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CTE - Publications & Presentations

CTE - Publications & Presentations | Active learning in Higher Education | Scoop.it
Cornell Center for Teaching Excellence Homepage
dianataylor's insight:

Under heading "Active Learning" see the HANDOUT for "Active Learning: Creating Excitment in the Classroom" PDF or go to http://www.cte.cornell.edu/documents/presentations/Active%20Learning%20-%20Creating%20Excitement%20in%20the%20Classroom%20-%20Handout.pdf

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Active learning in Higher Education
Strategies for more effective student-centred, authentic engagement in the higher education context
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Educational Leadership:Teaching with Mobile Tech:How to Transform Teaching with Tablets

Educational Leadership:Teaching with Mobile Tech:How to Transform Teaching with Tablets | Active learning in Higher Education | Scoop.it

During one of our first visits to an iPad school, students told us that their favorite use of the tablet was for note taking. They had an app that enabled them to leave their paper notebooks at home and organize their notes in one place. We're not opposed to gains in productivity, but if all tablet computers do is replace notebooks with notebook apps, we're unlikely to look back on the United States' investment in tablets with much enthusiasm.

Getting computing devices into schools is relatively easy; changing classroom practice with technology is really, really hard. Over the past century, radio, television, video cassette recorders, desktop computers, laptop computers, handheld devices, tablets, and cell phones have all been heralded as potentially transformative classroom tools (Cuban, 1986, 2003). With every generation of computing technology, a small group of educators has been able to use new tools in transformative ways, but on the whole, classroom practices have proven stubbornly resistant to change. Consider this thought experiment: If you could take all the money that schools invested in computer labs in the 1980s and 1990s, would you spend that money again on those labs?

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Will at Work Learning: Mythical Retention Data & The Corrupted Cone

Will at Work Learning: Mythical Retention Data & The Corrupted Cone | Active learning in Higher Education | Scoop.it

Edgar Dale (1900-1985) was an American educator who is best known for developing “Dale’s Cone of Experience” (the cone above) and for his work on how to incorporate audio-visual materials into the classroom learning experience. The image above was photocopied directly from his book, Audio-visual methods in teaching (from the 1969 edition).

You’ll note that Dale included no numbers in his cone. He also warned his readers not to take the cone too literally.

Unfortunately, someone somewhere decided to add the misleading numbers.

Conclusions:

 

The learning industry also has responsibilities.

Educational institutions must ensure that validated information is more likely to be conveyed to their students, within the bounds of academic freedom…of course.Educational institutions must teach their students how to be good consumers of “research,” “data,” and information (more generally).Trade organizations must provide better introductory education for their members; more myth-busting articles, blog posts, videos, etc.; and push a stronger evidence-based-practice agenda.Researchers have to partner with research translators more often to get research-based information to real-world practitioners.
Kim Flintoff's insight:

As evidence-based practitioners, all teachers are now charged with considering the implications for teaching and learning.  Many of us have assumed the validity of the memes that have been circulating. 

As teachers we often claim to be informed but I suspect most of us are more trusting than critical when we are offered information in professional development settings.  And few of us conduct our own studies.

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Flipped Learning: The Big Picture

Flipped Learning: The Big Picture | Active learning in Higher Education | Scoop.it
As we progress rapidly into the middle of the second decade of the 21st century, questions continue to be raised about how education addresses the ever ..

Via Beth Dichter
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HJJP's curator insight, April 29, 12:22 AM

We really should ask whether the current education system addresses the needs of the future, even the present. Is this education model proven, and thus ideal? or Should we revisit what we do? how we do it? What we teach? Who we teach it to? and even When we teach it?

 

I am a believer in innovation, and I feel education and training have not kept up with the times. A deep revolution is necessary, but who is ready to do it??

 

Elizabeth Roman's curator insight, April 29, 8:44 PM

Infografía sobre el aprendizaje invertido: ¿Qué apoyo se necesita? ¿Qué se hace dentro y qué se hace fuera del aula?

Willem Kuypers's curator insight, April 30, 2:45 AM

Un de plus sur la classe inversée.

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Flipping the Classroom | Center for Teaching | Vanderbilt University

Flipping the Classroom | Center for Teaching | Vanderbilt University | Active learning in Higher Education | Scoop.it
The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.
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The Difference Between Skilled Learners and Good Students - InformED

The Difference Between Skilled Learners and Good Students - InformED | Active learning in Higher Education | Scoop.it

The skilled learners of the world don’t always excel in their studies. And I don’t mean Gates and Einstein. I’m talking about the huge number of people who are passionate about knowledge, who have a real knack for remembering facts, who are self-taught musicians and casual scholars. People who ignore homework because it’s boring to them, fail geometry because their teacher makes it boring to them, don’t listen to lectures because they’d rather absorb the information themselves. These people aren’t good students; they’re natural learners. And we’re doing them–and the world– a disservice by treating them like second class citizens.


Via Tom D'Amico (@TDOttawa)
Kim Flintoff's insight:

The challenge is offering opportunities for meaningful engagement of skilled learners.  Not everyone comfortably jumps through other people's hoops.  Higher Education is charged with ways of enabling skilled learners to set up their own hoops.

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Willem Kuypers's curator insight, April 20, 1:35 AM

Très juste par rapport à la réalité du terrain : il y a les étudiants et les apprenants (et un continuum entre les deux).

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Engaging Students with Active Learning -- Campus Technology

Engaging Students with Active Learning -- Campus Technology | Active learning in Higher Education | Scoop.it
According to Perry Samson, Arthur F. Thurnau Professor at University of Michigan, if your goal is to improve student outcomes, employ active learning techniques.
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Making Learning Interactive

Making Learning Interactive | Active learning in Higher Education | Scoop.it

Mary Alice Anderson:

 

"Last September I introduced the recently published Student Discovery Sets from the Library of Congress. These ebooks are collections of primary source sets designed to provide interactive, inquiry learning while introducing students to primary sources on common curricular topics."


Via Dennis T OConnor
Kim Flintoff's insight:

Inquiry and challenge models work well at all levels

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krysti hodges's curator insight, April 9, 12:21 AM

This is a good article for future teachers to read as it discusses the importance of using interactive learning in the classroom to enhance a child's learning experience.

jane fullerton's curator insight, April 9, 8:59 AM

Love these ideas for using the Library of Cngress

Sandra Carswell's curator insight, April 9, 6:38 PM

Share with ELAR AND SS teachers. 

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The Flipped Learning Process Visually Explained

The Flipped Learning Process Visually Explained | Active learning in Higher Education | Scoop.it

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Flipping the Classroom Explained - YouTube

Ready to flip your school or university class? Drop by http://www.MediaCore.com to learn more about how we can help you and your class. With the teacher at t...

Via Felix Jacomino
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Kirk Frankfurth's curator insight, February 2, 11:57 AM

Cool would like to flip my tech classes but the down side is creating all the content.

skiinglibrarian's curator insight, February 15, 8:20 PM

The short video is a powerful flipped learning tool. This video visually and audibly explains how to flip a classroom. Don't limit this though to just the classroom....it's flipped learning, wherever you and the students are.

Julie Midyett's curator insight, March 1, 10:46 AM

Great explanation on why flipping classroom works!

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3 Ways to Support Flipping Faculty -- Campus Technology

3 Ways to Support Flipping Faculty -- Campus Technology | Active learning in Higher Education | Scoop.it
In 2012, the University of Washington provost's office, information technology department and Center for Teaching and Learning (CTL) came together to develop an initiative about active learning, with a focus on flipping the classroom. They created five learning communities with a total of 62 faculty members. Each community was led by a facilitator and met every other week for a quarter.

"The agenda was designed by each faculty group," said Beth Kalikoff, director of the CTL. "It is the nature of these learning communities that the agenda is determined by the people in the room." Among the issues they addressed was how to explain the flipping concept to students. "No matter how carefully you set it up, you have to do a good job of explaining to students why you are doing this," she said.
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Ivon Prefontaine's curator insight, April 1, 11:54 PM

This is more support than most K-12 teachers in Alberta get. The question I have is how much freedom does each teacher have?

 

@ivon_ehd1

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How to Build an Active Learning Program -- Campus Technology

How to Build an Active Learning Program -- Campus Technology | Active learning in Higher Education | Scoop.it
Rather than focus on the technology itself, Sparrow advised, ask, "What do you want students to be able to do at the end of this course? What challenges are you currently facing? If we start with technology as the solution, we are going to get to the wrong answer," she said. "Start with what students need to know and do first, and how technology might fit. Sometimes it is as simple as a whiteboard or an overhead projector. If that is the technology that gets students to talk and share the kinds of problems they are solving in their class and teach those to other students, then that is the appropriate technology."
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Cutting-Edge Student-Centric Classrooms Handle Many Pedagogies at Drexel -- Campus Technology

Cutting-Edge Student-Centric Classrooms Handle Many Pedagogies at Drexel -- Campus Technology | Active learning in Higher Education | Scoop.it
Two reconfigured classrooms are facilitating student collaboration and providing flexible options for teaching and learning.
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Active Learning in the Online Classroom: Examples and Ideas

Active Learning in the Online Classroom: Examples and Ideas | Active learning in Higher Education | Scoop.it

Someone recently told me that they heard of an approach where all the boring content delivery lecture material is put online so that more active learning can take place in the classroom. They then asked me if this was the best approach for online learning? What they were describing is blended learning or the “flipped” classroom approach. Good blended classrooms have a significant amount of active learning. The active learning philosophies need not only occur in the classroom however. There are ways to leverage the online space to include active learning. Active learning is basically any part of the course that involves active “interaction” instead of just passive tasks. It engages learners into activities that help them clarify, investigate, apply, create and integrate knowledge. Consider the human-factor: any types of human interactions such as Learner-to-Learner or Learner-to-TeachingTeam qualify. However, learners can also interact with their physical or virtual environment and that can be active. Just because you have an online course, it doesn’t mean you have to design learning activities that only involve reading web-pages or textbooks all day. Here’s a list of ideas, across four categories, for active learning online:


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Tim Boileau's curator insight, March 11, 7:58 AM

Nice! A pragmatic list of instructional strategies to increase learner engagement in virtual learning spaces.

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CoSN 2015: 10 Reasons Flipped Classrooms Could Change Education

CoSN 2015: 10 Reasons Flipped Classrooms Could Change Education | Active learning in Higher Education | Scoop.it
A policy expert and author explains why using technology to leverage new forms of teaching excites both teachers and students.

Today's classrooms are outfitted with the latest technologies, but too often the teaching methods don't take full advantage of the options these tools afford. Flipping the classroom — inverting the time spent on lecturing and homework — can create new inroads for learning by leveraging the technology used in classrooms and at home, says Kathleen Fulton, an author and president of Fulton Creative Consulting."


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Experiential Learning | Learning By Doing | pdf | Infographic

Building on Dewey’s work , David Kolb conceptualized an experiential learning theory composed of four cyclical stages: activity and practice, review and reflections, theories and concepts, applications and case studies. Reality Works has this wonderful free visual with more insights on Kolb’s theory together with some interesting nuggets on what experiential learning is all about.

 

Thanks to ===> http://www.educatorstechnology.com/2015/04/experiential-learning-visually.html <=== for proposing this great infographic.

 

Learn more:

 

https://gustmees.wordpress.com/?s=PracTICE

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Learning+by+doing

 


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Jean-Loup Castaigne's comment, May 2, 10:44 AM
see also http://www.willatworklearning.com/2006/05/people_remember.html
Kim Flintoff's comment, May 2, 9:08 PM
Thanks Jean-Loup, its good to be reminded how "knowledge" can drift from evidence...
Biblioteca Institut Escola Daniel Mangrané's curator insight, May 3, 2:02 AM

Ho tornem a publicar per remarcar els següents comentaris, força interessants. Us recomanem la lectura dels dos enllaços. @Jean-Loup Castaigne's comment, May 2, 4:41 PM"We retain 75% of what we do compared to 5% of what we hear." (Source: National Training Laboratories. Learning Pyramid. Bethel, Maine). This is completely wrong and a false scientific like justification. See@Jean-Loup Castaigne's comment, May 2, 4:44 PMsee alsohttp://www.willatworklearning.com/2006/05/people_remember.html

http://www.learningandteaching.info/learning/myths.htm »;

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Turning Learning on its Head [blog]

Turning Learning on its Head [blog] | Active learning in Higher Education | Scoop.it
Many education reformers and education pundits have been pushing for student-centered classrooms for quite some time. The teacher should simply be a facilitator of the class, and let students construct their own knowledge. Then students, left to themselves, with their natural curiosity and inner desire to learn freed from constraints, will take ownership of their learning and become lifelong learners. The reason many have been calling for this change is that classrooms have been too teacher-centered for a long time. In another post I shared some data from the Marzano Research group that indicates classrooms across the United States are heavily teacher-centered. So I get it. We need to move away from the teacher as the sole deliverer of content. But lets not throw out the baby with the bath water.
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Joan Ganz Cooney Center - T is for Transmedia: Learning through Transmedia Play

Joan Ganz Cooney Center - T is for Transmedia: Learning through Transmedia Play | Active learning in Higher Education | Scoop.it
In recent years, transmedia has come into the spotlight among those creating and using media and technology for children. We believe that transmedia has the potential to be a valuable tool for expanded learning that addresses some of the challenges facing children growing up in the digital age. Produced by the USC Annenberg Innovation Lab and the Joan Ganz Cooney Center, this paper provides a much-needed guidebook to transmedia in the lives of children age 5-11 and its applications to storytelling, play, and learning. Building off of a review of the existing popular and scholarly literature about transmedia and children, this report identifies key links between transmedia and learning, highlights key characteristics of transmedia play, and presents core principles for and extended case studies of meaningful transmedia play experiences. The authors hope that T is for Transmedia will incite conversation among diverse stakeholders including educators, entertainment industry executives, creative artists, academic scholars, policy makers, and others interested in the future of children’s learning through transmedia.

 

http://www.joanganzcooneycenter.org/wp-content/uploads/2013/03/t_is_for_transmedia.pdf

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Where Flipped Learning Research Is Going -- Campus Technology

Where Flipped Learning Research Is Going -- Campus Technology | Active learning in Higher Education | Scoop.it
In general, research has shown that the flipped classroom model has a positive impact on student outcomes. Last year, a University of Washington "meta-analysis" of 225 studies compared student performance in undergraduate science, technology, engineering and mathematics (STEM) courses under traditional lecturing vs. active learning: "The results indicate that average examination scores improved by about 6 percent 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," the study noted in Proceedings of the National Academy of Sciences.

Nevertheless, faculty members, provosts and centers for teaching and learning continue to try to quantify the impact of flipping, using traditional lecture classes as control groups. There is still a lot to learn and a need for more evidence and detail on the many facets of a flip.
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What does transformational teaching look like?

What does transformational teaching look like? | Active learning in Higher Education | Scoop.it

Read the accompanying blog article.

http://www.edutopia.org/blog/big-things-transformational-teachers-do-todd-finley

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Flipping the Emergency Medical Training Classroom — Emerging Education Technologies

Flipping the Emergency Medical Training Classroom — Emerging Education Technologies | Active learning in Higher Education | Scoop.it
Emergency Medical Technician courses are a natural for the flipped classroom It’s 17:00 and I’m walking into the high school cafeteria that is currently host to my Emergency Medical Technician class. The room is set up for maybe two hundred
Jacqui Kelly's insight:

Health Sciences has been flipping activities for a number of years and here's another example providing a detailed breakdown/example of the different active learning activities being used in place of lectures.  

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A New Visual on Flipped Learning

A New Visual on Flipped Learning | Active learning in Higher Education | Scoop.it

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Willem Kuypers's curator insight, April 20, 12:58 AM

Joli tableau à propos de la classe inversée.

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How to Integrate Live Tweets Into Your Presentation | Edudemic

How to Integrate Live Tweets Into Your Presentation | Edudemic | Active learning in Higher Education | Scoop.it
More teachers are incorporating Twitter into their lesson plans. Educators who use Twitter say it increases classroom interaction & keeps students tuned in.

Via Tom D'Amico (@TDOttawa)
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How The Activity Learning Theory Works

How The Activity Learning Theory Works | Active learning in Higher Education | Scoop.it
How The Activity Learning Theory Works 

Vygotsky’s earlier concept of mediation, which encompassed learning alongside others (Zone of Proximal Development) and through interaction with artifacts, was the basis for Engeström’s version of Activity Theory (known as Scandinavian Activity Theory). Engeström’s approach was to explain human thought processes not simply on the basis of the individual, but in the wider context of the individual’s interactions within the social world through artifacts, and specifically in situations where activities were being produced.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are many artifacts, which are seen not only as objects, but also as things that are embedded within culture, with the result that every object has cultural and/or social significance.

Tools (which can limit or enable) can also be brought to bear on the mediation of social interaction, and they influence both the behavior of the actors (those who use the tools) and also the social structure within which the actors exist (the environment, tools, artifacts). For further reading, here is Engeström’s own overview of 3 Generations of Activity Theory development. The first figure shows Second Generation AT as it is usually presented in the literature.

Via Gust MEES
Kim Flintoff's insight:

A useful framework that can move well into higher education to inform learning design.

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Francisco Velasquez's curator insight, April 1, 11:09 AM

adicionar a sua visão ...

Giacomo Bono's curator insight, April 1, 12:46 PM

Social interactions with close others, technology, and our motivation to master environments all work together to change us. An important process not represented in this otherwise cool model is close relationships with older peers and adults (i.e., community) who know kids and the learning task at hand well enough to use the ZPD to support their learning.

HC's curator insight, April 1, 7:08 PM

An interesting article on the Activity Theory where "people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals." This article explores how this theory can be applied in education, "...teachers should be aware that everything in the classroom has a cultural and social meaning. " 

Rescooped by Kim Flintoff from Learning Technology News
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Digital storytelling handbook

This handbook is a product of the Digital Commonwealth project which sought to facilitate a creative response to the Glasgow 2014 Commonwealth Games. However, the handbook is designed to be of use to a wider range of individuals, community groups and third sector organisations interested in using digital media (blogs, audio, video and social media) to tell their stories. Please use and share!

Via Nik Peachey
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TWCLibrary's curator insight, March 19, 6:02 PM

A fantastic resource!

Ariana Amorim's curator insight, March 25, 12:31 PM

http://digitalcommonwealth.co.uk/2014/09/18/handbook-of-digital-storytelling/

Ricard Garcia's curator insight, April 21, 2:10 AM

Always useful to have first-hand reference to enhance methodology... worth reading!

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To Flip or Not to Flip Your Classroom

To Flip or Not to Flip Your Classroom | Active learning in Higher Education | Scoop.it
A teacher talks about his experience when he flipped his classroom. He thinks the question is not whether to flip, but when you should flip your classroom.

Via Becky Roehrs
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Becky Roehrs's curator insight, February 5, 4:32 PM

The instructor uses the following tools in his flipped class: Snagit, LearningpodPolldaddy, Todaysmeet, Padlet, or Voicethread


He also provides 5 recommendations, with the first one, the best: Start Slowly-start with a lesson-not a whole class!