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Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Interactivity in theDistance Education
Classroom
Interactivity in theDistance Education
Classroom
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
"You can tell students what they need to know very fast. But they will forget what you tell them even faster..."
"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
Mel Silberman (1996). Active Learning: 101 Strategies to Teach Any Subject
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Chickering & Gamson, 1987Chickering & 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.”
“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.”
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Confucius...Confucius...
• What I hear, I forget.
• What I see, I remember.
• What I do, I understand.
• What I hear, I forget.
• What I see, I remember.
• What I do, I understand.
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Silberman…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.
• 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.
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
John Holt (1967)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.
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.
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
The Interaction GoalThe Interaction Goal
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
The Interaction GoalThe Interaction Goal
To create an environment that fosters and supports active involvement with the content of the course.
To create an environment that fosters and supports active involvement with the content of the course.
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
student -teacherstudent -teacher
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
student - contentstudent - content
student -teacherstudent -teacher
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
student - contentstudent - content
student -teacherstudent -teacher
student - resourcesstudent - resources
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
student - contentstudent - content
onsite student - onsite studentonsite student - onsite student
student -teacherstudent -teacher
student - resourcesstudent - resources
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
student - contentstudent - content
onsite student - onsite studentonsite student - onsite student
onsite student - remote studentonsite student - remote student
student -teacherstudent -teacher
student - resourcesstudent - resources
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
InteractionInteraction
teacher - studentteacher - student
student - contentstudent - content
onsite student - onsite studentonsite student - onsite student
onsite student - remote studentonsite student - remote student
student -teacherstudent -teacher
student - resourcesstudent - resources
remote student - remote studentremote student - remote student
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
What is “Active Learning”?What is “Active Learning”?
“anything that involves studentsin doing things and thinking aboutthe things they are doing.”
“anything that involves studentsin doing things and thinking aboutthe 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.
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.
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Characteristics ofActive Learning
Characteristics ofActive 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)
• 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)
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Characteristics ofActive Learning
Characteristics ofActive Learning
• engagement in activities (reading, discussing, writing)
• greater emphasis on individual exploration of learners’ own attitudes and values
• engagement in activities (reading, discussing, writing)
• greater emphasis on individual exploration of learners’ own attitudes and values
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Interactive StrategiesInteractive Strategies
demonstration simulationproblem solving quizzesdrill & practice groupsinterview panelsdiscussion case studywritten exercises readingtutorial exploration
demonstration simulationproblem solving quizzesdrill & practice groupsinterview panelsdiscussion case studywritten exercises readingtutorial exploration
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Interaction OptionsInteraction Options
• two-way video• two-way audio, one-
way video• telephone
• FAX machine
• two-way video• two-way audio, one-
way video• telephone
• FAX machine
• electronic mail• computer
conferencing• interactive study
guides
• electronic mail• computer
conferencing• interactive study
guides
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Word Pictures andStructured Notes
Word Pictures andStructured Notes
• use key words• add graphic elements• use structured notes & have students
“fill-in-the-blanks”• don’t be afraid to experiment
• use key words• add graphic elements• use structured notes & have students
“fill-in-the-blanks”• don’t be afraid to experiment
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
PlanPlanHow will I ______ the content?
How will I ______ the content?
What do I want them______or be ___________at the end of
this module?
What do I want them______or be ___________at the end of
this module?
What do I want to
_________in this
module?
What do I want to
_________in this
module?
Start with goals & outcomes
Start with goals & outcomes
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
PlanPlanHow will I ______ the content?
How will I ______ the content?
What do I want them______or be ___________at the end of
this module?
What do I want them______or be ___________at the end of
this module?
What do I want to
accomplish in this
module?
What do I want to
accomplish in this
module?
Start with goals & outcomes
Start with goals & outcomes
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
PlanPlan
How will I deliver
the content?
How will I deliver
the content?
What do I want them______or be ___________at the end of
this module?
What do I want them______or be ___________at the end of
this module?
What do I want to
accomplish in this
module?
What do I want to
accomplish in this
module?
Start with goals & outcomesStart with goals & outcomes
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Start with goals & outcomes
Start with goals & outcomes
PlanPlan
How will I deliver
the content?
How will I deliver
the content?
What do I want them to know or be able to do at the end of this
module?
What do I want them to know or be able to do at the end of this
module?
What do I want to
accomplish in this
module?
What do I want to
accomplish in this
module?