From the 2017 Live Streaming Pilot, Making Lectures Interactive workshops, Active Learning Special FLTC meeting, Feedback/Feedforward workshop, and my invited presentation at the 2017 Annual Echo360 Active Learning Conference, we experimented with the Echo360 Active Learning Platform a lot in 2017!
Here is the first of many provocations for 2018:
“We do know that of all the questions that teachers ask [students], teachers answer 80 percent of them, because we abhor vacuums, we don’t like silence.”
– Sandy Eisenberg Sasso via OnBeing
From Authoritative to Dialogic Interaction
The typical class interaction follows the IRE/F model:
we need to foster student-initiated and student-centric dialogic approaches.
In order to move beyond lower thinking order skills (e.g. recall), we need to foster student-initiated and student-centric dialogic approaches – enter the QR model:
Here are two (2) ways to maximise Interactive Slides in class (from lectures and tutorials, to workshops and practicals) by transform your existing materials using the QR model:
- Tie in pre-class work to the beginning of the class
- Push students beyond recall
- Involve students in the sense-making
|IRF structure using Peer Instruction model:
The problems here are:
|Apply the QR model:
Then, use this information to identify the topics or concepts of difficulty in the pre-class activities (readings, problems, etc.).
At the beginning of the class, use the student questions from the Short Answer activity and allocate to small groups to respond (or use Peer Instruction model here).
Instead of focusing the Evaluation / Feedback on identifying the single correct answer at the outset, focus on exploring the range of students’ ideas.
…the more collaborative and discursive the interactions, the more teacher-student interactions are SENSE-MAKING rather than just answer-making…
– Wood et al. (2018)
- To shift focus from basic information
- Push students to apply and extend ideas taught in class
- Involve students in identifying and resolving gaps in knowledge
|Closed questions around factual or procedural content.||Prompt or allow for spontaneous student questions that open up ideas taught in class:
During class, students vote on the one they would most like to discuss. You can then briefly explore the ‘What would happen if…‘ scenario students selected.
“A wonderment question can be EVIDENCE that a student has understood the material at a basic factual level, and is starting to use it for higher order THINKING and REASONING.”
– Wood et al. (2018)
Active Learning Platform Training
Check out Echo360’s Resource Center or contact your friendly neighbourhood faculty Learning Designer.
Wood, A.K., Galloway, R.K., Sinclair, C. & Hardy, J. (2018). Teacher-student discourse in active learning lectures: case studies from undergraduate physics. Teaching in Higher Education. DOI: 10.1080/13562517.2017.1421630 via MQ Library
(above): Select slides from 2017 Annual Echo360 Active Learning Conference – invited presentation.