Active learning in Higher Education
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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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Learning technology for Math, Engineering, Science & Tech | Spark101

Learning technology for Math, Engineering, Science & Tech | Spark101 | Active learning in Higher Education | Scoop.it
An online tool that brings technology & professional perspectives to the classroom, with teaching resources in Math, Science, Engineering & Technology

Via The SRI & ETTC at Stockton University
dianataylor's insight:

Though not set in Higher Education context - it is a brilliant resource that could be applied in first year units.

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The SRI & ETTC at Stockton University's curator insight, June 11, 2013 8:16 AM

"A new free online resource called Spark 101 features interactive videos made by industry professionals on science, technology, engineering, and mathematics (STEM) topics. Teachers can use these brief (about 10 minutes long) videos to engage students in solving real-world problems during one or two class periods. The content is directly connected to national curriculum from the College Board's Advanced Placement, the National Academy Foundation, and Project Lead the Way, making it easy for teachers to integrate the videos in their classrooms. The videos have a three-segment format, with pauses for student dialogue.

Spark 101's partners are employers from business, government, academic, and nonprofit sectors, who create and contribute videos highlighting real-world applications of STEM coursework. These partners include Lockheed Martin, NASA, Proctor and Gamble, PepsiCo, Deloitte, and the University of California, Berkeley. In addition to helping teachers bridge the gap from the classroom to the workforce, the videos are intended to inspire students to consider STEM careers.

While the website is free to all teachers nationwide, some regions are using Spark 101 locally to serve targeted student populations. "

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Creating interactive video on the iPad

Creating interactive video on the iPad | Active learning in Higher Education | Scoop.it

I think this kind of tool can be really beneficial for creating flipped learning or video orientated learning as the speaker can guide learners to various learning resources on the web. They can also embed visual support for language learners such as text and images and even write over the video as though it were a whiteboard.


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Diana Montes's curator insight, September 9, 2013 2:25 PM

Una poderosa App con la que se puede hacer video para enseñar, para los que tienen Ipad  :D

Dionisio Perez's curator insight, September 18, 2013 9:23 PM

La creatividad usando las nuevas tecnologías.

Ali Anani's curator insight, January 17, 2014 12:54 AM

Videos are growing exponentially in importance as an effective communication tool.

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Bournemouth’s ‘Big ReThink’ Project: An Arts-based Model for Change in a University

Bournemouth’s ‘Big ReThink’ Project: An Arts-based Model for Change in a University | Active learning in Higher Education | Scoop.it

Change is seldom easy and finding novel approaches that will increase the effectiveness of the process, engage all partners throughout and lead to a difference in culture at the end, adds additional challenge. Creative solutions, using arts-based methods, were seen as a positive way to bring about a reorganisation in a large school in a university. Bournemouth University’s Kip Jones and Gail Thomas report on a process that drew on the underpinning philosophy of arts-based ‘Oblique Strategies’. This was undertaken to bring colleagues together innovatively and constructively to be part of the change process.

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Southwest Airlines Spirit Magazine / Flipped Out

Southwest Airlines Spirit Magazine / Flipped Out | Active learning in Higher Education | Scoop.it
In the war against waning attention spans, teachers have enlisted the unlikeliest of allies: their students’ once-distracting tablets and smartphones.
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What Is A Flipped Classroom? (Updated For 2013) - Edudemic

What Is A Flipped Classroom? (Updated For 2013) - Edudemic | Active learning in Higher Education | Scoop.it
Flipped learning has been around for awhile. It's a rethinking of the standard classroom model that puts students in the driver's seat. With the influx of technology into education, the flipped classroom model has really taken off.
Jacqui Kelly's insight:

A simple infographic that attempts to summarise the characteristics of a flipped classroom

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Education Futures | Will Richardson on knowmadic schooling

Education Futures | Will Richardson on knowmadic schooling | Active learning in Higher Education | Scoop.it

"Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they’ll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.

 

“In modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure."


Via Jim Lerman
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Jim Lerman's curator insight, July 22, 2013 5:33 PM

Richardson's slide deck from this year's ISTE conference. I love how he is always pushing us to expand our horizons and focusing on the future.

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12 Principles Of Collaboration In Learning

12 Principles Of Collaboration In Learning | Active learning in Higher Education | Scoop.it

Collaboration is among the most-often promoted fluencies of 21st century learning (along with creativity and communication). However, there are very few frameworks or models that exist to support the development of better collaboration forms. As it is, in many K-12 learning environments, collaboration is limited to teacher-created grouping, or more scattered project-based learning groups that converge on a single project and thus a single goal.

The following principles of collaboration (seemingly created for businesses but clearly applicable to learning) push that idea a bit further–with some important emphases on the individual, including:

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Cognitive Ethnography: a Method for Design, Measure, and Analysis of Game Studies, Multimedia Learning for Design, Academic Performance, Leisure Studies, and Professional Development | Video Games ...

Cognitive Ethnography: a Method for Design, Measure, and Analysis of Game Studies, Multimedia Learning for Design, Academic Performance, Leisure Studies, and Professional Development | Video Games ... | Active learning in Higher Education | Scoop.it
Cognitive Ethnography: a Method for Design, Measure, and Analysis for Multimedia Learning and Design: This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure...
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digitalsandbox: Infusing 21st Century Skills Into Authentic Learning

digitalsandbox: Infusing 21st Century Skills Into Authentic Learning | Active learning in Higher Education | Scoop.it

Due to the advancement of new technologies 21st Century educators will soon be exploring ways to personalize education that promote student center learning formats. These new personal learning environments are not necessarily about the incorporation of technology into a daily lesson but more about teaching students how to collaborate, aggregate and create content into repositories of knowledge. To integrate technology means that teachers must have a deep understanding on how accessing information and creating content is inclusive with digital tools.

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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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Study Guides and Strategies

Study Guides and Strategies | Active learning in Higher Education | Scoop.it
Twenty sections of 250 study guides and 100 exercises for learners, middle school through returning adult, in 39 languages.

 

For the past sixteen years I have researched, authored, maintained and supported the Study Guides Web site as an independent, learner-centric educational public service. We have enjoyed collaborative projects across institutional, cultural and national boundaries. I resist registration and distracting graphics or features that may interfere with maximizing learner access and success. I hope you find the resource helpful.

dianataylor's insight:

nifty study guides and strategies resource

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What If We Flipped Online Learning? - Edudemic

What If We Flipped Online Learning? - Edudemic | Active learning in Higher Education | Scoop.it

In short, flipped online learning would involve a larger focus on the student producing the learning materials and having an online instructor be more of a ‘guide on the side’ as it were. Rather than watching videos and taking a quiz, you’d have a robust discussion, have students create projects to share with classmates, and generate more discussion out of that.

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27 Ways To Increase Student Engagement In Learning

27 Ways To Increase Student Engagement In Learning | Active learning in Higher Education | Scoop.it
27 Ways To Increase Student Engagement In Learning
Jacqui Kelly's insight:

A quick infographic listing a range of different ways to increase student engagement. 

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NoTosh - Design Thinking: Synthesis 1 ~ Hexagonal Thinking

NoTosh - Design Thinking: Synthesis 1 ~ Hexagonal Thinking | Active learning in Higher Education | Scoop.it
Complex thinking isn't chaotic, nor is it linear.

 

by Ewan McIntosh

 

"Hexagonal Thinking is where either student or teacher writes key concepts on hexagonal cards, at the end of a period of learning, where the content behind each 'headline' is relatively clear to a team of learners. The students then place the cards together in the way that makes most sense to them - some ideas will connect to up to five others, others will lie at the end of a long sequential order, others still will appear in small outlying positions, on their own.

 

"In schools, we've seen it put to use by practitioners such as Chris Harte and David Didau. Harte has used the visual, tactical hexagons to help students see the complex connections between the various verb structures of the French language, and shared the thinking and impact of this in a TeachMeet presentation, "Why hexagons are better than squares".

 

"After a NoTosh workshop, Brisbane educator Elisabeth Hales used a simple set of cards to help students hone down on the key connections after a rich environmental immersion, as part of a design thinking project. Quickly, students were able to model to one another their different takes on what they had experienced and researched - no two hexagonal syntheses are the same."

 

 

 

 


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Jim Lerman's curator insight, September 2, 2013 1:57 AM

Great starting point for folks interested in exploring this terrific thinkiing strategy. Links to numerous resources provided.

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10 Teacher-Tested Tools for Flipping Your Classroom - Getting Smart by Susan Lucille Davis - blended learning, digital learning, education technology, flipclass, flipped class, flipped classroom, O...

10 Teacher-Tested Tools for Flipping Your Classroom - Getting Smart by Susan Lucille Davis - blended learning, digital learning, education technology, flipclass, flipped class, flipped classroom, O... | Active learning in Higher Education | Scoop.it

For the past couple of weeks, I’ve spent some time addressing my earlier commitments to flipping at least some portion of my Language Arts classes. (You can learn about my ongoing saga at “4 Ways Flipping Forces Fundamental Change” and at “Why I Haven’t Flipped…Yet”). Reading FlipYour Classroom by Jonathan Bergmann and Aaron Sams provided practical advice and a justification for flipping, Learning about the Stanford studies that suggest better results from flipping your flipping (that is, doing hands-on work in the classroom first, reinforced by flipped lessons at night) But, ultimately, what I needed to do was to dive in and try out some tools with my kids and my curriculum in mind. The unexpected result: I’ve had to acknowledge something I hadn’t really thought about — I am a video-phobe.

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Agora Abierta's curator insight, December 3, 2013 5:35 AM

Flipped classroom tools

Ulrike Grabe's curator insight, December 3, 2013 7:56 AM

from the text:

"Bergmann and Sams are quick to point out that simply transferring a boring lecture to video will not transform anyone’s teaching in a way that dramatically benefits students."

 

so true

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Flipping Online- Maintaining the In-Class Feel

Flipping Online- Maintaining the In-Class Feel | Active learning in Higher Education | Scoop.it
This infographic is as much about flipping online as it is about online teaching in general. If we, as instructors, can maintain the connected feel of a class, our students will feel valued.

Via Ana Cristina Pratas
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Bonnie Bracey Sutton's curator insight, August 15, 2013 2:56 AM

Cool infograph.

Vera Weber's curator insight, August 15, 2013 9:34 AM

Good ideas for any web content

 

Agora Abierta's curator insight, January 31, 2014 5:43 AM

Infografía de flipear la clase.

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How Course Design Puts the Focus on Learning Not Teaching

How Course Design Puts the Focus on Learning Not Teaching | Active learning in Higher Education | Scoop.it

Instructional design, also known as learning design, appears to be making a comeback. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design. And it’s not just MOOCs that need help, but numerous courses currently offered online; many are in need an overhaul to create an environment focused on learning, rather than one that focuses on instruction.


Via Huey O'Brien
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Huey O'Brien's curator insight, May 15, 2013 12:13 PM

IMPLICATION:  Learning Design

Elena Keating's curator insight, August 15, 2013 5:31 PM

Part of a series

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Teaching Large Classes

Teaching Large Classes | Active learning in Higher Education | Scoop.it

The Teaching Large Classes project was funded by the Australian Universities Teaching Committee (AUTC), a national body aimed at improving teaching and learning in Australian universities, through the identification of emerging issues in teaching and learning, supporting the identification of effective strategies for enhancing learning, and encouraging the dissemination and adoption of these methods across the Australian university sector. For more details about how the project was conducted, see About this project.

Use of this site

This site has two major purposes: 1) to serve as a resource for academics and course managers involved in the teaching &/or management of large classes, and 2) to serve as a record of the project's activities.

Resources for large classes
Check out the Resources, Guidelines, and Case Studies sections of this site for a variety of information, suggestions and links that may be useful to the large class coordinator or teacher.

Project activities
The Reports section of this site contains brief details about the dissemination projects that were conducted around Australia in 2001, as well as the findings of a National survey of academics involved in teaching or supporting large classes.

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“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom | Faculty Focus

“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom | Faculty Focus | Active learning in Higher Education | Scoop.it
Shifting responsibility for learning basic course content onto the student, alters the instructor’s role to that of setting the stage, not being on it.

 

In the end, the benefits of the flipped approach are considerable. Students take more responsibility for their own learning. Working in class along with a master of the discipline (you), they learn to think more critically, communicate more effectively, and have a greater appreciation for the unique importance and logic of the subject. And they experience at least some of the satisfaction of learning how to think in a new and, in some cases, life-changing way.

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Classes should do hands-on exercises before reading and video, Stanford researchers say

Classes should do hands-on exercises before reading and video, Stanford researchers say | Active learning in Higher Education | Scoop.it
A study of how students best learned a neuroscience lesson showed a distinct benefit to starting out by working with an interactive 3D model of the brain.
dianataylor's insight:

"Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."

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STRATEGIES FOR COOPERATIVE AND COLLABORATIVE LEARNING IN LARGE LECTURE GROUPS

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Deep Engagement as a complex system: identity, learning power and authentic enquiry

Deep Engagement as a complex system: identity, learning power and authentic enquiry | Active learning in Higher Education | Scoop.it

This chapter develops a definition of engagement which is underpinned by a participatory enquiry paradigm and invites an exploration of patterns and relationships between variables rather than a focus on a single variable. It suggests that engagement is best understood as a complex system including a range of interrelated factors internal and external to the learner, in place and in time, which shape his or her engagement with learning opportunities. The implications of this approach are explored first in terms of student identity, learning power and competences and second in terms of student participation in the construction of knowledge through authentic enquiry. Examples are used to illustrate the arguments which have been generated from research into the theory and practice of Learning Power and from the Learning Futures programme in the UK and Australia. The chapter argues that what is necessary for deep engagement in the twenty-first century is a pedagogy and an assessment system which empower ­individuals to become aware of their identity as learners through making choices about what, where and how they learn and to make meaningful connections with their life stories and aspirations in authentic pedagogy. In this context, the teacher is a facilitator or coach for learning rather than a purveyor of expert knowledge.

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Learner Centered Teaching : Putting the Research on Learning into Practice

Learner Centered Teaching : Putting the Research on Learning into Practice | Active learning in Higher Education | Scoop.it

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don’t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what they would like to achieve in their teaching and the knowledge and strategies needed to make it happen. LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective alternatives to replace practices that don’t optimizing student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; addresses the affective concerns of students; uses proven approaches to improve student’s comprehension and recall; and that calls for the design of authentic assessment strategies – such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of participants at regional, national and international conferences at which he has presented on topics related to LCT.

dianataylor's insight:

Mostly in first person this eBook combines research with personal experience, offers strategies and explanations. Perhaps a useful resource for the active learning modules? This book is full of take home messages.

 

NOTE: requires Curtin Library user login

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CTE - Active Learning

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

A thorough web resource. Scroll down to "Resources" to locate two useful downloads.

 

1. Active Learning Techniques PDF which details a variety of activity plans.
 http://www.cte.cornell.edu/documents/Classroom%20Structures.pdf

 

2. Classroom structures PDF a detailed rubric of student participation activities.
 http://www.cte.cornell.edu/documents/cte/CTE%20Active%20Learning%20Techniques.pdf

 

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Pedagogical Pattern Collector v3

Pedagogical Pattern Collector v3 | Active learning in Higher Education | Scoop.it

 The Pedagogical Patterns Collector suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics. There are sample patterns to browse and edit, or you can design your own from scratch.  This is an output from the TLRP-TEL research project on a learning design support environment for teachers and lecturers, funded by the ESRC-EPSRC .

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