Active Learning Active Learning Theory & TechniquesTheory & Techniques

To Increase Engagement for Building Affective and Cognitive Information Skills

Active Learning TheoryActive Learning Theory

Based in Pragmatism Practice builds Autonomy Constructivist approaches favor

active learning theory Holistic learning theory

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Active Learning Exercise: Free Active Learning Exercise: Free WriteWriteOpen a Google Doc, Word doc, or email

message. Copy paste or type the two questions into the document or message.

Take one minute to write answers these two questions. Submit your responses via shared Google doc or email.1. What to you is the most important

aspect of active learning models? (30”)2. What active learning techniques have

been used in 665 this term? (30”)

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Active Learning TheoryActive Learning Theory

John Dewey mid-20th century educator ◦ Experiential learning◦ “Learn by doing”◦ Learning is conveyed and embodied in

action Robert Gagne mid-late 20th century

educator◦ Nine Events of Instruction (p. 4 Handouts)

First: Gaining Attention!

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Active Learning Model: Active Learning Model: Discovery Learning Discovery Learning (Handout p. 19)(Handout p. 19)

1. Uninformed Practice• Preliminary explorations of source or

tool2. Active Listening & Discussion

• Explain and demonstrate formal aspects of tool, problem-solving through examples

3. Informed Practice• Follow-up with guided hands-on

using practice problems or actual problems

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Active Learning Model: Active Learning Model: Discovery LearningDiscovery Learning

Learner’s Process:1. Do, Explore, Play2. Listen, Observe, Discuss3. Do Again

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Active Learning Principles Active Learning Principles (Handout (Handout p. 18)p. 18)

1. Let people perform pre-search & search steps themselves (learn by doing)

2. Have learners work together to plan & execute search steps (collaboration)

3. Keep hands behind you & off their mouse, keyboard & screen (sensorimotor)

4. Guide users verbally (pacing)5. Point to screen areas (without touching

equipment) to orient their focus

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Active Learning PrinciplesActive Learning Principles

6. Create opportunities for small successes (chunking)

7. Reassure learners by validating their small steps (reinforcement)

8. Follow-up on their progress intermittently (provide feedback)

9. Let learners overhear you helping someone (modeling)

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Spectrum of Assessment Spectrum of Assessment MethodsMethodsRadcliff et al., 2007Radcliff et al., 2007

Surveys (Surveys (Ch 6Ch 6), Interviews (), Interviews (Ch 7Ch 7), and Focus ), and Focus

Groups (Groups (Ch 8Ch 8) )

Attitude and Perception Rating Scales (Attitude and Perception Rating Scales (Ch 6 & Ch 6 &

1111) )

Knowledge Tests (Knowledge Tests (Ch 9Ch 9) and Exercises () and Exercises (Ch 10Ch 10))

Performance Tests (Performance Tests (Ch 11Ch 11) and Exercises () and Exercises (Ch Ch

1212))

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Spectrum of Assessment Spectrum of Assessment MethodsMethods

Open-ended Feedback or ResponsesOpen-ended Feedback or Responses◦ Free Write, Minute Writing, One Sentence Free Write, Minute Writing, One Sentence

SummarySummary

◦ Perceptions and evaluative commentsPerceptions and evaluative comments

◦ Research JournalResearch Journal

◦ Session evaluation for “take aways”Session evaluation for “take aways”

◦ Use Content Analysis to process into Use Content Analysis to process into assessment dataassessment data

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Spectrum of Assessment Spectrum of Assessment MethodsMethods

Authentic Assessment, e.g., concept Authentic Assessment, e.g., concept mapping, minute writing, portfolios and mapping, minute writing, portfolios and rubricsrubrics◦ Degree to which a skill has been masteredDegree to which a skill has been mastered

◦ Description of the elements and levels of Description of the elements and levels of performance from low to moderate to highperformance from low to moderate to high

◦ Establishes criteria enabling students to Establishes criteria enabling students to understand how to improveunderstand how to improve

◦ Use model student responses to build Use model student responses to build descriptions and criteria (LILO)descriptions and criteria (LILO)

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Exercise 1a: Teams Review Exercise 1a: Teams Review Goal, ACRL SPIOs, ACS Goal, ACRL SPIOs, ACS Outcomes, & SAOACOutcomes, & SAOAC

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Meet with your TeamExamine and revise your chosen SPIOs

◦ Revise or edit ACRL Outcomes to fit your lesson content

Transform ACRL Outcomes into ACS expressions pp. 10, 12, & handout of prior 665 student work

Create and/or revise SAOAC with criteria for meeting SLOs (e.g., % correct) pp. 9 & 12

Exercise1b: Map to Your Exercise1b: Map to Your OutcomesOutcomes

Select one of the PIs with its ACS Outcomes and develop an exercise to demonstrate students have learned from your lesson.

◦ Map a draft Active Learning Exercise to your PIs and ACS Outcomes.

◦ Make sure it incorporates Active Learning Principles pp. 18-19

◦ Identify the evidence it will produce to demonstrate students have learned new knowledge and skills, attitude change, or completed an assignment.

◦ SAOAC includes outcome/evidence measures (p. 9 & 12)

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Exercise 2: Usability Testing of Exercise 2: Usability Testing of Active Learning ExercisesActive Learning Exercises

Meet with another Team and test out one of your activities on members of the Team.

Test one of the activities from that Team. ◦ Select one exercise to test. ◦ Introduce it as you would in the class.◦ Have another team’s member step through the procedures

you envisioned.◦ Group members observe the usability test.

Provide feedback for revising the activity. Revise the exercises based on feedback,

reviews and discussion.

Exercise 2: Peer-review of Goal, Exercise 2: Peer-review of Goal, Standards, PIs, ACS Outcomes, Standards, PIs, ACS Outcomes, SAOAC, Activities & AssessmentsSAOAC, Activities & Assessments Meet with another Team to test exercises

◦ Google Team 4 meets Google Team 5 ◦ Identity Team 1 (1 member) meets Identity Team

3 (2 members)◦ Identity Team 2 meets Identity Team 3 (1

member) Review their Standards, PIs and ACS

Outcomes, and SAOAC ◦ Determine how outcomes will be assessed, what

methods will be used to show and document learning, what criteria for success is established.

Reciprocate and review the Outcomes & Activities of the other teaching Team.

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Next SessionNext Session

Ch 7 AssessmentRadcliff 4 & 5Asher et al. Schroeder & Cahoy Finalized Active Learning

Exercises, Quizzes, Polls, etc. mapped to ACS Outcomes

Review Needs Assessment data◦Download to Excel file

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