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Active Learning: Strategies
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Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. Bonwell and Eison (1991) popularized this approach to instruction. This "buzz word" of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). In this report they discuss a variety of methodologies for promoting "active learning." However according to Mayer (2004) strategies like “active learning" developed out of the work of an earlier group of theorists -- those promoting discovery learning.
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Active learning keeps you involved – it helps to maintain your enthusiasm for your course, and you ... gain confidence in your ability to cope with new challenges. Active learners rarely just read their course materials. They find every way they can to interact with what they are studying. You could try some of their strategies, such as
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One criticism of active learning is that it does not work with large lecture hall style classes. Librarians sometimes teach in large lecture halls. Gedeon (1997) wrote of his experiences attempting to use active learning in a library instruction session in a large lecture hall. He did so by having the students brainstorm and then fill out search strategies in pairs. Do to the large number of students, groups and an inclusive class discussion. Gedeon concluded that the lesson worked well but the dynamics of the large number of students kept it from being as successful as it would have been with a smaller group of students.
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Participants should come prepared to be active learners themselves, as the presenters will be involving attendees in active learning activities. In addition, participants will be active members of the workshop before the workshop occurs. Once registered, attendees will be invited to post their best active teaching strategies, tips, assignments, etc. to an electronic “poster session”. Time will be available at the workshop for more in-depth discussions of these postings.
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The Web: Design for Active Learning, a handbook by Katy Campbell at the University of Alberta, presents the idea of interactivity as it applies to a cohesive design including high interface, content, and instructional design. She provides six complex conceptual frameworks that interweave cognitive theories and instructional strategies. The frameworks can be used to organize lessons. In addition, she offers annotated links to "exemplary active learning sites." http://www.atl.ualberta.ca/documents/articles/activeLearning001.htm
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An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Such low-risk strategies are typically of short duration, structured and planned, focused on subject matter that is neither too abstract nor too controversial, and familiar to both the faculty member and the students.
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