transforming in-class and out-of-class student engagement through active learning

Transformingin-classandout-of-class

studentengagementthroughactive

learning

Dr JohnCouperthwaiteSolutionsEngineer(EMEA),Echo360

[email protected]@johncoup

• 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)

A.Montpetit,2016;B.Harveyetal,2016;C.Freemanetal,2014

A

B

C

“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)

Currentandemergingdigitalactivelearningsolutions

Samplefeatures:

- Conversationalspace- Formativeassessments- Instantfeedbackforstaffandstudents- BYODandinstitutionalplatforms- Socialmediaandgamificationelements

FIVE steps to connect active learning experiences

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

5stepstoconnectactivelearningexperiences

1. Blendin-classandonline‘coalesced’learning


Mobiledeviceuseinclass

Ban‘studentswillengagebetterwithoutdigitaldistractions’

Ignore‘notaproblemformebecausemycontent/charisma/goodlookskeepsthemsufficientlyengaged’

EmbraceandUse‘giveshystudentsavoice,helpstudentslearnattheirpace,giveinstructorsmoretoolstoengagestudents’

(DavidWhite,2016)

Useofdigitaltoolsinclassroomspaces

Useofdigitaltoolsasshareddigitalspaceswithinclassrooms

(DavidWhite,2016)

A‘coalesced’pedagogy

“…designpedagogywhichcoalescesphysicalanddigitalspaces.Acceptthatstudentscan,andwill,bepresentinmultiplespacesiftheyhaveascreenwiththemandfindwaystocreatepresenceoverlaps.”

(DavidWhite,2016)



2. Engagestudentsduringclass


Confused

Hasaquestion

Notinterested

Cantunderstandthelecturer

Tooeasy

Distractedbysocialmedia

Hasdifficultymakingnotes

Makenotes

Bookmarkamoment

Postaquestionorrespond

Tellthelectureryouareconfused

Participateinaquiz

(Samson,2016)

Successfulstudentsbehavedifferently

In-classperformance

Introducinganonline,anonymous,discussionspacechangesengagementdynamics

(Samson,2016)




3. Connectout-of-classlearners


(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)





4. Providereal-timefeedbackforinstructors


Early warning identification of at-risk

students

Analyse learningtrendsacrosscourses





4. Providereal-timefeedbackforinstructors

5. Mergebefore,duringandafterclasslearning


duringclass

postclass

beforeclass

Liveclassexperienceavailableforallon-campusanddistance

learners

Interactionbetweeninstructorandpeers

Placeandpacetosuiteachlearner

Recap/Reflection/Revisiononrecording,discussions

andactivities

Instructorreviewofclassanalytics



Classfollow-updiscussion

Recording,discussionand

activitiesreleased

In-classengagementtools:discussion,quiz,flagging

Activelearningcaptured

Connectingactivelearningbefore,duringandafterclass

Conclusions

Activelearningbefore,duringand afterthelecturecantransformlearningpathways,givinggreaterflexibilityforlearners.

Thelecture-basedlearningexperiencecanbepersonalisedthroughenhancedinstructorfeedbackandinteraction.

Improvementstolearningoutcomes,studentsengagementandsatisfactionscoresareachievable.

…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

Transformingin-classandout-of-class

studentengagementthroughactive

learning

Dr JohnCouperthwaiteSolutionsEngineer(EMEA),Echo360

[email protected]@johncoup

transforming in-class and out-of-class student engagement through active learning

Education