology in Education.
McGonigal, J. (2010). Gaming can make a better world.
Retrieved from
https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a
_better_world#t-78884.
Week 6 Discussion
· There are many different collaboration tools available for both
educational and corporate settings. Select a tool besides Google
Docs, Google Classrooms, Sharepoint, or BOX/Dropbox that
would fit your current work setting or the environment in which
you like to work. Provide a link to the resource and a brief
summary of the tool. Describe how you would use the tool in
either your current environment or the environment in which
you would like to work.
Kidspiration Overview: Kidspiration is a concept-mapping
software that offers an easy way to create mind maps or
thinking maps. It has a huge clip art library. It comes with pre-
made activities and teachers can also make their own activities.
This is a valuable tool for teachers to use, as well as students. It
is very versatile. Inspiration is also a concept-mapping software
with a more "adult" looking interface.
Inspiration Overview: Inspirationis a concept-mapping software
that offers an easy way to create mind maps or thinking maps. It
has a huge clip art library. It comes with pre-made activities

and teachers can also make their own activities. This is a
valuable tool for teachers to use, as well as students. It is very
versatile. Inspiration is also a concept-mapping software with a
more "adult" looking interface.
The education world offers new technology content every
day. One of the greatest gifts that we as educators can give our
students is the opportunity to create their own education
pathway for learning instead of having it delivered to them.
With the teacher as an expert, facilitator and guide, students can
learn how to take ownership of the subject content and get a
better sense of what needs to be done. When you involve
students in meaningful activities, the work they do makes more
sense to them. Thos also gives them the opportunity to retain
the knowledge learned for their future.
Kidspiration
I introduced Kidspiration with my students by creating an image
map using information about a local park in Detroit named Belle
Isle. Since Belle isle is only 30 minutes away from where we
are located, most of the kids have been there and can recall
information from their visits. We create symbols for each "land"
at Belle Isle (Motor Cityland, Motownland, and Tomorrowland,)
and then add bubbles/symbols for the rides, water park, go cart
and Rock wall climbing. You can go on in that part of the park
digitally once the mapping has been completed. We color code
each group and also import a title image from an actual image
that I found on the Internet. Students quickly learn how to use
Kidspiration in a fun, yet educational, way, while learning
about historic landmark of our city.
Inspiration
Students use Inspiration to assist them with their annual
science-fair project outlines. They type the scientific method
into the 'Outline View 'of Inspiration, and then add data as they
work on their projects. It really helps students put together their
projects.

Finally, students also use the software for character studies,
book/movie comparisons, history lessons, grammar lessons
(color coding symbols for parts of speech is a great tool),
current events, game shows (I even sometimes make an easy
jeopardy board), and more.
Kidspiration: http://www.inspiration.com/Kidspiration
Inspiration: http://www.inspiration.com/Inspiration
Reference:
McLeod, S. (2012). What school leaders need to know about
digital technologies and social media. San Francisco: Jossey
Bass.
WEEK 7 Discussion
Diverse Learning Needs
· Visit CAST Universal Design for Learning (UDL) to learn
about UDL and how it can help to address diverse learning
needs in a single classroom.
· Now, thinking about the environment you are either
teaching/training in or aspiring towards, provide two concrete
examples of how using UDL with educational technology is best
able to reach your diverse learners and what potential obstacles
you might encounter with UDL.
Our classrooms today are incredibly diverse. As we embrace
equity and inclusion, we have to meet the needs of all students.
To do this, we have to change the way we “do” school. Classes
have a wide mix of strengths and weaknesses, and a one-size-
fits-all curriculum does not meet most children’s needs.
The UDL framework starts with the belief that every student is
different and that’s the norm. These differences are called
“variability” and teachers embrace it. Students come to school
differently, and some face barriers to learning, it’s the
curriculum that is disabled, not the students. All students have
assets, strengths, goals and interests. UDL offers options and

choices to create personalized pathways to meet very rigorous
goals.
The rate of development of and innovation in technology in the
last couple of decades has been to the benefit of educators
looking to support students in different ways. Technology has
become much more affordable and portable allowing for
districts, schools and parents to purchase and make available to
students to support their learning.
In this week’s discussion, UDL cast has really opened up my
thoughts concerning the students that I teach. Students that
have low test scores in my class end up scoring low in district
mandated high stakes testing. I have and have connected it to
utilizing it with technology in the classroom. I have,
additionally, found that during classroom presentations some of
my students find it difficult to face the classroom when called
to present a math concept or during a project presentation. I
found that there are seven types of learning styles. The
following are: Visual (spatial): using pictures, images, and
spatial understanding, Aural (auditory-musical): using sound
and music, Verbal (linguistic): using words in speech and
writing, Physical (kinesthetic): using body, hands, and sense of
touch, Logical (mathematical): using logic, reasoning and
systems, Social (interpersonal): learning in groups or with other
people and Solitary (intrapersonal): working alone and using
self-study.
UDL (2019) encourages teachers to present information using
multiple approaches like supplementing with use of technology
tools to interact with students and the use of innovative visual
aids to assist with learning. This makes it easy for learners to
understand and succeed.
Another component of UDL (2019) is that it engages students
motivates them which is critical to having their buy-in and thus
increases their overall engagement. A very engaged classroom
experience depends on the teacher.

References:
Overview of Learning Styles. (2019). Retrieved from the
Learning Styles
Online: https://www.learning-styles-online.com/overview/.
Cast. (2019). About universal design for learning. Cast.org.
Retrieved from http://www.cast.org/our-work/about-
udl.html#.XWFWZOhKjIV
WEEK 8 Discussion
Diverse Learning Needs
· Visit CAST Universal Design for Learning (UDL) to learn
about UDL and how it can help to address diverse learning
needs in a single classroom.
· Now, thinking about the environment you are either
teaching/training in or aspiring towards, provide two concrete
examples of how using UDL with educational technology is best
able to reach your diverse learners and what potential obstacles
you might encounter with UDL.
Our classrooms today are incredibly diverse. As we embrace
equity and inclusion, we have to meet the needs of all students.
To do this, we have to change the way we “do” school. Classes
have a wide mix of strengths and weaknesses, and a one-size-
fits-all curriculum does not meet most children’s needs.
The UDL framework starts with the belief that every student is
different and that’s the norm. These differences are called
“variability” and teachers embrace it. Students come to school
differently, and some face barriers to learning, it’s the
curriculum that is disabled, not the students. All students have
assets, strengths, goals and interests. UDL offers options and
choices to create personalized pathways to meet very rigorous

goals.
The rate of development of and innovation in technology in the
last couple of decades has been to the benefit of educators
looking to support students in different ways. Technology has
become much more affordable and portable allowing for
districts, schools and parents to purchase and make available to
students to support their learning.
In this week’s discussion, UDL cast has really opened up my
thoughts concerning the students that I teach. Students that
have low test scores in my class end up scoring low in district
mandated high stakes testing. I have and have connected it to
utilizing it with technology in the classroom. I have,
additionally, found that during classroom presentations some of
my students find it difficult to face the classroom when called
to present a math concept or during a project presentation. I
found that there are seven types of learning styles. The
following are: Visual (spatial): using pictures, images, and
spatial understanding, Aural (auditory-musical): using sound
and music, Verbal (linguistic): using words in speech and
writing, Physical (kinesthetic): using body, hands, and sense of
touch, Logical (mathematical): using logic, reasoning and
systems, Social (interpersonal): learning in groups or with other
people and Solitary (intrapersonal): working alone and using
self-study.
UDL (2019) encourages teachers to present information using
multiple approaches like supplementing with use of technology
tools to interact with students and the use of innovative visual
aids to assist with learning. This makes it easy for learners to
understand and succeed.
Another component of UDL (2019) is that it engages students
motivates them which is critical to having their buy-in and thus
increases their overall engagement. A very engaged classroom
experience depends on the teacher.

References:
Overview of Learning Styles. (2019). Retrieved from the
Learning Styles
Online: https://www.learning-styles-online.com/overview/.
Cast. (2019). About universal design for learning. Cast.org.
Retrieved from http://www.cast.org/our-work/about-
udl.html#.XWFWZOhKjIV
WEEK 9 Discussion
· All too often, educators think of assessments only as a test of
some sort. For this thread, you will review three digital
assessment tools of your choosing and provide their pros, cons,
and what settings you feel they would work best in. You can
begin your search here: 17 Formative Digital Assessment Tools
That Help You Know Students or you may use tools that you
currently rely on in your classrooms.Remind is free tool that
allows teachers to text students and stay in touch with parents.
This is also a great ‘check for understanding’ tool that is very
easy to use. This is a phone or online application that ranges
from assignments to activities through lesson closures. Remind
makes sure that the information that is needed is given, when
the student/parent needs it, right on a cell phone. This
application also sends messages to remind students and
parents of deadlines and events. It is an easy way to manage
communication—and make more time for teaching.
PROS:
Remind Communication is an iPad and iPhone app designed
specifically for teachers to communicate with their students,
and parents if used for elementary school children. It is safe,
secure, and private, and works just like a Twitter feed after
setting up the account and approving specific members.

Extends learning beyond the classroom.
Remind transforms how educators, students, and parents share
the content
they need to succeed together. It benefits the classroom by:
Collaboration within the classroom
Student Engagement
Improves Knowledge Retention
Lighten Teacher Workloads
Improve Communication Between Students and Teachers
CONS:
Remind Communication does have limitations. For example,
while it can provide a scheduled event, it cannot post the whole
class calendar in an editable format. The teacher could however
post an image of the calendar, which means that snap photos of
homework assignments must be taken and shared with students
and parents.
What I like is honestly, that this is so simple. It can be difficult
to keep up with a class blog, and sometimes Facebook is too
open for children’s privacy. This app keeps the classroom
information private within the app, and sends email reminders
to parents, or if you are using it for older students in high
school, college, or university, then to the student.
Kahoot! is a game-based learning and trivia platform that allows
educators to create very engaging quizzes for the classroom.
Kahoot! is super fun and addictive. Teachers can create a
cahoots that is subject are specific, or choose from the available

library of games. Play live kahoots, in groups, issue challenges,
class preparation for quizzes/tests or assign as homework.
PROS:
Educators can signup and log in with an email account. Once a
user, teachers can create their own games or Kahoots!. Teachers
can also copy existing games from previously created games
and adapt it to fit the teachers’ specific needs. Students sign in
using a game code from any device that has an internet
connection. Teacher’s project questions to a visible screen for
all students and the students answer questions on their own
device. Kahoot! keeps track of each score on a leaderboard that
is shown after questions are answered, so students can compete.
It benefits the classroom by:
Teachers can tailor kahoots for their specific needs, content
areas, or units of study.
Kids love it!
It is a wonderful way to integrate technology into any classroom
environment.
Kahoot! tracks the wrong answers, so a teacher can assess how
many students missed a specific concept and revisit it.
CONS:
The answers can only be true or false, yes or no, or multiple
choice. This could be a limitation. There is a new game on
Kahoot! That is called Jumble. This challenges students to place
correct answers in a correct order. Since students receive more
points for quicker answers, it can emphasize speed over
substance. It is a good program for review, but not for
instruction.

Kahoot! is a wonderful digital assessment tool that encourages
game-based learning in a fun and engaging way. Teachers love
it for its flexibility and learning capabilities. Students love it
because it is a blast to play while integrating learning!
References:
Hodson, L. (2017). Game-Based Learning | Kahoot in the
Classroom | Education Closet. Retrieved 31 August 2019, from
https://educationcloset.com/2017/01/06/technology-review-
kahoot-classroom/.
Remind Reviews and Pricing - 2019. (2019). Retrieved 31
August 2019, from
https://www.capterra.com/p/127096/Remind/.

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