Extended Research Outside of the Classroom

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Often because of time constraints, I am unable to cover a topic in as much detail as I (and some students) would like, and thus, I give assignments where students are asked to gain more knowledge on a topic area. Many times students will actively gain this information from various Internet sites. We then will discuss in class the information they’ve gathered and the validity of such information. This is a great tool that encourages active learning, and discussion of not only the topic, but also allows students to evaluate materials they find on the Internet.
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Some of our classes have used Internet-based research projects, such as a learning community we did that had small groups of students examine and report on separate web sites of American hate groups. The in-seat class time for this project was only about 50% of what would normally have been required; even the students’ presentations occurred out of class, in a campus-wide auditorium setting.
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Another way active learning is encouraged through one of my classes is through a tool provided by the textbook publisher. One of our general psychology texts is bound with a CD-ROM that gives students an opportunity to explore the material in more depth, practice testing themselves, and review material already discussed.
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Occasionally, I will have students visit a web site that contains information that they are covering, I have found giving the a study guide that asks them to visit certain pages of the site, and find specific information is helpful. The process of writing it down after reading it, then reporting it back seems to help with retention. Editor’s Note: This may help a bit with the student remembering the text that he or she has copied, but it takes even more active forms of learning to help the student learn how to explain or apply what has been found. Compare this idea with the one immediately below.
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My composition students are exposed to many of the principles of effective research and information literacy by comparing electronic information sources. By applying the criteria we introduce and discuss in class to a wide variety of artifacts that they are assigned or which they locate on their own, they actively engage in the lessons we would have previously "shown" them. The level of active engagement that happens in most courses on campus makes it interesting when students are expected to partake of more lecture-oriented material, as must happen in all courses at some time; they labor to remain attentive. So this is a bit of a double-edged sword.

via Ideas for Support Active Learning – & Seven Principles Collection.

Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information. Active learning "derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways" (Meyers and Jones, 1993). Research shows greater learning when students engage in active learning. It is important to remember, however, that lecture does have its place and that you should not do active learning without content or objectives. The elements of active learning are talking and listening, writing, reading, and reflecting (Meyers and Jones, 1993). Bonwell and Eison (1991) state that some characteristics of active learning are:

Students are involved in more than listening, less emphasis is placed on transmitting information and more on developing students’ skills, students are involved in higher-order thinking (analysis, synthesis, evaluation), students are engaged in activities (e.g., reading discussing, writing), and greater emphasis is placed on students’ exploration of their own attitudes and values. (p. 2)

There may be some resistance to active learning by students who are accustomed to lectures, students who prefer passive learning, or students in large classes (who don’t expect it). Thus, you need to prepare students. Explain your objectives and the benefits of the active learning techniques explicitly to students. Expect both successes and failures as you try active learning techniques. Solicit feedback on the activity afterwards from the students to improve it in the future. Some active learning techniques take little faculty preparation and may be done spontaneously; others require much more preparation. Active learning techniques can occur in class or outside of class (e.g., computer simulations, internships, WWW assignments, class Internet discussion lists, independent study research). Active learning can be used with all levels of students from first year through graduate students. Teaching a mass class does not prohibit the use of active learning techniques; in fact, they may be especially important to promote interest and learning in a mass class. Below, I offer a few examples of in-class active learning techniques used in small and large classes, and with all levels of students.
Think-Pair-Share

Give students a task such as a question or problem to solve, an original example to develop, etc. Have them work on this 2-5 minutes alone (think). Then have them discuss their ideas for 3-5 minutes with the student sitting next to them (pair). Finally, ask or choose student pairs to share their ideas with the whole class (share). I have used these in classes ranging from 12 to 340 students.
Collaborative learning groups

These may be formal or informal, graded or not, short-term or long-term. Generally, you assign students to heterogeneous groups of 3-6 students. They choose a leader and a scribe (note-taker). They are given a task to work on together. Often, student preparation for the CLG has been required earlier (reading or homework). The group produces a group answer or paper or project. These work best in small to medium size classes, but I have also used them in a class of 340 students. If interested, see my short paper on "Collaborative Learning Groups in the Large Class: Is it Possible?" in Teaching Sociology, 1993, 21, 403-408.

via Active Learning.

I am at the CTC 2009 and finding it to be very informative.  Right now (Monday  – afternoon) I am attending a Web 2.0 session that is illustrating the use of Web 2.0 in teaching.  The types of instruction that involves and engages students.

Some of the sites shared are as follows:

http://www.appapopeal.com/web-2-0-application-world-mosaic/

http://www.go2web20.net – this site helps you find Web 2.0 tools

The tools needed and/or wanted are on the web and for the most part they are free.

The top 10 list of tools

• Twitter
• Jing
• youtube quickcapture
• polldaddy
• mogulus
• wordle
• prezi
• animoto

Web 2.0 is very fit for the faculty member that feels that an LMS or CMS has too many constraints.  With Web 2.0 types of applications .

I find it interesting that so many that speak are speaking from their perspective and what they perceive versus what is “real” -  An example of this would be that students’ having the aspirations to use technology is so many different ways and this is supposedly a GREAT thing.  However, when someone asked what impact this has on students’ learning the answer was, “that is outside of the scope of our interests.” — I don’t get that!!