scholarly journals EBLIP and Active Learning: A Case Study

2013 ◽  
Vol 8 (4) ◽  
pp. 93 ◽  
Author(s):  
Helen Buckley Woods
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Training Session ◽  
Peer Teaching ◽  
Learning Methods ◽  
Suitable Material ◽  
Course Content ◽  
Protected Time ◽  
Learning Techniques

Objective – To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods – Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work. Results – Findings of this case study confirm the existence of several barriers to evidence based user instruction previously identified from the literature. Amongst the barriers reported were the lack of suitable material pertaining to specific learner groups, material in the wrong format, difficulty in accessing educational research material and a lack of time. Participants gave positive feedback about the usefulness of the active learning methods used in the CEC and the use of peer teaching demonstrated that learning had taken place. Participants worked with significant amounts of theoretical material in a short space of time and discussion and ideas were stimulated. Conclusions – Barriers to engaging with evidence when preparing to teach may be addressed by provision of protected time to explore evidence in an active manner. Implementation would require organisational support, including recognition that working with research evidence is beneficial to practice.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

Slack: Adopting Social-Networking Platforms for Active Learning

2018 ◽  
Vol 51 (01) ◽  
pp. 183-189 ◽  
Author(s):  
Jerald Sabin ◽  
Andrea Olive
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
The United States ◽  
Postsecondary Institutions ◽  
Third Party ◽  
Online Course ◽  
Course Content ◽  
Media Environments ◽  
Pedagogical Goals

ABSTRACT Online learning in postsecondary institutions has increased dramatically across the United States and Canada. Although research demonstrates the benefits of online learning for student success, instructors face challenges in facilitating communication, delivering course content, and navigating outdated and cumbersome technologies. The authors examine the use of a free third-party platform called Slack as a tool to facilitate better communication among students and faculty, enable the delivery of diverse and dynamic course content, and reach students in an online course that supports both independent and collaborative learning. The authors present a case study of Slack’s use in an online second-year environmental politics course taught at a large Canadian public university. There is a significant and growing literature on how to best engage students in online learning, including active and social learning models as promising approaches to digital teaching. The authors argue that using collaborative social technologies such as Slack—which both replicates and integrates the online and social-media environments that students already inhabit—can assist faculty in meeting their pedagogical goals online. The article documents the instructors’ experience in managing discussion and involving students in their online learning through active learning exercises. Best practices are examined.

scholarly journals No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

2018 ◽  
Vol 36 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Gillian (Jill) D. Ellern ◽  
Heidi E. Buchanan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
High Tech ◽  
Learning Space ◽  
Content Type ◽  
Electronic Classroom ◽  
Technical Details ◽  
Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

scholarly journals Authentic Learning – Does It Improve Pass Rates and Student Satisfaction?

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Justine Simpson
Keyword(s):  
Student Satisfaction ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
Learning By Doing ◽  
University Education ◽  
Small Scale ◽  
Pass Rates ◽  
Learning Methods ◽  
Learning Techniques

Learning by doing is thought to be one of the most effective ways to learn (Lombardi, 2007). This article explores the findings of a small scale study on one module about whether pass rates and student satisfaction can be improved by introducing authentic learning methods into the classroom by changing the teaching and assessment methods used on a Masters in Business Administration (MBA) module (Accounting and Finance for Decision Making). The pass rates pre and post the changes were monitored and also the student satisfaction scores. Comparisons were made between the results three semesters prior and three semesters post the changes, reviewing quantitative and qualitative data from 180 students. Leeds Beckett University has undertaken reviews of its undergraduate and postgraduate curricula and one of the key messages underlying university education at the Business School is that it needs to enhance employability. Therefore the consideration of using ‘authentic learning’ methods wherever appropriate would appear to fit in well with this strategy. The findings suggest that the introduction of authentic learning techniques make student learning from this sample more effective in terms of better pass rates and also that the students enjoy the learning experience more. The findings therefore bode well for the further use of authentic learning techniques in future teaching and learning activities and also support current literature in this area. The module continues to use the changes introduced and has experienced much higher pass rates and student satisfaction as a result.

scholarly journals Dansk på stedet - skitse til en omgivelsesforankret læringsmetode

2012 ◽  
Vol 7 (13) ◽  
pp. 27-40
Author(s):  
Line Hjorth Christensen
Keyword(s):  
Active Learning ◽  
Experiential Learning ◽  
Learning Theories ◽  
Academic Learning ◽  
Learning Material ◽  
Learning Methods ◽  
Learning Space ◽  
Cultural Event ◽  
And Linguistics

Ud fra en konkret undervisnings- og udstillingscase på Københavns Universitet Amager undersøger artiklen, hvordan det nære fysiske miljø på uddannelsesstedet kan indgå som ressource i en konkret danskfaglig læringssammenhæng. Der tages afsæt i det forhold, at de fysiske omgivelser er et undervurderet aspekt i læringssammenhænge og i en forståelse af, at kunsten bevæger sig frit på tværs af forskellige medier, hvor litteratur og sprog altid er i dialog med andre bevidst formgivne udtryk af ikke-sproglig karakter. Der redegøres for den konkrete case, for kursets og den specifikke øvelses faglige mål, såvel de museologisk danskfaglige som de fagdidaktiske samt for de teoretiske inspirationer og overvejelser, der ligger til grund for at arbejde med udstillingsmediet i danskundervisningen. På den baggrund redegøres der for de studerendes reaktioner på lyrikprojektet i forhold til fagfaglige og didaktiske mål; afslutningsvist opsummerer artiklen med sigte på metodens relevans for danskundervisningen og på humaniora.The article explores how physical and professional surroundings within a university frame can work as an active learning space and learning ”material” in relation to an MA course in museology. The course took place in 2009 at Dept. of Scandinavian Studies and Linguistics, University of Copenhagen, part of the course being coordinated in relation to the cultural event Kulturnatten (Copenhagen Cultural Night).  Based on a specific case study of a curatorial exercise, that of installing a poetry exhibition and authoring an exhibition catalogue, the survey sets out to illuminate learning potentials held within combined tactile and textual mediating processes. In particular interacting with text and objects, turning curatorial strategies into didactic processes and working product orientated with a view to an actual audience is being stressed as a way of expanding traditional academic learning methods. The article draws on aesthetic, experiential learning theories, and museology, stating the necessity of joining what David A. Kolb has described as “the simple perception of experience’ with students” reciprocal action and independent positioning.

scholarly journals Using Blogs as a Strategy to Enhance Students’ Participation and Learning in a Research Methods Course

2018 ◽  
Vol 6 (12) ◽  
pp. 211-226
Author(s):  
Denise D. Nation
Keyword(s):  
Active Learning ◽  
Research Methods ◽  
Teaching And Learning ◽  
Methods Course ◽  
Technological Competence ◽  
Use Of Technology ◽  
Learning Techniques ◽  
Global Arena ◽  
Effective Use ◽  
Effective Teaching And Learning

Research has shown that active learning techniques increase students’ ability to find solutions to problems and help students to think critically about problems. In a technology-driven global arena, in which students will have to compete after they matriculate, effective instruction should advocate effective use of technology incorporating active learning techniques. These techniques should enhance students’ oral and written communication, technological competence, information literacy and critical analysis skills. The purpose of this study is to explore students’ perceptions of blogging as an effective teaching and learning tool for research methods. The study explores if blogging increases students’ performance, if it improves their appreciation of the subject matter and if it reduces their fear/anxiety of the material. The results indicate that blogging could be a viable and effective tool to engage and impact students’ performance.

scholarly journals Beyond lecture capture: Creating digital video content for online learning - a case study

2019 ◽  
Vol 16 (1) ◽  
pp. 98-108
Author(s):  
Stuart Dinmore ◽  
Keyword(s):  
Teaching And Learning ◽  
Digital Video ◽  
Production Equipment ◽  
Media Production ◽  
Skill Sets ◽  
Minimum Requirement ◽  
Course Content ◽  
Usage Patterns ◽  
Course Material

Use of multimedia for teaching and learning, particularly digital video, has become ubiquitous in higher education. This is driven in part by the growth in blended pedagogies and an increase in students learning solely or partly online. It is also influenced by relatively inexpensive media production equipment, faster internet speeds, student access to mobile devices and a rise in media production skill sets. Where students are studying solely online, this content becomes essential as it replaces the traditional lecture in the design of the course (“course” refers to individual course, subject or unit of study). Digital video can be an extremely effective way to reach students with course content. One of the main benefits is the flexibility it affords. Students can view the course material when and where they like, on multiple devices. They can rewind, slow down or speed it up – they can revisit particular videos prior to assessments. There have been two primary drivers of the development process of this content. Firstly, a focus on high quality, and secondly, a focus on accessibility. Videos have the potential to be more inclusive as they are accessible to students with a range of disabilities. We have included subtitles with all videos as a minimum requirement. What follows is a case study on the creation and distribution of a large volume (around 6000 items) of digital content designed to support teaching and learning in a newly created suite of completely online undergraduate degrees. This case study will outline the various challenges which are presented by creating and supporting this volume of material and is informed by the results of a survey of students, detailing their usage patterns and habits.

Exploration on Service Learning by InformationTechnology

2011 ◽  
Vol 58-60 ◽  
pp. 469-473
Author(s):  
Yun Xiang Li ◽  
Hui Hui Jia ◽  
Rui Qing Ge ◽  
Yu Zhu Bian
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Course Content ◽  
Community Needs ◽  
Academic Instruction ◽  
Innovation Ability ◽  
Practical Feasibility

Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on a case study of service Learning through Information technology in college of China to improve students’comprehensive ability and inspire innovation ability. The study takes the qualitative research to probe into the practical feasibility and effectiveness of service learning by IT

scholarly journals Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

2014 ◽  
Vol 13 (4) ◽  
pp. 641-652 ◽  
Author(s):  
H. E. Chrispeels ◽  
M. L. Klosterman ◽  
J. B. Martin ◽  
S. R. Lundy ◽  
J. M. Watkins ◽  
...  
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Peer Teaching ◽  
Learning Program ◽  
Final Exam ◽  
Teaching Experiences ◽  
Course Content ◽  
Science Major ◽  
Positive Effect

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.

scholarly journals Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

10.28945/2176 ◽  
2015 ◽  
Vol 14 ◽  
pp. 063-083
Author(s):  
Kevin Sullivan ◽  
Kevin Marshall ◽  
Brendan Tangney
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Peer Teaching ◽  
Curriculum Content ◽  
Case Study Methodology ◽  
Expert Teacher ◽  
Innovative Learning ◽  
Study Methodology

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

Sign in / Sign up

Export Citation Format

Share Document