Fully Active Learning

2017 ◽  
Author(s):  
Joshua Fost ◽  
Rena Levitt ◽  
Stephen M. Kosslyn
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Small Groups ◽  
Cognitive Processes ◽  
Pattern Perception ◽  
Student Centered ◽  
Programmatic Assessment ◽  
Working Definition ◽  
Definition Of ◽  
Tagging System

We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.

The Curious Construct of Active Learning

2021 ◽  
Vol 22 (1) ◽  
pp. 8-43
Author(s):  
Doug Lombardi ◽  
Thomas F. Shipley ◽  
Janelle M. Bailey ◽  
Paulo S. Bretones ◽  
Edward E. Prather ◽  
...  
Keyword(s):  
Active Learning ◽  
Classroom Practice ◽  
Interdisciplinary Collaboration ◽  
Future Research ◽  
Traditional Lecture ◽  
Construction Of Knowledge ◽  
Working Definition ◽  
Undergraduate Stem Education ◽  
And Mathematics ◽  
Definition Of

The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture. On that basis, we concluded that active learning—which is commonly used to communicate an alternative to lecture and does serve a purpose in higher education classroom practice—is an umbrella term that is not particularly useful in advancing research on learning. To clarify, we synthesized a working definition of active learning that operates within an elaborative framework, which we call the construction-of-understanding ecosystem. A cornerstone of this framework is that undergraduate learners should be active agents during instruction and that the social construction of meaning plays an important role for many learners, above and beyond their individual cognitive construction of knowledge. Our proposed framework offers a coherent and actionable concept of active learning with the aim of advancing future research and practice in undergraduate STEM education.

scholarly journals E-LEARNING SEBAGAI SEBUAH INOVASI METODE ACTIVE LEARNING

2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Marzuqi Agung Prasetya
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Process ◽  
Learning Method ◽  
Student Centered ◽  
Library Research ◽  
Active Learning Method ◽  
E Learning ◽  
Teacher Centered

<p>Artikel ini bertujuan menelaah tentang pembelajaran elektronik (<em>e-learning</em>)   sebagai  sebuah  inovasi metode   pembelajaran <em>active learning</em>. Kajian ini lebih bersifat <em>library  research </em>dengan fokus untuk mengetahui bagaimana teknologi informasi (TI) turut serta mendukung proses <em>collaborative learning </em>yang telah mentransformasikan pola   belajar   “<em>teacher-centered</em>” menjadi “<em>student-centered</em>” dengan menciptakan budaya belajar mandiri. Dalam  hal  ini pembelajaran   berbasis TI  difokuskan pada <em>e-learning </em>sebagai sebuah  inovasi metode pembelajaran, sehingga terlihat dengan  jelas bagaimana <em>e-learning   </em>serta  aplikasinya dalam pembelajaran.  Dari kajian ini dapat diketahui bahwa <em>e-learning  </em>adalah pembelajaran  jarak jauh yang menggunakan rangkaian elektronik dan  dilakukan melalui  media internet untuk menyampaikan isi pembelajaran, interaksi atau bimbingan dengan bahan ajar yang sesuai dengan kebutuhan.  <em>E-learning </em>merupakan suatu inovasi pembelajaran serta alternatif solusi bagi perkembangan kebutuhan belajar. Banyaknya faktor perubahan di era globalisasi turut serta berfungsi sebagai katalisator untuk revolusi sistem pembelajaran  dari yang sebelumnya bersifat manual dan konvensional menjadi suatu sistem yang efektif dan efisien dengan dukungan TI.</p><p align="center"><strong>K</strong><strong>at</strong><strong>a kunci:  teknologi  informasi, inovasi  pembelajaran,</strong><strong><em> e-learning </em>dan internet</strong></p><p><em>E</em><em>-</em><em>LE</em><em>A</em><em>R</em><em>N</em><em>I</em><em>NG</em><em> </em><em>A</em><em>S AN INNOVATION OF ACTIVE LEARNING METHOD.  This  article  aims  to describe  the  electronic learning (e-learning) as an innovation of active learning method. This study is library  research  with the focus to know the  role of information technology  (IT)  in supporting  the  collaborative  learning  process which has been transformed the learning pattern of teacher-centered to student-centered by creating an autonomous  learning culture. In this case, the learning process based on IT is focused on e-learning as an innovation of learning method, so it is seem clearly how e-learning is and its application in learning process. From this research can be known that e-learning  is a long distance learning which  uses an electronic connection  and it is  conducted  via electronic media  in delivering the  learning content, interaction  or consultation with the teaching materials that suit the need. E-learning is a learning innovation and also an alternative solution for the developmental learning need. The many of changing factors in globalization era has a role as a catalyst for a revolution from the previous learning system that was manual and conventional into a system that is effective and efficient with an IT support.</em></p><p><strong><em>Keywords</em></strong><em>:  information  technology, learning innovation, e-learning </em><em>a</em><em>n</em><em>d </em><em>i</em><em>n</em><em>t</em><em>er</em><em>n</em><em>et</em></p>

The Neurocognitive Bases of Human Volition

2019 ◽  
Vol 70 (1) ◽  
pp. 9-28 ◽  
Author(s):  
Patrick Haggard
Keyword(s):  
Twentieth Century ◽  
Human Brain ◽  
Cognitive Processes ◽  
Scientific Investigation ◽  
Scientific Psychology ◽  
Working Definition ◽  
Scientific Approach ◽  
Definition Of ◽  
Core Features

Volition refers to a capacity for endogenous action, particularly goal-directed endogenous action, shared by humans and some other animals. It has long been controversial whether a specific set of cognitive processes for volition exist in the human brain, and much scientific thinking on the topic continues to revolve around traditional metaphysical debates about free will. At its origins, scientific psychology had a strong engagement with volition. This was followed by a period of disenchantment, or even outright hostility, during the second half of the twentieth century. In this review, I aim to reinvigorate the scientific approach to volition by, first, proposing a range of different features that constitute a new, neurocognitively realistic working definition of volition. I then focus on three core features of human volition: its generativity (the capacity to trigger actions), its subjectivity (the conscious experiences associated with initiating voluntary actions), and its teleology (the goal-directed quality of some voluntary actions). I conclude that volition is a neurocognitive process of enormous societal importance and susceptible to scientific investigation.

A Working Definition of Mind

PsycCRITIQUES ◽  
2013 ◽  
Vol 58 (25) ◽  
Author(s):  
Robert Farr
Keyword(s):  
Working Definition ◽  
Definition Of

Establishing a Working Definition of User Experience for eHealth Interventions: A Scoping Review of Self-Reported User Experience Measures and Delphi Consultation with eHealth Researchers and Adolescents (Preprint)

2020 ◽  
Author(s):  
Amanda S Newton ◽  
Sonja March ◽  
Nicole D Gehring ◽  
Arlen K Rowe ◽  
Ashley D Radomski
Keyword(s):  
User Experience ◽  
Scoping Review ◽  
Descriptive Analysis ◽  
Intervention Development ◽  
Health Condition ◽  
Working Definition ◽  
Perceived Impact ◽  
Behavioural Factors ◽  
Definition Of ◽  
Ehealth Intervention

BACKGROUND Across eHealth intervention studies involving children, adolescents, and their parents, researchers have measured users’ experiences to assist with intervention development, refinement, and evaluation. To date, there are no widely agreed-on definitions or measures of ‘user experience’ to support a standardized approach for evaluation and comparison within or across interventions. OBJECTIVE We conducted a scoping review with subsequent Delphi consultation to (1) identify how user experience is defined and measured in eHealth research studies, (2) characterize the measurement tools used, and (3) establish working definitions for domains of user experience that could be used in future eHealth evaluations. METHODS We systematically searched electronic databases for published and gray literature available from January 1, 2005 to April 11, 2019. Studies assessing an eHealth intervention that targeted any health condition and was designed for use by children, adolescents, and their parents were eligible for inclusion. eHealth interventions needed to be web-, computer-, or mobile-based, mediated by the internet with some degree of interactivity. Studies were also required to report the measurement of ‘user experience’ as first-person experiences, involving cognitive and behavioural factors, reported by intervention users. Two reviewers independently screened studies for relevance and appraised the quality of user experience measures using published criteria: ‘well-established’, ‘approaching well-established’, ‘promising’, or ‘not yet established’. We conducted a descriptive analysis of how user experience was defined and measured in each study. Review findings subsequently informed the survey questions used in the Delphi consultations with eHealth researchers and adolescent users for how user experience should be defined and measured. RESULTS Of the 8,634 articles screened for eligibility, 129 and one erratum were included in the review. Thirty eHealth researchers and 27 adolescents participated in the Delphi consultations. Based on the literature and consultations, we proposed working definitions for six main user experience domains: acceptability, satisfaction, credibility, usability, user-reported adherence, and perceived impact. While most studies incorporated a study-specific measure, we identified ten well-established measures to quantify five of the six domains of user experience (all except for self-reported adherence). Our adolescent and researcher participants ranked perceived impact as one of the most important domains of user experience and usability as one of the least important domains. Rankings between adolescents and researchers diverged for other domains. CONCLUSIONS Findings highlight the various ways user experience has been defined and measured across studies and what aspects are most valued by researchers and adolescent users. We propose incorporating the working definitions and available measures of user experience to support consistent evaluation and reporting of outcomes across studies. Future studies can refine the definitions and measurement of user experience, explore how user experience relates to other eHealth outcomes, and inform the design and use of human-centred eHealth interventions.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals What is Salience?

2020 ◽  
Vol 6 (1) ◽  
pp. 713-722
Author(s):  
Vincent Boswijk ◽  
Matt Coler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Linguistics ◽  
Working Definition ◽  
Definition Of

AbstractA commonly used concept in linguistics is salience. Oftentimes it is used without definition, and the meaning of the concept is repeatedly assumed to be self-explanatory. The definitions that are provided may vary greatly from one operationalization of salience to the next. In order to find out whether it is possible to postulate an overarching working definition of linguistic salience that subsumes usage across linguistic subdomains, we review these different operationalizations of linguistic salience. This article focuses on salience in sociolinguistics, cognitive linguistics, second-language acquisition (SLA), and semantics. In this article, we give an overview of how these fields operationalize salience. Finally, we discuss correlations and contradictions between the different operationalizations.

In Search of a Standard: References to the Rule of Law in the Case-law of the European Court of Human Rights

ICL Journal ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 43-69
Author(s):  
Eszter Polgári
Keyword(s):  
Human Rights ◽  
Rule Of Law ◽  
Case Law ◽  
Council Of Europe ◽  
The Rule Of Law ◽  
Working Definition ◽  
European Court ◽  
Structured Analysis ◽  
Definition Of ◽  
Grand Chamber

AbstractThe present article maps the explicit references to the rule of law in the jurisprudence of the ECtHR by examining the judgments of the Grand Chamber and the Plenary Court. On the basis of the structured analysis it seeks to identify the constitutive elements of the Court’s rule of law concept and contrast it with the author’s working definition and the position of other Council of Europe organs. The review of the case-law indicates that the Court primarily associates the rule of law with access to court, judicial safeguards, legality and democracy, and it follows a moderately thick definition of the concept including formal, procedural and some substantive elements. The rule of law references are predominantly ancillary arguments giving weight to other Convention-based considerations and it is not applied as a self-standing standard.

An Evaluation of ‘Process as Product’ in OTI Sri Lanka: A Typology of Community-Level Peacebuilding Activities and Programming Recommendation

2007 ◽  
Vol 3 (3) ◽  
pp. 22-34
Author(s):  
Lee R. Briggs
Keyword(s):  
Sri Lanka ◽  
International Development ◽  
Community Setting ◽  
The United States ◽  
Lessons Learned ◽  
Community Level ◽  
Project Impact ◽  
Working Definition ◽  
Programme Development ◽  
Definition Of

This paper presents a set of best practices and lessons learned from a set of 93 impact evaluations conducted on community-level, small grants activities implemented between March 2003 and September 2007 by the Sri Lanka country programme of the Office of Transition Initiatives (OTI) of the United States Agency for International Development (USAID). It analyses the change theories that guided programme development and common trends in impact which emerged, and discusses ways in which programme staff can improve project impact. It provides a working definition of ‘process’, a key element of OTI's approach and a key concept used by facilitators to understand the work they do with groups and communities. It also delineates a general typology of peacebuilding projects likely to emerge in the community setting. Finally, it formulates a postulate for predicting and observing generic programme impact based upon the relative richness of process, which is considered useful for informing further research design.

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