Strategies for Low-Risk Active Learning
Discuss three low-risk active learning techniques which could easily be utilized in your course(s).
Tomi:
Although group projects may be valuable because they mimic the real world and students should learn to collaborate and lead in team projects that are often totally virtual, a classroom environment never quite adequately mimics the true experience. After all, students do not feel the same "incentive" to succeed and contribute equitably because they may get a lower grade but still pass the course rather than be fired if they do not provide expected participation and results.
Suzanne
Tomi, I like PBL as well. In my f2f classes on African American Literature, I created a WebQuest (on Margaret Garner) and had students complete it. They had to do a great deal of prep for the WebQuest out of class, which ensured that they came to class prepared to solve the problem: should Garner be convicted in Ohio of killing a person (her child) or should be be returned to Kentucky to face charges of killing property (her child).
I like journaling. I can set aside class time for students to complete their journal entries, or assign this as homework. The only disadvantage to this approach is that the feedback will not be as "instant" as with the one-minute paper (and other assignments which you collect the day of the relevant lecture). Reading quiz is another one. Clearly, this is one way to coerce students to read assigned material! Active learning depends upon students coming to class prepared. The reading quiz can also be used as an effective measure of student comprehension of the readings, which I think is great! :-)
I think the three low risk active learning techniques that could be used in my course are brainstorming, debating, and working on case based studies. I think that these activities will work well because students still don't have to be online at the same time to perform these activities. I also think these activities will really engage students because they can be somewhat competitive. With brainstorming and case studies will allow the student to develop confidence.
Hello,
Three low risk active learning techniques which could easily be used in my course will include:
Weekly summaries and potential what to expect on next class period
Participating and playing games that show students how to buy and sell stocks and invest in fixed assets
Engaging students to create partnership with students who presently have actual business.
Use of case studies to be discuss in groups would be one type of low risk active learning technique. A concept based online scavenger hunt may be another. I moderate risk may be a debate on a particularly controversial issue. The reason this may be considered moderate risk is that if you are teaching Asian students not raised in the US educational system, they are reluctant to counter the colleagues opinions as it is looked at as a loss of face so you need to make sure they understand that you are countering this point rather than the opinion of this person.
Dogs and cats are popular because people love animals that provide attention and unconditional love.
Michele,
I always say that relevancy is one of the mainstays of a good course.
Renee Shaffer
1. Provide relevance to the students’ lives in your active learning assignments. This is something that I do in every discussion response to my students. I ask them to discuss examples or experiences they may have had so that we all can learn from them. Students love to share their experiences and it helps relate the course material with their lives.
2. Use inspirational notes throughout the term. In my announcements I always post messages and sayings to provide encouragement to the students.
3. Set high standards and expectations for the students from the beginning. I post my instructor expectations as well as student expectations so that we are aligned on what to expect from each other.
Eric,
I use this with myfreshmenstudents. good idea.
Renee Shaffer
Children and pets are definitely a hit. I would add that you could do the ever-popular, "if you could be any animal, what would you be and why".
1. Use inspirational notes throughout the term
I like providing motivational quotes.
2. Give students parameters and good examples of exemplary work to follow
I like providing an example of "A" work from a previous course/student (with their permission of course).
3. Provide targeted feedback
I like to emphasize formative feedback, not just summative feedback.
Inspirational notes is an interesting idea. Since my students are in clinical and non clinical healthcare courses I might ask them to speak to 'compassion'.
1. Students are asked to relate the weekly discussion topic to their real life experiences within a healthcare delivery system or their aspirations. 2. Select a partner in the class and share at least two URLs that the student has found interesting and useful. The student is asked to provide a short summary of the site and share why they’ve found it interesting. The partner is to respond after reviewing the shared site. 3. Student introductions are a wonderful way for students to learn about one another in a personal level. BTW: students love sharing photos of their children and pets attached to these introductions.
I would like to have at least one group activity as I teach critical thinking and I think that it would be a good tool.
It is important for instructor to engage our students with class activities including discussion board posting. Also, it is important for the instructor to identify any negative activity with the students. It is important for the instructor to monitor and mentor the student along the way.
Group activities are great although I do find that they are sometimes a little unpopular among students in online courses. I suppose that students sometimes struggle with the shared accountability aspect in them.
I like the inspirational notes approach. I use these a lot in my leadership class as there are many inspirational leaders that students can learn from.
I could easily incorporate problem based learning into my courses. I could also very easily incorporate debates and role playing scenarios. These are all low risk in my view as they do not require a lot of preparation and are easy to implement. In management courses, students are already accustomed to deal with management problems that they must resolve as managers. They are already used to role playing as i many assignments they are asked to assume a role of a consultant giving advice to the CEO. Also, they are used to debating issues in their discussion boards. Thus, these activities are not a large departure of other types of activities they are already doing.
