Interactivity in the Distance Education Classroom Agenda You

Interactivity in the Distance Education Classroom Agenda

"You can tell students what they need to know very fast. But they will forget what you tell them even faster. . . " Mel Silberman (1996). Active Learning: 101 Strategies to Teach Any Subject

Chickering & Gamson, 1987 “Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. ”

Confucius. . . • What I hear, I forget. • What I see, I remember. • What I do, I understand

Silberman… • What I hear, I forget. • What I hear and see, I remember a little. • What I hear, see, and ask questions about or discuss with someone else, I begin to understand. • What I hear, see, discuss and do, I acquire knowledge and skill. • What I teach to another, I master.

John Holt (1967) • • • Learning is Enhanced When Students: State information in their own words. Give examples of it. Recognize it in various circumstances. See connections between it and other facts or ideas. • Make use of it in various ways. • Foresee some of its consequences. • State its opposite or converse.

The Interaction Goal

The Interaction Goal To create an environment that fosters and supports active involvement with the content of the course.

Interaction

teacher student Interaction

student teacher student Interaction

student teacher student content Interaction

student teacher student resources student content Interaction

student teacher student resources student content Interaction onsite student

student teacher student resources student content Interaction onsite student remote student

student teacher student resources student content Interaction onsite student remote student

What is “Active Learning? “anything that involves students in doing things and thinking about the things they are doing. ” Bonwell, Charles C. & James A. Eison (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development. p. 2.

Characteristics of Active Learning • students are involved in more than listening • less emphasis on transmitting information; more emphasis on developing skills • involvement in higher-order thinking skills (analysis, synthesis, evaluation)

Characteristics of Active Learning • engagement in activities (reading, discussing, writing) • greater emphasis on individual exploration of learners’ own attitudes and values

Interactive Strategies demonstration simulation problem solving quizzes drill & practice groups interview panels discussion case study written exercises reading tutorial exploration

Interaction Options • two-way video • two-way audio, oneway video • telephone • FAX machine • electronic mail • computer conferencing • interactive study guides

Word Pictures and Structured Notes • use key words • add graphic elements • use structured notes & have students “fill-in-the-blanks” • don’t be afraid to experiment

Start with goals & outcomes What do I want to _____in this module? Plan How will I ______ the content? What do I want them______or be ______at the end of this module?

Start with goals & outcomes What do I want to accomplish in this module? Plan How will I ______ the content? What do I want them______or be ______at the end of this module?

Start with goals & outcomes What do I want to accomplish in this module? Plan How will I deliver the content? What do I want them______or be ______at the end of this module?

Start with goals & outcomes What do I want to accomplish in this module? Plan How will I deliver the content? What do I want them to know or be able to do at the end of this module?

Don’t be a Talking Head