Presentation msera 2015
- 1. Engage, Explore, Explain, Elaborate, and Evaluate: Using the 5E Learning Cycle to Create Active Learning Environments with Effective Technology Tools DR. CELESTE WHEAT AND DR. MARTHA HOCUTT
- 2. SURVEY instructions: On your smart device, go to www.Kahoot.it Enter Game pin provided Enter your chosen nickname Click join game Get ready to play!
- 3. Animoto.com
- 11. Pixton.com
- 14. Voicethread.com
- 15. Blabberize.com
- 16. Voki.com
- 17. Wikispaces.com
- 18. Bubbl.us
- 19. Group Activity
- 21. The 5E Model
- 22. Origin and Background of Model Model first proposed by science educator Roger Bybee and colleagues at the Biological Sciences Curriculum Study. Grounded in a constructivist perspective, this model helps students to gain new knowledge from building upon prior knowledge, beliefs, and skills. Rooted in the work of, Jean Piaget (Stages of Cognitive Development) and Howard Gardner (Multiple Intelligences). Empirical research from the fields of cognitive science, psychology, and science supports the idea that the ‘order’ or sequencing of instructional activities is critically important to factors of student success such as motivation, retention of information, understanding of concepts, etc. (Bybee et al., 2006; Kolb & Kolb, 2006; Kolb, 1984; Kolis et al., 2011; Tanner, 2010; Sickel, Witzig, Vanmail, & Abell, 2013).
- 23. The 5 Es at a Glance Engage: Spark students’ interest in the course content by using technology tools, class activities, etc. Explore: Encourage students to explore their prior knowledge about the topic together in small groups through a hands-on experience or discussion. Explain: Provide more accurate information on the topic, grounded in research and/or theory. Elaborate: Invite students to apply their new knowledge. Evaluate: Assess student learning by allowing students to demonstrate new knowledge. Source: Kolis, et al. (2011)
- 24. The Active Classroom Environment
- 25. Our Study Actualizing the Steelcase active learning ecosystem at UWA through the 5E Model is expected to: promote a paradigm-shift from instructor-centered to student- centered pedagogy ameliorate student learning environment enhance student learning experiences improve student learning outcomes.
- 26. Mixed-methods approach: Quantitative and Qualitative Data Collection Over Two-Year Span Research questions are as follows: Do students’ learning experiences improve as a result of participation? oInterview data will be collected from students and analyzed using the principles of analytic induction (Bogdan & Biklen, 2007) to understand students’ lived experience (Patton, 2002) of learning. The data will be triangulated by classroom observation data collected using an observation protocol created by the grant team. How are students’ motivation and engagement in learning affected by the experience? oPre- and post-test data will be collected from students and instructors at the beginning and at the end of each semester using the adapted Motivation and Engagement Scale and compared with those not participating. Dependent and independent samples t-tests will be conducted to reveal how students’ motivation/engagement change overtime and as compared to those not participating.
- 27. How does the learning experience influence student learning outcomes? oCourse grades will be collected and compared to those not participating using independent samples t-tests. Analysis will be complemented with content analysis of artifacts (e.g., course projects and assignments) collected from students participating and those not. How do instructors conceptualize active and student-centered learning and how does the conceptualization change as a result of participation? oInterview data will be collected from instructors and analyzed using the principles of analytic induction. How do instructors’ teaching practices change as result of participation? oParticipating instructors’ syllabi will be collected and compared with corresponding syllabi of those not participating, using a content analysis method.
- 28. Contact Dr. Celeste Wheat email: cwheat@uwa.edu Dr. Martha Hocutt email: mhocutt@uwa.edu