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Indivisible or Intersecting?Indivisible or Intersecting?A Cross Institutional View of Active
Learning
ContentsContents
Active Learning – a brief introduction
The Project
Findings from one aspect of the
research
Comparing two ‘models’
A serendipitous story
But first......this:But first......this:Take the 3 post-it notes and, one
definition/word/phrase per post it, write down:
The three things that best define Active Learning for you.......
IntroductionIntroduction The term ‘active learning’ (AL) is often used intuitively
rather than with a common understanding (Bonwell and Eison, 1991).
The link between ‘doing’ and ‘learning’ is often identified within the Confucian aphorism ‘I see, I forget; I hear, I remember; I do, I understand’ (Beard, 2008).
Such an approach has spawned a range of ‘active’ pedagogies, often termed ‘discovery learning’ (Mayer, 2004), often as a rail against lecturing (Bonwell and Eison, 1991).
Recent critiques of discovery learning have questioned its efficacy, especially those which exhibit minimal instruction (e.g. Mayer, 2004; Kirschner et al., 2006).
Mayer (2004) and the ‘constructivist teaching fallacy’
Range of literature relating teachers’ approaches to teaching and the links between learning outcomes and teaching activities (e.g. Ramsden, 1992; Prosser & Trigwell, 1999; Biggs, 2003)
Potted highlights of my AL Potted highlights of my AL experienceexperience
As a student:◦Non-plussed in the lab!◦Too little time, too much activity?
As a teacher:◦Reinventing my own experience◦COZIP – AL is ‘learning by
doing’....what evidence did we have?
The Project MethodologyThe Project MethodologyThe initial questionnaire
◦Longevity of and confidence in use◦Examples of practice◦Locus of support◦Definition of AL
Follow up interviews◦SQUIN (Wengraf, 2001)◦Gestalt questioning methodology
(Holloway & Jefferson, 2000)
Initial thoughtsInitial thoughtsWe found three ‘families’ of conceptions
With a partner, try and sort your own definitions into these groups and return them to the front
Two contrasting modelsTwo contrasting models
Testing the modelsTesting the modelsRespondant Response A Response B Response C
UoG1
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SSU1
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INTERNAL
EXTERNAL
HOLISTIC
Testing the modelsTesting the modelsRespondant Response A Response B Response C
UoG1
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SSU1
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INTERNAL
EXTERNAL
HOLISTIC
Some tentative Some tentative conclusionsconclusions• All respondents identified conceptions that suggest that
they believe student passivity does not promote learning.
• Ongoing debate about what this passive/active dimension looks like in class. Different teachers view student activity differently.
• This does not help us form a concrete definition of AL, except to say that it is clearer to define what it is not, rather than what it is!
• So do our students have a clue what’s going on?
• What good practice can be shared between teachers who see AL differently?
• How do these two ‘worlds’ of doing and thinking meet? Is this fixed or do approaches vary in time and context?
Return to the textReturn to the text
To listen and yet it is easy to forget
To see/perceive and yet it is easy to remember/record
To be/act as and yet it is easy to understand
New insights?New insights?Not just ‘doing’, but ‘being’
Sense of ‘embodiment’, and ‘thinking as’
No sense of first two lines being used negatively
The final character contains the ‘heart radical’ – mind and heart
Thoughts so farThoughts so farWe can identify a range of conceptions
that teachers hold, concerning ALBy and large, an individual views AL as
a complex mix of the physical and cognitive
It is not just ‘learning by doing’, and, in fact, it NEVER was!
The need to introduce practice that promotes self-reflection and internalisation of learning
“One's action ought to come out of an achieved stillness: not to be a mere
rushing on..”D. H. Lawrence
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