Development Impact and You — Practical tools to trigger & support social innovation
The tools are not coming out of thin air. It draws on a study of many hundreds of tools currently being used – here we have included only the ones which practitioners found most useful. Many of them are well documented and have been widely used in other sectors. In that sense this toolkit is standing on the shoulders of giants, and we are happy to acknowledge that. All the tool descriptions include a key reference, so it is easy to trace back their origins and dive deeper into other publications about their application.
Kim Flintoff's insight:
The tools on this site can easily be applied to challenge-based learning contexts, collaborative learning, and other active learning contexts.
"The rise of the Maker has been one of the most exciting educational trends of the past few years. A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her. A Maker, re-cast into a classroom, has a name that we all love: a learner. A Maker, just like a true learner, values the process of making as much as the product. In the classroom, the act of Making is an avenue for a teacher to unlock the learning potential of her or his students in a way that represents many of the best practices of educational pedagogy. A Makerspace classroom has the potential to create life-long learners through exciting, real-world projects."
As part of Common Core's shift of focus from teaching to learning, students are delivering more presentations (while teachers and peers sit-and-get). Not surprisingly, the same boring presentation techniques don't work any better for students than they did for teachers.
Delete all the text from your slides.Replace those words and bullets with full-screen, full-color, photographic images.Narrate over the slides.
Kim Flintoff's insight:
One of the more ridiculous shifts that occurs in Active Classrooms and Flipped contexts is that the sins of the past are inflicted upon students. When we ask lecturers to stop lecturing there seems to be a shift towards asking students to lecture instead. The "in class presentation" (either physical or virtual) is often worse than the lecture process that the teacher abandoned.
This piece offers some suggestions for breaking the cycle.
According to self-determination theory, a theory developed by Deci and Ryan, three basic psychological needs affect motivation: autonomy, competence, and relatedness. Susan Epps, associate professor of Allied Health Sciences, and Alison Barton, associate professor of Teaching and Learning, both at East Tennessee State University, have used this theory to develop ways to improve online learner motivation.
Digital learning spaces are becoming museums' top way to connect with and engage students. Here are five strategies museums use today.
1. Last fall, the museum conducted a program in which students played games with scientists in order to pique their interest in different areas of science. [Gamification/Serious Games]
2. Museum staff also use Minecraft with students. [Games/Virtual Worlds]
3. Students also use 3D printers to create objects that relate to subjects that they have studied and explored in the museum. [Makerspace / Design]
4. Digital badges are in use at AMNH as well. [Digital Badging]
5. The museum runs a program that helps train teachers to go into schools and bring physical and digital resources from the museum back into classrooms. It also offers a graduate program and a program for urban schools. [Professional Learning]
Kim Flintoff's insight:
Some clear indicators of the adoption of a range of approaches that all enhance the Active Learning capacity of the museum's educational program - extrapolate for schools and universities.
"Dr. Mazur's teaching method has a large national and international following, and has been adapted to teaching many disciplines. He is author or co-author of over 200 publications and 12 patents, and helped produce the award-winning DVD Interactive Teaching.
"Almost 20 years ago, Harvard physicist Eric Mazur had an "aha" moment about his teaching practice that forced him to rethink the traditional unidirectional teaching model. He described his early approach to courses as "not how you teach it, but what you cover. [Then] I realized education was not merely a transfer of information. It was about how well students could assimilate information and transfer it to their own experience." So Dr. Mazur radically changed his approach. He developed a strategy that incorporates "just-in-time" teaching with short lectures punctuated by conceptual questions posed to the students, using classroom response technology. Dr. Mazur asks his students to think about and respond to these questions, and to attempt to convince each other of their positions.
"This is the basis of what he calls the Peer Instruction method, which engages students, provides continuous assessment and feedback, and allows students to learn from each other."
Journalism students know that what they do is important. But according to Jim Streisel, the 2013 National High School Journalism Teacher of the Year, a student newspaper is really just a byproduct of the learning process.
"While gathering resources to share with campus teachers, I stumbled upon thePhoto Mapo app and quickly added it to my list of tools for summer archival. The intent was to provide a repository of tools and applications that educators could utilize in the midst of their staycations and vacations that could also be extended to the classroom. Photo Mapo is a FREE app that does just that. "
Very useful for fieldtrips and site -based learning activities - the app allows you to record the location, a map, a photo and notes about the location in a single "postcard" style image. Geological survey, environmental outings, etc could all be recorded with this innovative, yet very simple application.
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms
Imagine a future where university enrolment paperwork is accompanied by the statement: Warning: lectures may stunt your academic performance and increase risk of failure. Researchers from the United States…
Ball State University has long believed in the value of immersive learning experiences. Now faculty practices are undergoing transformation through immersion in a learning community dedicated to the precepts of active learning.
Even the most cutting-edge classrooms are ineffective if nobody knows how to use them to enhance learning. Case in point: When Ball State University upgraded a couple classrooms with Steelcase "Node" chairs as part of experimentation in "active learning," the faculty response was less than enthusiastic. The chairs are designed to facilitate a pedagogical shift from lecturing to collaboration and problem-solving -- but without training, faculty were ill-equipped to recognize the potential of movable furniture.
"People hated them," recalled Marilyn Buck, associate provost and dean of Ball State's University College. "In fact, when I saw them, at first I thought, why would anybody do this? [Faculty] were just thrown in there. All they saw was that students could roll [the chairs] around and they had no idea how to use them."
Kim Flintoff's insight:
The article clearly identifies the need for understanding and learning around educational transformation.