665 Session5-active-learning-s13

Active Learning
Theory & Techniques
To Increase Engagement for
Building Affective and Cognitive
Information Skills

Active Learning Theory

 Based in Pragmatism
 Practice builds Autonomy
 Constructivist approaches favor active
learning theory
 Holistic learning theory

Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 2

Active Learning Exercise: Free Write
Open 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”)


Active 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!


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

1. Uninformed Practice
• Preliminary explorations of source or tool
1. Active Listening & Discussion
• Explain and demonstrate formal aspects of
tool, problem-solving through examples
1. Informed Practice
• Follow-up with guided hands-on using
practice problems or actual problems


Active Learning Model:
Discovery Learning

 Learner’s Process:
1. Do, Explore, Play
2. Listen, Observe, Discuss
3. Do Again


Active Learning Principles (Handout 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


Active 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)


Spectrum of Assessment Methods
Radcliff et al., 2007

 Surveys (Ch 6), Interviews (Ch 7), and Focus Groups
(Ch 8)
 Attitude and Perception Rating Scales (Ch 6 & 11)

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

 Performance Tests (Ch 11) and Exercises (Ch 12)

Nahl Fall 2011 LIS 665 Teaching Information Technology Literacy

 Open-ended Feedback or Responses

◦ Free Write, Minute Writing, One Sentence Summary
◦ Perceptions and evaluative comments
◦ Research Journal
◦ Session evaluation for “take aways”
◦ Use Content Analysis to process into assessment data

99
10
Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy

 Authentic Assessment, e.g., concept mapping, minute
writing, portfolios and rubrics
◦ Degree to which a skill has been mastered
◦ Description of the elements and levels of performance
from low to moderate to high
◦ Establishes criteria enabling students to understand
how to improve
◦ Use model student responses to build descriptions and
criteria (LILO)

11
Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy

Exercise 1a: Teams Review Goal,
ACRL SPIOs, ACS Outcomes, &
SAOAC
Meet with your Team
Examine 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

Nahl 2013 LIS 665 Teaching Information Technology Literacy 12

Exercise1b: Map to Your Outcomes
 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)


Exercise 2: Usability Testing of
Active 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,
Standards, PIs, ACS Outcomes, SAOAC,
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.
 Revise the Outcomes, Activities and assessments
based on reviews and discussion.

Next Session
Ch 7 Assessment
Radcliff 4 & 5
Asher et al.
Schroeder & Cahoy
Finalized Active Learning Exercises,
Quizzes, Polls, etc. mapped to ACS
Outcomes
Review Needs Assessment data
◦ Download to Excel file


665 Session5-active-learning-s13

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