Active Learning Strategies and Planning

Best Practices for Online Learning: A Planning Guide

 Happy Monday, everyone! I've been giving some attention to active learning strategies over the weekend and have been pondering how I could develop a planning guide or playbook, so to speak, to help faculty think about their own courses and how they can transform activities to a more active approach. If you missed the Faculty Best Practices workshop on Friday, sponsored by Lisa Cole, you missed a good one! It was a great day, full of exciting presentations and there was lots of talk about active learning strategies as well as new and emerging technologies to use in your course. 

After I left the workshop, I started getting a few questions such as how do I start incorporating these techniques into my class? You know....it's funny, we introduce these concepts and new tools but seldom talk about how to design them into the curriculum. I saw many faculty trying and fumbling through the process of the technology but I want to ask the real question...why? Does it make sense to use these technologies or is it just because they are "novel"? 

After watching my favorite sports team of all time take the big "W" at the Superbowl, Coach Reid discussed a play that they did to secure the 4th down - a play that was in the "playbook" from the 1940's. I wish teaching had a playbook that we could use and rely on when we needed it. I started thinking more about that and began sketching out some ideas that may help you put together some pieces. 

We know that best practice is to incorporate some sort of active learning in our classes - ALL CLASSES - F2F, Online, Hybrid, ALL of them. We also know that there are three types of interactions that should be considered in each module or week of instruction including 1) Student to Student 2) Student to Content and 3) Student to Instructor. Using this table below, take a look at the items on the left-hand side. And then, take a look at the outcomes and expectations. The expectation is what you can include in your assessment or on a rubric. 

I'll be talking more about this in tomorrow's Instructional Design session, I hope to see you there. Enjoy this "Playbook" for Faculty and Active Learning Design! 

OBJECTIVE	OUTCOME	EXPECTATION	COMMENTS/NOTES
Active Learning	Delivery design encourages the student to be actively engaged, participating in course activities, and developing critical thinking skills.	Students have opportunities for research and exploration.
		Simulations and models used where possible to allow students to see concepts in practice.
		Students have the opportunity for debate and discussion about concepts.
Feedback on Assessments and Progress	Delivery design includes assessment tools and the methodology used to evaluate student progress.	Assessment methods are not solely objective but are geared to multiple learning styles: essay, exams, projects, response papers, experiments, case studies, and role-plays.
		Feedback on assessments is provided via gradebook through grades and comments.
		Self-assessment tools are available to students.
Faculty-Student Interaction	Delivery design facilitates student-faculty interaction.	Faculty contact information posted.
		Students are using the homepage to get the most critical information about the course.
		Announcements used one a week.
Student-Student Interaction	Delivery design facilitates student-student interaction.	Clear rubrics for discussion board postings.
		Discussion board forums used for authentic communication.
		Collaborative opportunities included in course design.
		Assignments posted to the discussion board when appropriate.
Emphasize Time on Task	Delivery design includes built-in mechanisms that will keep students moving toward completion.	Calendar tool used to help students with time management.
		Lessons and units are logically organized into Units.
		The time required for course work equivalent to traditional face-to-face class.
		Exams and assignments appear appropriate.
High Expectations in Content and Delivery Design	Course content is challenging and delivery design is structured to help students succeed.	Assignments posted with due dates and information on how late assignments will be handled.
		Unused course management features disabled.
		Information is provided on how to complete assignments, with great detail.
Respect for Diversity of Learning Styles	The course is developed with sensitivity to disabled students and other students with diverse learning needs.	Specific tips for course success are posted including Frequently Asked Questions.
		The course reflects a variety of teaching and learning strategies.
		Concepts are reinforced through multiple methods and approaches.
		ADA/Section 508 Compliance.