As an active learning alternative to my other strategies, sometimes I will give students notice that they will be asked to direct lecture for a few minutes during live chats. It really helps students to understand the material at hand.
Cheers,
Steve
As an instructor in a visual field, I rely on "display" as an important part of a student's learning process. Most of my students are creative and visually perceptive, so giving them a visual that stimulates thought and creativity is important in my classrooms.
I can't say that I incorporate many "active learning" practices. Evaluations are very important to the college, and the reasons behind a student's dissatisfaction with a is not valid, but rather what the instructor can to do remedy the situation.
I must honestly say, that it seems most active learning techniques would take time for students to adjust to, and I don't feel most colleges would be willing to tolerate this discontent too long.
Hi,
I enjoy using reflective writing within the discussion posts to allow students to really think about the given topic. Following my initial post which is always connected to the strategy being taught for the week, I like to do a follow up post or reply posts in order to connect the subject more directly to the students' lives. Our discussions become much more dynamic as the students share their thoughts and ideas, relating them to prior knowledge and to their lives.
Paula Bordenkecher
In my online class I normally use all active learning strategies such as reading, reflective writing, displaying or doing strategy. I prefer doing because my students who are adults find solving on security vulnerabilities by using different tools.
Shawn,
It is surprising that so many students have never been asked to reflect and we sometimes have to show them how to do so!!
Renee Shaffer
I post videos for the students to view and then provide a few open-ended questions to answer in a reflection journal. The intent is for the students to learn lessons from the video and apply those lessons to their own circumstances to either solve problems, make decisions or move forward in an endeavor. This reflection journal approach has been well received by the students, and their comments have demonstrated application of other course concepts as well.
LE, thanks for sharing. I like the idea of giving a "guest appearance". I bet that works well for you.
What would you do if you were in charge...are my favorite active learning assignments. The students reflectively write and display the presence or absence of critical thinking through their rationale and justification for the proposed action.
Andrew, I find that with teaching courses like computer forensics that role playing is very beneficial to the learning environment. I do something very similar to what you have described as well.
One strategy I use is real-world problems and have them find different solutions to solving the situation. Often this is providing them a case, and asking them how would you as an officer address the case, in terms of investigating, or even crime prevention strategies. The students will have to go out and research the different strategies of prevention. I have even had students make short videos of their strategy using different tools. One such tool is through SmartDraw, which allows them to create the crime scene, and then they would explain the strategy while referring to the crime scene sketch they have created.
I use the problem solving technique which involves all of these elements in an integrative function
Robert,
Love these questions. My cognate is in healthcare so I am so happy that you are teaching a class like this.
Renee Shaffer
I find that students learn well from problems posing ethical dilemmas in healthcare. For example, the ethical principle of beneficence which is rooted in the Hippocratic tradition is defined as acting with charity and kindness, i.e. do everything possible for the good of the patient. At the other end of the ethical spectrum is the principle of non-maleficence which is refraining from actions that aggravate a problem or cause other negative results. The question for the students to discuss and debate is how these ethical pillars apply to terminal patients in excruciating pain but do not qualify for hospice. Should the practice of euthanasia be considered acceptable as it is in the Netherlands? Under what conditions would it be unacceptable? Should society decide the question or limit the decision to medical experts? Etc.
Another question that engages students is should all surgical patients be tested for HIV prior to surgery? Is this a violation of civil rights or simply prophylactic to the surgical staff?
These types of questions require critical thinking, research, reflection, and sharing in an open forum.
I agree that ethical issues engage students particularly in case studies or situations. One method I've used is to pose a topic in the discussion area and ask that each student submit one URL that they found interesting and useful....and why? All students are then asked to research at least two of the shared URLs and post some comments.
Leigh,
Using rubrics can really make life easier for the students as well as for the instructor!
Renee Shaffer
In visual communications courses, students regularly display their work for the instructor, and/or other students. Group discussions of the work (group critiques) are a valuable aspect of active learning. Students can be given a rubric for how to evaluate each other's art, and the discussion guided in this way. Each student comes up with their own responses to questions which may not have definitive answers. Group critiques can foster critical thinking as students process the artworks, and why the questions within the rubric are valuable. I enjoy them, as students give different responses, and I can engage them more directly.
I have the students do a reflective writing. I repeat the course objectives and then ask them to rate and evaluate the course on each one. Moreover, as they do that, I ask them to also present a real-world example for their rationale. If they complete the assignment, they earn the full point value (10 points). There is no right or wrong as it is their own thoughts and how well they have communicated them.
NOTE: Simply, many students are not looking to be actively engaged. As noted, they want "in and out". So there needs to be a way to accommodate these students as well by having achievable goals and eliminating some of what they perceive, as barriers.
A comprehensive case that requires not only writing but doing, along with a participation or power point deplay that must be completed on time with the group. In most cases the team/group will set up the requirements of each member as I stand by to discuss issues concerning the case.
Andrew,
Cool class work. I applaud you.
Renee Shaffer
Renee, since I teach computer forensics I like to use role-playing as a strategy or enabling feature of active learning. I place the student either as the investigator, the criminal, the prosecution, the defense, and forensics team lead, the evidence custodian, etc so they can really see the reality and actually perform the critical thinking needed in each of these positions to come up with an acceptable outcome legally...this ties into self-actualization, so I can make them realize they can do this effectively, and possibly enter into this profession.
