This document discusses technology-enabled active learning classroom models and their benefits. It describes the SCALE-UP model used at NC State which features round tables that seat 9 students each and allows for small group work. Benefits of active learning classrooms include encouraging collaboration, peer teaching, and allowing instructors to coach students. Research on the SCALE-UP model found improved problem solving and conceptual understanding, higher attendance rates, and better performance in later courses for at-risk students. The document recommends further investigating active learning classrooms and developing a research plan to share results with administrators.

1. A Conversation with the Lamar
Academic Technology Committee
An Overview of Technology-enabled 21st
Century Learning Spaces
Lamar Ed Tech Leadership Faculty
Dr. Kay Abernathy, Dr. Sheryl Abshire,
Dr. Cindy Cummings, Dr. Diane Mason

2. University Models
 SCALE-UP Model - Student-centered
Active Learning Environment with Up-
side Down Pedagogies
 Designs for state-of-the-art learning
studios, teaching methods, and
instructional materials that are based on
more than a decade of discipline-based
education research
 http://www.youtube.com/watch?v=pUFud6MoHMo

3. University Models
Concept Lab vs. Lecture
http://scaleup.ncsu.edu/MinnVideo/MinnVideo.html
According to Dr. Robin Wright, University of
Minnesota:
“What the movie doesn't show is the overall course
philosophy. We leave the students to do the lower
levels of Blooms on their own, by reading the text with
study questions. Then in class we do application and
analysis questions in teams. And finally, there are
large scale team projects for synthesis & evaluation.
The students are a bit grumbly, but the quality of their
work is really amazing. They are really creative, out of
the box thinkers, when given a chance."

4. Active Learning Classroom Features
Active Learning Classrooms (ALCs) are
designed to foster interactive, flexible, student-
centered learning experiences, and operate
using central teaching stations and student-
provided laptops.
 ALCs feature:
 A 360-degree glass-surface marker board.
 Multiple flat-panel display projection systems.
 Round tables that accommodate nine students each.
 A centered teaching station that allows selection and
display of table-specific information.
 Transitions to online learning.

5. Active Learning Classrooms (ALC) Model
 ALCs Make New Classroom
Interactions Possible and Offer:
 Cooperative learning
environments that encourage
student collaboration and peer
teaching.
 Technology that allows students
to easily present work for review
by peers and instructors.
 Furniture designed to facilitate
small-group work.
 The ability for instructors to
interactively coach students
during activities.
 New options for student
interaction and class structure.

6. Active Learning Classrooms (ALC)
Model Sites

7. Why Do We Need ALCs?
http://www.youtube.com/watch?v=dGCJ46vyR9o
 To use class time for doing and interacting, not
sitting and listening
 To use class technology to support collaboration
and sharing
 To teach students to think like scientists -
incorporates a process of discovery throughout
the semester.

8. Student Transitions
• Single tasks to multitasking
• Text to pictures, sound, and video
• Linear, logical, sequential to random
access
• Independent and individual to interactive
collaborative networked
• Learning space moves from inside the
classroom to inside and outside the
classroom.

9. How Do You Know it Works?
 Rigorous evaluations of learning have been
conducted in parallel with the curriculum development
and classroom design efforts.
 Besides hundreds of hours of classroom video and
audio recordings, different schools have conducted
numerous interviews and focus groups, conducted
many conceptual learning assessments (using
nationally-recognized instruments in a pretest/posttest
protocol), and collected portfolios of student work.
 NC State has data comparing nearly 16,000
traditional and SCALE-UP students taking physics.

10. How Do You Know it Works?
Their findings can be summarized as the following:
 Students' ability to solve problems is improved.
 Their conceptual understanding is increased.
 Their attitudes are better.
 Failure rates (especially for women and minorities)
are drastically reduced.
 “At risk" students do better in later courses.
Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L.,
Allain, R. J., Bonham, S. W., Dancy, M. H. Risley, J.S. (2007). The
Student-Centered Activities for Laerge Enrollment Undergraduate
Programs (SCALE-UP) Project. NC Scale-up Research
http://www.per-central.org/items/detail.cfm?ID=4517

11. Recommended Action Items
 Further research the Active Learning Classrooms
concept.
 Investigate other University and/or Department efforts.
 Create a subcommittee to design a local research
initiative plan and a presentation to share with
Academic Technology Committee and University
administration.

12. Resources
http://scaleup.ncsu.edu/
http://www.crlt.umich.edu/faculty/Thurnau/ThurnauVid
eos.php
http://www.crlt.umich.edu/faculty/Thurnau/Prof_Polk_
Summary.pdf
http://www.crlt.umich.edu/faculty/Thurnau/Prof_Moore
_Summary.pdf
Teaching the 21st Century Learner
http://depd.wisc.edu/series/06_4168.pdf
NC Scale-up Research
http://www.per-
central.org/items/detail.cfm?ID=4517

13. Closing
Questions?
Comments?

14. Contact Information
College of Education and Human Development
Department of Educational Leadership
Dean Hollis Lowery-Moore
Dr. Steve Jenkins, Department Chair
 Dr. L. Kay Abernathy - lkabernathy@lamar.edu
 Dr. Diane Mason - diane.mason@lamar.edu
 Dr. Cynthia Cummings - cdcummings@lamar.edu
 Dr. Sheryl Abshire - sheryl.abshire@lamar.edu
http://tinyurl.com/crnldw6