creating interactivity and stimulating thinking

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Creating Creating Interactivity and Interactivity and Stimulating Stimulating Thinking Thinking Peter Fenrich Peter Fenrich Instructional Development Instructional Development Consultant Consultant Learning and Teaching Centre Learning and Teaching Centre (bcit.ca/ltc) (bcit.ca/ltc) British Columbia Institute of British Columbia Institute of Technology Technology

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This presentation contains numerous techniques for making lessons interactive. The techniques also promote higher-order thinking skills.

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Page 1: Creating interactivity and stimulating thinking

Creating Interactivity and Creating Interactivity and Stimulating ThinkingStimulating Thinking

Peter FenrichPeter FenrichInstructional Development ConsultantInstructional Development Consultant

Learning and Teaching Centre (bcit.ca/ltc)Learning and Teaching Centre (bcit.ca/ltc)British Columbia Institute of TechnologyBritish Columbia Institute of Technology

Tel: 604-432-8817Tel: [email protected][email protected]

Page 2: Creating interactivity and stimulating thinking

Bridge-in

““College is a place where the College is a place where the professor’s lecture notes go straight professor’s lecture notes go straight to the students’ lecture notes, without to the students’ lecture notes, without passing through the brains of either.” passing through the brains of either.” – Mark Twain– Mark Twain

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Outcome

By the end of this lesson, you By the end of this lesson, you should be able to create interactive should be able to create interactive activities that stimulate higher-order activities that stimulate higher-order thinking.thinking.

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Pre-assessment (1)

How do you define interactivity?How do you define interactivity?

What techniques do you or can you What techniques do you or can you use to make lessons interactive?use to make lessons interactive?

Page 5: Creating interactivity and stimulating thinking

Pre-assessment (2)

How do you define higher-order How do you define higher-order thinking skills?thinking skills?

What techniques do you or can you What techniques do you or can you use to stimulate higher-order use to stimulate higher-order thinking?thinking?

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The key to all participatory learning The key to all participatory learning activities is interactivity.activities is interactivity.

Interactivity:Interactivity:

Learners must think and/or do.Learners must think and/or do.

Interactivity

Interactivity Defined

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Why make lessons interactive and/or Why make lessons interactive and/or what are consequences of NOT what are consequences of NOT making lessons interactive?making lessons interactive?

Interactivity

Why Interactivity?

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Higher-order thinking skills include Higher-order thinking skills include analysis, synthesis, and evaluation analysis, synthesis, and evaluation (Bloom’s taxonomy) or analyze, (Bloom’s taxonomy) or analyze, evaluate, and create (Anderson and evaluate, and create (Anderson and Krathwohl’s revised Bloom’s Krathwohl’s revised Bloom’s taxonomy).taxonomy).

Application-level skills may be.Application-level skills may be. Knowledge and comprehension skills Knowledge and comprehension skills

are not.are not.

Higher-order Thinking Skills

Higher-order Thinking Skills

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Does interactivity automatically Does interactivity automatically promote higher-level thinking skills? promote higher-level thinking skills? Why or why not?Why or why not?

Higher-order Thinking Skills

Interactivity and Thinking

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““Some people talk in their sleep. Some people talk in their sleep. Lecturers talk while other people Lecturers talk while other people sleep.” – Albert Camussleep.” – Albert Camus

Consider flipping the classroom. Consider flipping the classroom. Give reading assignments and then Give reading assignments and then use class time to discuss difficult use class time to discuss difficult concepts, debate, clarify ideas, work concepts, debate, clarify ideas, work through homework problems…through homework problems…

Student feedback is very positive.Student feedback is very positive.

Participatory Learning Strategies

Should You Lecture?

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Challenge: Covering all of the material.Challenge: Covering all of the material. Solution: ______________________________Solution: ______________________________ Challenge: Unprepared students.Challenge: Unprepared students. Solution: ______________________________Solution: ______________________________ Challenge: Some want to be spoon-fed.Challenge: Some want to be spoon-fed. Solution: ______________________________Solution: ______________________________ Challenge: Challenge: Solution: ______________________________Solution: ______________________________

Participatory Learning Strategies

Flipping the ClassroomChallenges/Solutions

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Use a planned issue or one that arises.Use a planned issue or one that arises. Learners create and fill a two-column Learners create and fill a two-column

table with the headings “Pros”/“Cons”, table with the headings “Pros”/“Cons”, “Strengths”/“Weaknesses”, or ...“Strengths”/“Weaknesses”, or ...

Completing tables does not necessarily Completing tables does not necessarily lead to higher-order thinking skills. The lead to higher-order thinking skills. The debate does that.debate does that.

Tables help learners store and retrieve Tables help learners store and retrieve information.information.

Participatory Learning Strategies

Debate

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Misconception pre-tests, as done in Misconception pre-tests, as done in the following three questions, are an the following three questions, are an interactive strategy used to interactive strategy used to determine learner misconceptions.determine learner misconceptions.

Participatory Learning Strategies

Misconceptions Pre-test

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In general, in a 50-minute lesson, In general, in a 50-minute lesson, participatory learning activities should take participatory learning activities should take place:place:

a) mainly at the beginning of a lessona) mainly at the beginning of a lesson

b) about every 20 minutesb) about every 20 minutes

c) mainly at the end of a lessonc) mainly at the end of a lesson

d) throughout a lessond) throughout a lesson

Participatory Learning Strategies

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True or false? Giving students an True or false? Giving students an handout or outline to fill in while you handout or outline to fill in while you talk, such as can be done with talk, such as can be done with PowerPoint handouts, supports PowerPoint handouts, supports higher-order thinking.higher-order thinking.a) Truea) Trueb) Falseb) False

Participatory Learning Strategies

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To teach effectively, the most important To teach effectively, the most important thing to do is:thing to do is:

a) follow an instructional model a) follow an instructional model

(e.g., the “BOPPPS” model) (e.g., the “BOPPPS” model)

b) make lessons highly interactiveb) make lessons highly interactive

c) start the whole course off rightc) start the whole course off right

d) write a clear and complete learningd) write a clear and complete learning

outcome at the highest level neededoutcome at the highest level needed

Participatory Learning Strategies

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The previous questions were done The previous questions were done as a form of think/pair/share.as a form of think/pair/share.

Who particularly benefits?Who particularly benefits? Works with many question types or Works with many question types or

problems.problems. Clickers, coloured cards, and fingers Clickers, coloured cards, and fingers

are alternatives. This can be done on are alternatives. This can be done on mobile devices too, but technology mobile devices too, but technology does not always work.does not always work.

Participatory Learning Strategies

Think/Pair/Share

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Set up a scenario with no clear answer or Set up a scenario with no clear answer or numerous answers.numerous answers.

For this workshop, use this scenario:For this workshop, use this scenario:

Your group must decide on two skillsYour group must decide on two skills

for working on teams you will teach within for working on teams you will teach within

a course that includes a team project.a course that includes a team project. Part 1: On your own, list two skills Part 1: On your own, list two skills

students must learn for working on teams.students must learn for working on teams.

1) ______________ 2) ______________1) ______________ 2) ______________

Participatory Learning Strategies

Talking Tokens (Part 1)

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Decide who the judge is. An instructor or Decide who the judge is. An instructor or a student can be the “judge”. In this case, a student can be the “judge”. In this case, the judge decides on which two skills will the judge decides on which two skills will be taught.be taught.

Students have a fixed number of tokens. Students have a fixed number of tokens. In this case, use your “A” and “B” tokens.In this case, use your “A” and “B” tokens.

A single point can be made with a token.A single point can be made with a token. Each point stated is to convince the judge Each point stated is to convince the judge

to choose that idea.to choose that idea.

Participatory Learning Strategies

Talking Tokens (Part 2)

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Have students create analogies to help Have students create analogies to help make connections and the content make connections and the content meaningful.meaningful.

Charles Darwin is to evolution asCharles Darwin is to evolution as

Amelia Earhart is to flying a plane.Amelia Earhart is to flying a plane.

Interaction is to learning asInteraction is to learning as

______________ is to ______________.______________ is to ______________.

Participatory Learning Strategies

Approximate Analogies

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Challenge students to answer:Challenge students to answer:

“ “Who did/does What to Whom or What, Who did/does What to Whom or What, When, Where, How, and Why?”When, Where, How, and Why?”

For example: Students write a one-For example: Students write a one-sentence summary sentence summary to capture the main to capture the main point of a topic or lesson because it gets point of a topic or lesson because it gets them to review what was taught and them to review what was taught and makes more connections in the brain.makes more connections in the brain.

Some components can be omitted.Some components can be omitted. This can be hard at first.This can be hard at first.

Participatory Learning Strategies

One-Sentence Summary

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Learners write a paragraph or two about Learners write a paragraph or two about both sides of an issue and how both sides of an issue and how stakeholders are affectedstakeholders are affected

Learners critique each other’s workLearners critique each other’s work Submit for grading, if desiredSubmit for grading, if desired Pro: Higher-order thinking skillsPro: Higher-order thinking skills Con: Can take a fair amount of class timeCon: Can take a fair amount of class time Solution: Give a prior reading assignmentSolution: Give a prior reading assignment

Participatory Learning Strategies

Analysis Summary

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3/6/9 sheets each with a unique problem. 3/6/9 sheets each with a unique problem. The teacher or student-generated The teacher or student-generated problems should have many solutions.problems should have many solutions.

3/6/9 groups: Each group provides ideas 3/6/9 groups: Each group provides ideas (e.g., 3) to solve their given problem.(e.g., 3) to solve their given problem.

Rotate the sheets: Each group provides Rotate the sheets: Each group provides more ideas (e.g., 3) to solve the problem.more ideas (e.g., 3) to solve the problem.

Rotate the sheets: Each group Rotate the sheets: Each group recommends some of the ideas (e.g., 2).recommends some of the ideas (e.g., 2).

Each group shares the recommendations.Each group shares the recommendations.

Participatory Learning Strategies

Send a Problem

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Use this to help students determine Use this to help students determine principles that can be used to solve a principles that can be used to solve a problem or steps of a problem.problem or steps of a problem.

For example:For example:

Given: 2(x + 4) – 5 = 6x – 3x + 1Given: 2(x + 4) – 5 = 6x – 3x + 1

What principles are needed to solve this?What principles are needed to solve this? You could write next steps based on each You could write next steps based on each

suggestion.suggestion.

Participatory Learning Strategies

Determine the Principle

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This is for students to compare/contrast their This is for students to compare/contrast their strategy for solving a problem to your strategy.strategy for solving a problem to your strategy.

They work through a problem first.They work through a problem first. You work through the problem step-by-step and You work through the problem step-by-step and

explain why you do each step.explain why you do each step. Ask the students to write down what they Ask the students to write down what they

should do differently.should do differently. This is important because many students do This is important because many students do

not know how to effectively learn.not know how to effectively learn. This is a part of metacognition (thinking about This is a part of metacognition (thinking about

your thinking).your thinking).

Participatory Learning Strategies

Instructor’s Strategy

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Solve for x:Solve for x:

––3x – 12 = –8x + 683x – 12 = –8x + 68

––3x + 8x – 12 = –8x + 8x + 683x + 8x – 12 = –8x + 8x + 68

5x – 12 = 685x – 12 = 68

5x – 12 + 12 = 68 + 125x – 12 + 12 = 68 + 12

5x = 805x = 80

x = 16x = 16

Participatory Learning Strategies

Instructor’s Strategy Example

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A student works through a problem step-A student works through a problem step-by-step while explaining aloud to another by-step while explaining aloud to another student why he/she did each step.student why he/she did each step.

The other student then does the same for The other student then does the same for the next problem.the next problem.

They write down ideas to remember.They write down ideas to remember.

Participatory Learning Strategies

Think Along Pair Problem Solving (1)

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What could go wrong?What could go wrong?

How do you address that?How do you address that?

Note: This idea can be excellent for Note: This idea can be excellent for teaching troubleshooting skills.teaching troubleshooting skills.

Participatory Learning Strategies

Think Along Pair Problem Solving (2)

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Step 1:Step 1:

Ask your students to write an appropriate Ask your students to write an appropriate test question and detailed answer, based test question and detailed answer, based on material that they learned.on material that they learned.

Students work in pairs and take turns for Students work in pairs and take turns for the steps on the next page.the steps on the next page.

Participatory Learning Strategies

Reciprocal Peer Tutoring (1)

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Step 2: Step 2:

First person asks his/her question.First person asks his/her question. Step 3:Step 3:

Second person answers the question.Second person answers the question. Step 4:Step 4:

First person provides detailed feedback.First person provides detailed feedback. Steps 5, 6, and 7:Steps 5, 6, and 7:

Repeat steps 2, 3, and 4 but start with the Repeat steps 2, 3, and 4 but start with the second person asking the question.second person asking the question.

Participatory Learning Strategies

Reciprocal Peer Tutoring (2)

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After a theory, principle, generalization, or After a theory, principle, generalization, or procedure is discussed, the learner procedure is discussed, the learner determines where he/she can apply the determines where he/she can apply the idea.idea.

Participatory Learning Strategies

Apply It

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List two new ways you will provide List two new ways you will provide interactivity in a lesson and state what interactivity in a lesson and state what you need to do to make it work.you need to do to make it work.

1) ___________________________________ 1) ___________________________________ ___________________________________ ___________________________________ ______________________________________________________________________ ______________________________________________________________________ 2)2) ___________________________________ ___________________________________ ______________________________________________________________________ ___________________________________ ___________________________________ ______________________________________________________________________

Participatory Learning Strategies

Apply It

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On the previous “Apply It” slide, you were On the previous “Apply It” slide, you were asked to list new ways you will engage asked to list new ways you will engage learners.learners.

What are the advantages/disadvantages What are the advantages/disadvantages of that versus being told where you could of that versus being told where you could apply it?apply it?

Participatory Learning Strategies

Your Idea vs the Instructor’s

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OtherOtherEffectiveEffective

StrategiesStrategies

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Base this on a reading assignment, a Base this on a reading assignment, a topic they know a bit about, or...topic they know a bit about, or...

Step 1: Cooperate within teams (e.g., Step 1: Cooperate within teams (e.g., generate a list of supporting points generate a list of supporting points for an issue).for an issue).

Step 2: Compete between teams, Step 2: Compete between teams, (e.g., determine the team with the (e.g., determine the team with the most supporting points).most supporting points).

Other Effective Strategies

Cooperation and Competition

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Use this strategy to assess a student’s Use this strategy to assess a student’s diagnostic skills (e.g., identifying what diagnostic skills (e.g., identifying what repair is needed, determining which repair is needed, determining which statistical procedure to use, and making statistical procedure to use, and making investment decisions).investment decisions).

Commonly done through case studies.Commonly done through case studies. Excellent for when there are related Excellent for when there are related

problems with small differences. problems with small differences.

Other Effective Strategies

Problem Recognition

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In a dialogue format (a conversation), In a dialogue format (a conversation), students synthesize their knowledge of students synthesize their knowledge of theories, viewpoints, decisions, theories, viewpoints, decisions, personalities, history, issues …personalities, history, issues …

Could be about telling bad news, Could be about telling bad news, resolving conflicts, being assertive …resolving conflicts, being assertive …

Can include real quotes.Can include real quotes. Provide a length (e.g., 10 lines each).Provide a length (e.g., 10 lines each). Start small – it takes time to do.Start small – it takes time to do.

Other Effective Strategies

Invented Dialogues

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Concept maps help students to make Concept maps help students to make mental connections on the relationships mental connections on the relationships and associations between theories, and associations between theories, concepts, and information.concepts, and information.

Good when there is a lot of theoretical Good when there is a lot of theoretical content that has interrelationships.content that has interrelationships.

Other Effective Strategies

Concept Maps

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Each learner writes down the most Each learner writes down the most important thing(s) they learned about important thing(s) they learned about the topic.the topic.

Option: Collect the responses, Option: Collect the responses, analyze them, and determine what to analyze them, and determine what to review the next day.review the next day.

Think about the advantages and Think about the advantages and disadvantages of students writing a disadvantages of students writing a summary vs you providing one.summary vs you providing one.

Other Effective Strategies

One-Minute Summary

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Provide a key word from a topic or Provide a key word from a topic or lesson just coveredlesson just covered

Each learner writes down (or draws Each learner writes down (or draws …) all that they know about the word.…) all that they know about the word.

They paraphrase; no direct copying.They paraphrase; no direct copying. Option: Students pair up and Option: Students pair up and

comment on each other’s summary.comment on each other’s summary.

Other Effective Strategies

Three-Minute Summary

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Each learner writes down what Each learner writes down what he/she is not clear about.he/she is not clear about.

Collect the responses, Collect the responses, summarize/classify them, and summarize/classify them, and discuss that content the next day.discuss that content the next day.

Alternatively, students can search for Alternatively, students can search for their own answer.their own answer.

Other Effective Strategies

Muddiest Point

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Each group masters a separate skill.Each group masters a separate skill. One team member of each group is One team member of each group is

put into a new group.put into a new group. All groups now have each essential All groups now have each essential

skill.skill. New groups do a project requiring New groups do a project requiring

each of the skills.each of the skills. Note that most students will not have Note that most students will not have

mastered all of the skills by the end mastered all of the skills by the end of this.of this.

Other Effective Strategies

Jigsaw

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Each person writes and submits a Each person writes and submits a potential test question.potential test question.

The question must match a learning The question must match a learning outcome.outcome.

Choose at least one of the submitted Choose at least one of the submitted questions for the test.questions for the test.

Is the idea motivational? Why or why not?Is the idea motivational? Why or why not? Would they write easy or hard questions?Would they write easy or hard questions? Effective but not as powerful as reciprocal Effective but not as powerful as reciprocal

peer tutoring.peer tutoring.

Other Effective Strategies

Test Question Generation

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Present students with an anomaly to a Present students with an anomaly to a concept or something that is untrue about concept or something that is untrue about a concept.a concept.

This can make learners feel This can make learners feel uncomfortable, become curious, and think uncomfortable, become curious, and think at a high level.at a high level.

You should then provide an explanation You should then provide an explanation and guide their thinking.and guide their thinking.

Other Effective Strategies

Disequilibrium

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To categorize informationTo categorize information

- e.g., Given an action that is aggressive,- e.g., Given an action that is aggressive,

assertive, or passive, decide on which columnassertive, or passive, decide on which column

the action should be placed the action should be placed

- Making decisions is high-level thinking- Making decisions is high-level thinking To organize informationTo organize information

- e.g., outcome–activities–resources- e.g., outcome–activities–resources

- e.g., body part–structure–function- e.g., body part–structure–function

- e.g., “What”, “How”, and “Why” headings- e.g., “What”, “How”, and “Why” headings

- Minimal thinking but helps long-term memory- Minimal thinking but helps long-term memory

Other Effective Strategies

Uses of Tables

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Informally, self-reflect after every Informally, self-reflect after every lesson you teach.lesson you teach.

Think about what went well.Think about what went well. - Do more of that.- Do more of that. Think about what should change.Think about what should change. - Proactively seek solutions.- Proactively seek solutions.

Personal Post-assessment

Personal Post-Assessment

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Participatory learning is essential!Participatory learning is essential! Numerous ways to do so.Numerous ways to do so. Emphasize interactions that Emphasize interactions that

stimulate higher-order thinking skills.stimulate higher-order thinking skills. Interactions should occur throughout Interactions should occur throughout

lessons at each logical point. This lessons at each logical point. This may be every few minutes.may be every few minutes.

After 20 minutes without interaction, After 20 minutes without interaction, you will lose your students.you will lose your students.

Key Points

Key Points to Remember

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Angelo, T. A., & Cross, K. P. (1993). Angelo, T. A., & Cross, K. P. (1993). Classroom assessment Classroom assessment techniques: A handbook for college teachers (2techniques: A handbook for college teachers (2ndnd Ed.) Ed.). San . San Francisco, CA: Jossey-Bass Inc.Francisco, CA: Jossey-Bass Inc.

BCIT Learning Teaching Centre Instructional Development BCIT Learning Teaching Centre Instructional Development Consultants. Job-Aids.Consultants. Job-Aids.bcit.ca/ltc/instructors/teachtest.shtmlbcit.ca/ltc/instructors/teachtest.shtml

BCIT, Commonwealth of Learning. (2006). BCIT, Commonwealth of Learning. (2006). Basic instructional Basic instructional skillsskills. (Software). (Software)

Fenrich, P. (2005). Fenrich, P. (2005). Creating instructional multimedia solutions: Creating instructional multimedia solutions: Practical guidelines for the real worldPractical guidelines for the real world. Santa Rosa, CA: Informing . Santa Rosa, CA: Informing Science Press.Science Press.

Leger, A., Godlewska, A., Adjei, J., Schaefli, L., Whetstone, S., Leger, A., Godlewska, A., Adjei, J., Schaefli, L., Whetstone, S., Finlay, J., Roy, R., & Massey, J. (2013). Finlay, J., Roy, R., & Massey, J. (2013). Large First Year Course Large First Year Course Re-Design to Promote Student Engagement and Student Re-Design to Promote Student Engagement and Student LearningLearning. Toronto: Higher Education Quality Council of Ontario.. Toronto: Higher Education Quality Council of Ontario.

References

References

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What questions about What questions about interactivity and interactivity and

stimulating thinking do stimulating thinking do you still have?you still have?