Transforming Capitalism Through Real Utopias: A Critical Engagement
Transforming in-class and out-of-class student engagement through active learning
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Transcript of Transforming in-class and out-of-class student engagement through active learning
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Transformingin-classandout-of-class
studentengagementthroughactive
learning
Dr JohnCouperthwaiteSolutionsEngineer(EMEA),Echo360
[email protected]@johncoup
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• 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
Developknowledge
CommunicateAssess learning
Somecharacteristicsofactivelearning
ColinMontpetit (2015)
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A.Montpetit,2016;B.Harveyetal,2016;C.Freemanetal,2014
A
B
C
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“Faculty members need to shift from ‘What did I teach?’ to ‘What did my students learn?’ They must aim to create engaging learning.”
(Bradforth et al. 2015)
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Currentandemergingdigitalactivelearningsolutions
Samplefeatures:
- Conversationalspace- Formativeassessments- Instantfeedbackforstaffandstudents- BYODandinstitutionalplatforms- Socialmediaandgamificationelements
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FIVE steps to connect active learning experiences
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5stepstoconnectactivelearningexperiences
1. Blendin-classandonline‘coalesced’learning
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Mobiledeviceuseinclass
Ban‘studentswillengagebetterwithoutdigitaldistractions’
Ignore‘notaproblemformebecausemycontent/charisma/goodlookskeepsthemsufficientlyengaged’
EmbraceandUse‘giveshystudentsavoice,helpstudentslearnattheirpace,giveinstructorsmoretoolstoengagestudents’
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(DavidWhite,2016)
Useofdigitaltoolsinclassroomspaces
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Useofdigitaltoolsasshareddigitalspaceswithinclassrooms
(DavidWhite,2016)
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A‘coalesced’pedagogy
“…designpedagogywhichcoalescesphysicalanddigitalspaces.Acceptthatstudentscan,andwill,bepresentinmultiplespacesiftheyhaveascreenwiththemandfindwaystocreatepresenceoverlaps.”
(DavidWhite,2016)
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5stepstoconnectactivelearningexperiences
1. Blendin-classandonline‘coalesced’learning
2. Engagestudentsduringclass
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Confused
Hasaquestion
Notinterested
Cantunderstandthelecturer
Tooeasy
Distractedbysocialmedia
Hasdifficultymakingnotes
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Makenotes
Bookmarkamoment
Postaquestionorrespond
Tellthelectureryouareconfused
Participateinaquiz
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(Samson,2016)
Successfulstudentsbehavedifferently
In-classperformance
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Introducinganonline,anonymous,discussionspacechangesengagementdynamics
(Samson,2016)
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5stepstoconnectactivelearningexperiences
1. Blendin-classandonline‘coalesced’learning
2. Engagestudentsduringclass
3. Connectout-of-classlearners
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(BillandMelindaGatesFoundation,2015)
“TheNontraditionalMajority”
The majority of US college students are employed at least twenty hours a week, and more than a third work full time (Baum, 2010)
“Wewillneednewmodelsofengagedpedagogy…expandingonthecreativitythatledtothedevelopmentofhigh-impactpracticesontraditionalcampuses”(Scobey,2016)
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5stepstoconnectactivelearningexperiences
1. Blendin-classandonline‘coalesced’learning
2. Engagestudentsduringclass
3. Connectout-of-classlearners
4. Providereal-timefeedbackforinstructors
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Early warning identification of at-risk
students
Analyse learningtrendsacrosscourses
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5stepstoconnectactivelearningexperiences
1. Blendin-classandonline‘coalesced’learning
2. Engagestudentsduringclass
3. Connectout-of-classlearners
4. Providereal-timefeedbackforinstructors
5. Mergebefore,duringandafterclasslearning
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duringclass
postclass
beforeclass
Liveclassexperienceavailableforallon-campusanddistance
learners
Interactionbetweeninstructorandpeers
Placeandpacetosuiteachlearner
Recap/Reflection/Revisiononrecording,discussions
andactivities
Instructorreviewofclassanalytics
Instructorreviewofclassanalytics
Instructorreviewofclassanalytics
Classfollow-updiscussion
Recording,discussionand
activitiesreleased
In-classengagementtools:discussion,quiz,flagging
Activelearningcaptured
Connectingactivelearningbefore,duringandafterclass
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Conclusions
Activelearningbefore,duringand afterthelecturecantransformlearningpathways,givinggreaterflexibilityforlearners.
Thelecture-basedlearningexperiencecanbepersonalisedthroughenhancedinstructorfeedbackandinteraction.
Improvementstolearningoutcomes,studentsengagementandsatisfactionscoresareachievable.
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…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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Transformingin-classandout-of-class
studentengagementthroughactive
learning
Dr JohnCouperthwaiteSolutionsEngineer(EMEA),Echo360
[email protected]@johncoup