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Transforming in-class and out-of-class student engagement through active learning
This document discusses how to transform student engagement through active learning by connecting experiences before, during, and after class. It recommends (1) blending in-class and online learning, (2) engaging students during class with tools, (3) connecting out-of-class learners, (4) providing instructors with real-time feedback, and (5) merging learning across the entire experience. This holistic approach can personalize learning, improve outcomes, and increase student satisfaction through enhanced interaction and flexibility.
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Transforming in-class and out-of-class student engagement through active learning
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- 2. • asking questions •answer questions •exit polls •probe limits of understanding •demonstrate success, and review • tackle misconceptions • exercise skills • conceptual understanding, judging etc • provoke thinking • stimulate discussions • induce cognitive conflicts Challenge and reflect on prior knowledge Develop knowledge Communicate Assess learning Some characteristics of active learning Colin Montpetit (2015)
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- 4. “Faculty members needto shift from ‘What did I teach?’ to ‘What did my students learn?’ They must aim to create engaging learning.” (Bradforth et al. 2015)
- 5. Current and emerging digital active learning solutions Sample features: - Conversational space - Formative assessments -Instant feedback for staff and students - BYOD and institutional platforms - Social media and gamification elements
- 6. FIVE steps to connectactive learning experiences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- 7. 5 steps to connect active learning experiences 1. Blend in-class and online ‘coalesced’ learning This workis licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
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- 12. 5 steps to connect active learning experiences 1. Blend in-class and online ‘coalesced’ learning 2. Engage students during class Thiswork is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
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- 17. 5 steps to connect active learning experiences 1. Blend in-class and online ‘coalesced’ learning 2. Engage students during class 3.Connect out-of-class learners This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
- 18. (Bill and Melinda Gates Foundation, 2015) “The Nontraditional Majority” The majority ofUS college students are employed at least twenty hours a week, and more than a third work full time (Baum, 2010) “We will need new models of engaged pedagogy…expanding on the creativity that led to the development of high-impact practices on traditional campuses” (Scobey, 2016)
- 19. 5 steps to connect active learning experiences 1. Blend in-class and online ‘coalesced’ learning 2. Engage students during class 3.Connect out-of-class learners 4. Provide real-time feedback for instructors This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
- 25. Early warning identification ofat-risk students Analyse learning trends across courses
- 26. 5 steps to connect active learning experiences 1. Blend in-class and online ‘coalesced’ learning 2. Engage students during class 3.Connect out-of-class learners 4. Provide real-time feedback for instructors 5. Merge before, during and after class learning This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
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- 29. …this presentation: http://bit.ly/altalc_activelearning Baum,S. 2010. “Student Work and the Financial Aid System.” In Perna 2010, 3–20. Bill and Melinda Gates Foundation, 2015 https://postsecondary.gatesfoundation.org/areas-of-focus/incentives/policy- advocacy/advocacy-priorities/america-100-college-students/ Bradforth et al. 2015. "Improve undergraduate science education: It is time to use evidence-based teaching practices at all levels by providing incentives and effective evaluations." Nature, vol. 523, no. 7560, p. 282. Freeman S. et al, 2014. Active learning increases student performance in science, engineering, and mathematics. http://www.pnas.org/content/111/23/8410.abstract Harvey et al. 2016. Encouragement for Faculty to Implement Vision and Change http://www.lifescied.org/content/15/4/es7.full Montpetit, C. 2015. Learning fearlessly: does fearless engagement translate into class performance? Blog post for Echo360, 10th March. http://blog.echo360.com/learning-fearlessly-part-2 Samson, P. 2017. Student behaviours during class predict student success. https://umich.app.box.com/s/0mpnapcn3nwfxih6c472rvdx9ang1u22 Scobey, D. 2016. Marginalized Majority: Nontraditional Students and the Equity Imperative. https://www.aacu.org/diversitydemocracy/2016/winter/scobey White, D. 2016. Coalescent spaces. http://daveowhite.com/coalescent/ References
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