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Four-Step Strategy to Create Active Learning in any Learning Space—Online, F2F or Blended

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One of the latest buzzwords in education is "active learning," but what does this really look like in the classroom? Active learning refers to the idea that students are actively engaged in the learning process, rather than passively absorbing content. The benefits of using such activities are many, including improved critical thinking skills, increased retention and transfer of new information, more motivation, and improved interpersonal skills.

How can teachers get started? One idea is to move to an "I Did" mindset. Teachers often write objectives, or "I can" statements, on the board before the learning begins. Instead, consider asking the students to share "I did" statements after a lesson that they've created or learned. Planning activities geared toward individual learning, paired study, informal small groups, and cooperative student projects will help to make this classroom shift. Here are some great tools to introduce when moving to an "I Did" culture:
FLICKR: WEB-BASED VIDEO AND PHOTO SHARING.
Lesson idea: Movie/video making and YouTube are on the rise in education. With Flickr, students can use photos to build a storyboard for a video and compose their own stories or creative news stories. Teachers can also encourage students to create their own image galleries of artwork, crafts, writing, designs, and class presentations.
VOICETHREAD: CLOUD-BASED MEDIA AGGREGATOR THAT ALLOWS FOCUSED CONVERSATIONS AND REFLECTION AROUND A SPECIFIC TOPIC.
Lesson idea: Most K-12 students aren't old enough to vote, but local, state, and national elections always inspire debate as students share individual perspectives. Teachers can create a VoiceThread about the election and have students add their thoughts about why they would vote for one candidate over another. Giving students a voice to talk about which candidates they support and why will stimulate creative thinking and dialogue and deepen the collaborative atmosphere in your classroom.
POWTOON: TOOL FOR CREATING ANIMATED PRESENTATIONS.
Lesson idea: PowToon is a fun and easy-to-use alternative to popular presentation tools like PowerPoint and Prezi. Students can work together to create these short presentation videos to explain math problems or science theories, teach the class about material they've learned from their point of view, and predict what a new unit may be about. Teachers can also use PowToon to provide information about their classroom during Open House or Parent Night.
ANIMOTO: TOOL FOR CREATING VIDEOS AND PRESENTATIONS.
Lesson idea: When the work is relevant, students are more motivated because they can see the purpose of learning the skill. Allow students to use Animoto outside of the classroom to explore real-world or community topics. Let students drive the creation. Assign a group project in which students will use Animoto to present the project, findings, and recommendation to the class. This assignment should be developed as a group project.
AUDACITY: CROSS-PLATFORM SOFTWARE FOR RECORDING AND EDITING SOUNDS.
Lesson idea: There are endless possibilities for projects when students have the power to record, listen back, and publish. Teachers can record speeches to provide evidence of learning and have students create podcasts to show retention of work. Foreign language classes can record self-created stories in the languages being learned and share them with younger learners. Simply recording kids reading books and letting them listen to themselves read can promote reading development.
CANVA: ONLINE GRAPHIC DESIGN APPLICATION.
Lesson idea: We're constantly trying to get students to write more, and we're also always being asked "what do we do when we're done?" With Canva, students can create cover pages for reports, poetry collections, ebooks, magazines, or any other project. Students can work in groups to brainstorm ideas, maybe even use Flickr to build storyboards, and create covers for student work.

Students who struggle with narrative writing can use Canva to organize complex information and create colorful, shareable infographics.
KAHOOT!: KAHOOT! IS AN EASY-TO-USE, GAME-BASED BLENDED LEARNING TOOL. IT ENABLES EDUCATORS TO ASSESS LEARNERS IN A VISUAL BAR GRAPH WHILE STUDENTS TAKE CONTROL OF THEIR OWN LEARNING. THE PLATFORM IS VERY ENTERTAINING AND ENCOURAGES CREATIVITY IN STUDENTS.
Lesson idea: Kahoot! is such a popular and exciting tool that you must have great ideas to share. We've been talking about collaboration, so why don't we try sharing lesson ideas? Go to Twitter and tweet your favorite Kahoot! lesson using the hashtag #POUs #KahootLesson

Learning isn't a spectator sport. Using active learning instructional tools and strategies can be a great way to engage students more fully.
Dr. Matthew X. Joseph (@MatthewXJoseph) is Director of Digital Learning and Innovation for Milford (MA) Public School.

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Tech Tools for Active Learning Classrooms

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One of the latest buzzwords in education is "active learning," but what does this really look like in the classroom? Active learning refers to the idea that students are actively engaged in the learning process, rather than passively absorbing content.

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Powerpoint: Active Learning Technology Tools

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Powerpoint: Active Learning Technology Tools

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From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos

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From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos

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Faculty Focus | Higher Ed Teaching & Learning

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From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today's educational landscape-from kindergarten all the way through higher education.

But there's a big difference between watching a video and learning something from it. Videos are great for presenting visual information and emotional appeals, but not particularly effective at diving below the surface of non-visual theoretical or abstract topics or for driving critical thinking. What's more, any video presented in class must compete for attention and memory with the five-plus hours the typical student spends outside of class watching television programs, movies, and other onscreen entertainment. (Nielsen, 2013)

To help increase the educational effectiveness of an online course video, consider applying one or more of the following active learning strategies.

1. Video as guided lesson. The goal here is to help ensure that students watch videos actively-in other words, giving it their full attention. You also want to help draw students' attention to (and reinforce) the most important concepts being presented. Here's how:

a. Pose a question at the beginning of each video to give students an idea before they watch of what to expect, what to look for, and what might be worth thinking about. Example:

Q. Why might prehistoric man have diverted precious time from survival-based activities to make art? Think about that as you watch the following video: The Caves of Lascaux (5:10)

b. Present videos in an outline-like structure using concise, descriptively labeled links that include running times as shown below. Doing so:

i. Puts information into context for students automatically. In the example below, students don't have to be explicitly told that Orientalizing is one of three important styles of ancient Greek vase painting; the structured presentation of video clips implicitly conveys and reinforces this-and similar-contextual relationships.

ii. Sets expectations. Like a well-worded chapter heading, a descriptive video link such as "Middle and Near East" delivers students to the content already actively thinking about what they know (or don't know) about the topic.

iii. Encourages video viewing (and reviewing). Nontraditional students must fit their studies around work and family, taking advantage of unexpected bits of downtime throughout the day; including video running times helps them do so.

c. Embed short graded or self-assessments either in the video itself, or at the end of each video. Including one or two multiple-choice questions or requests to post to a forum-either between scenes (using a post-production editing tool such as Camtasia or Captivate) or after the video-alerts students to the "take homes" they should be getting from the material. It also helps teachers assess, at point of contact, whether students understand the major concepts.

2. Video as springboard for in-depth discussion. This strategy encourages students to make a personal connection between video content and their own existing knowledge. It also encourages student-student collaboration, which is a critical component of any successful online course. To use video as a springboard for discussion:
a. Assign a video. b. After viewing the video, have each student post the following to a discussion board:
i. A concept that was new to him/her.

ii. A concept that s/he found confusing (and why).

iii. A concept that, in the student's opinion, relates either to the course text or to a previous class discussion (and how).

iv. A response to at least two classmates that attempts to define or explain the concept classmates found confusing (based on independent research if necessary).

3. Video as springboard for critical thinking. Ideally, students come away from a class not just having memorized material, but also having understood it well enough to discuss and apply it to novel scenarios. To apply this strategy:
a. Assign two or three videos.
b. Have students identify, compare, and contrast the concepts presented in each. How are the concepts similar? How are they different? Which are substantiated or refuted by the course text (or other course materials)?

c. Optionally, have students post their work to a discussion board and comment on their classmates' comparisons.

4. Video as a way to strengthen online research skills while driving conceptual understanding. To apply this two-fold strategy:
a. Assign a video.
b. Have students locate online and present to the class a second video that (supports, defends, opposes, elaborates...) the original video. If students need scaffolding to complete this exercise, provide guidelines for searching the Web and vetting sources.

c. Use students' "found" videos as the basis for class discussion. Ask students to comment, via discussion board, on how well the clips shared by their classmates met the selected criterion.

Reference:
The Nielsen Company, Free to Move Between Screens: The Cross-Platform Report, March 2013. http://www.nielsen.com/us/en/reports/2013/the-nielsen-march-2013-cross-platform-report-free-to-move-betwe.html.
Emily A. Moore, M.Ed., is an instructional designer in the online learning office at Texas State Technical College - Harlingen Campus.

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From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos

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To increase the educational effectiveness of an online course video, consider the following active learning strategies. Pose a question at the beginning of each video

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Display Tabset

Why active learning?

Because online students experience interactions with you or their classmates differently than in a traditional course, it's especially important to design learning activities that actively engage--ones built around problems, projects, and tasks instead of lectures.

An online course platform--like a lecture hall--often bears little resemblance to real (work, family, or civic) life. The key for creating a relevent, engaging course is to purposefully include authenticity as much as possible: in tasks, data, materials, and structure.

And online communication and collaboration is now a part of so many professional and academic fields that there's already an array of authentic online tasks for just about everything.

The online classroom provides an opportunity to build and sequence these kinds of activities more effectively than in the lecture hall. No flipping or hybridization is necessary. Instructions, resources, and information can be laid out in the course itself, and students can work inside the online course and out in the real world.

Principles

From Herrington, Oliver, and Reeves (2003).

Authentic activities...

Have real-world relevance: Activities match as nearly as possible the real world tasks of professionals in practice rather than decontextualised or classroom based tasks.

Are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity: Problems inherent in the activities are not explicitly defined for students and are open to multiple interpretations rather than easily solved by the application of existing algorithms. Learners must identify their own unique tasks and sub-tasks in order to complete the major task.

Comprise complex tasks to be investigated by students over a sustained period of time: Activities are completed in days, weeks and months rather than minutes or hours. They require significant investment of time and intellectual resources.

Provide the opportunity for students to examine the task from different perspectives, using a variety of resources: The task affords learners the opportunity to examine the problem from a variety of theoretical and practical perspectives, rather than allowing a single perspective that learners must imitate to be successful. The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.

Provide the opportunity to collaborate: Collaboration is integral to the task, both within the course and the real world, rather than achievable by an individual learner.

Provide the opportunity to reflect: Activities need to enable learners to make choices and reflect on their learning both individually and socially.

Can be integrated and applied across different subject areas and lead beyond domain specific outcomes: Activities encourage interdisciplinary perspectives and enable students to play diverse roles thus building robust expertise rather than knowledge limited to a single well-defined field or domain.

Are seamlessly integrated with assessment: Assessment of activities is seamlessly integrated with the major task in a manner that reflects real world assessment, rather than separate artificial assessment removed from the nature of the task.

Create polished products valuable in their own right rather than as preparation for something else: Activities culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else.

Allow competing solutions and diversity of outcome: Activities allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures.

Activities: Getting information and ideas

ODEE Book Launch: Cohort-based program for faculty to create iBooks and e-books

OpenStax: Open textbook initiative

Merlot II: Large database of open education resources (OERs)

Web content in Carmen: " Alternative to a lecture video: Text and images"

E-learning software (e.g., Articulate, Softchalk): These tools allow you to create slide- or page-based interactive experiences. (Note: these tools are expensive, and many of the features you need may be available in free software; feel free to ask for a consultation from our team before you decide to purchase.)

Activities: Experiencing (doing)

Mobile devices: Students can use mobile devices to document and upload to BuckeyeBox or Carmen

Carmen discussions (help resources): Students can share their experiences with classmates in a discussion

U.OSU blog (help resources): Students can use a U.OSU blog as a diary or journal of their experiences

Ideas:

Tools:

Carmen web content (help resources) and discussions (help resources): The most seamless way to include case studies in your course is to present your case as a web page or discussion post in Carmen and ask students to respond in the discussion area.

E-learning software (e.g., Articulate, Softchalk): These tools allow you to create slide- or page-based interactive experiences. (Note: these tools are expensive, and many of the features you need may be available in free software; feel free to ask for a consultation from our team before you decide to purchase.)

Tools:

CarmenConnect (help resources): Students can have live (synchronous) voice or video chat sessions to act out their roles

Carmen discussions (help resources): Students can participate in role-play asynchronously in discussions

Twine (Twine website): This and other free online tools allow you to easily create interactive stories (text-based or enhanced with images, audio, and video) that can be embedded in Carmen.

E-learning software (e.g., Articulate, Softchalk): These tools allow you to create slide- or page-based interactive experiences. With software like Articulate, you can even recreate the interface of a web browser or other software and give students tasks to complete. (Note: these tools are expensive, and many of the features you need may be available in free software; feel free to ask for a consultation from our team before you decide to purchase.)

Carmen web content (help resources) and discussions (help resources): The low-tech option for simulations is to present students with a scenario, attach real (or simulated) materials and data, and then ask students to complete tasks (investigations, calculations, reports, and so on) using those materials.

Activities: Experiencing (observing)

Mobile devices: Students can use mobile devices to document and upload to BuckeyeBox or Carmen

Carmen discussions (help resources): Students can share their experiences with classmates in a discussion

U.OSU blog (help resources): Students can use a U.OSU blog as a diary or journal of their experiences

Activities: Reflecting

Ideas:

Writing to Learn: This PDF from Ohio State's Writing Across the Curriculum presents a number of writing-based class activities (and strategies for grading and feedback) to promote critical thinking.
Tools:

Carmen discussions (help resources): Set up as individual spaces, group discussions, or class discussions

U.OSU blog (help resources): You can set up class, group, or individual blog sites as a type of learning portfolio

Ideas:

Tools:

Carmen discussions (help resources): You can give students prompts and instructions for discussion in the Carmen forums

Social media: Many instructors use Twitter or other tools to create a backchannel discussion during class and comments and sharing outside of class

U.OSU blog (help resources): You can set up class, group, or individual blog sites to host student discussion and comments

CarmenConnect (help resources): You can create a live video or voice session where you and your students can talk

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Because online students experience interactions with you or their classmates differently than in a traditional course, it's especially important to design learning activities that actively engage--ones built around problems, projects, and tasks instead of lectures. An online course platform--like a lecture hall--often bears little resemblance to real (work, family, or civic) life.

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Video: Using active learning strategies to build connections between students and lecturers

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Video: Using active learning strategies to build connections between students and lecturers

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Using active learning strategies to build connections between students and lecturers

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Video: Active Learning Across Modalities: Techniques for Fostering Active Learning in Online Courses

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Video: Active Learning Across Modalities: Techniques for Fostering Active Learning in Online Courses

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Active Learning Across Modalities: Techniques for Fostering Active Learning in Online Courses

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4 Examples of Online Active Learning Activities

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4 Examples of Online Active Learning Activities

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Online learning initiatives often fail to engage and teach learners because they are passive in nature - reading PDFs, flipping through slides, listening to long lectures. One way to improve these experiences is to focus on incorporating active learning methodologies.

Education technology has introduced new, innovative ways to engage students in active learning while online. It isn't just about what's on the screen (e.g. a video versus a simulation), it's about the larger design of the lesson. Not everything created has to be maximally active - that isn't realistic nor necessary - but the overall learning experience needs to allow students to "learn by doing" to be effective.

Instructors and learning designers can incorporate active learning activities through technology in fully-online lessons, homework modules, and even in-class online activities. Using technology gives you the opportunity to scale expensive or difficult-to-set-up experiments at a lower cost, engage the technology-native generation in their often-preferred medium, and ensure that every student is participating in the learning.

Here are a few examples of how instructors are using Smart Sparrow technology to incorporate active learning in their teaching:

1. Using the scientific method online to explore new concepts

If you're trying to teach students the relationship between brightness and distance, you could do what most people do: explain the formula, provide a few examples, and later test them to see if they remember it. The problem is that memorizing like this is boring, so students are less likely to learn and even less likely to remember it later.

An alternative, active approach was taken by Ariel Anbar with his online introductory science course, HabWorlds. The brightness & distance lesson uses a pedagogical design pattern: Predict-Observe-Explain. It starts by asking the student to guess (Predict) the relationship between the two variables, thereby engaging their attention and intelligence from the start. The student then designs an experiment, collects data points (Observe), re-evaluates their thoughts based on what they observed, and completes the experiment by confirming or rejecting their initial hypothesis (Explain). Every single learner actively explores the topic and discovers the relationship for themselves. They are much more engaged, much more likely to learn, and much more likely to recall the full experience later.

2. Simulating real-world emergency medical situations

Emergency medical situations are difficult to reproduce for training because there's no way to fully practice medical procedures on real humans in a safe, worry-free space. Simulating these experiences on mannequins is equally difficult, partially due to the associated costs of extra medical equipment, partially due to organizing around the schedules of very, very busy medical professionals. But these medics still need a hands-on way to regularly brush up on their emergency medical skills.

Jones & Bartlett Learning (JBL) Paramedics realized that new education technology gave them a way to replicate the practice experience, overcome scheduling conflicts, and save money. They've created a series of virtual, simulated "ambulance ride-along" lessons as continuing education for Emergency Medical Technicians and Emergency Medical Services professionals.

Learners start each lesson by listening to a real, recorded emergency medical call, and then making an initial diagnosis using the information the caller provided. Once the patient enters the ambulance, the simulation takes the learner through every procedure required to accurately diagnose a patient, just as they would in reality: pupil assessment, lung sounds, blood pressure, pulse oximetry, capillary refill, capnography, respiratory rate, electrocardiogram, heart rate, blood glucose level. As they click to begin different assessments, they watch a recap of each step required and then perform all of the steps on the virtual patient, getting adaptive feedback and guidance if they do anything incorrectly.

Given the success of this learning experience, JBL is also working on expanding the use of edtech and active learning methodologies to create lessons for their Pediatrics department.

3. Performing hands-on experiments in a virtual lab

It's difficult for a student to imagine what would happen if certain substances were mixed in an oxygen electrode; ideally they would be able to mix the substances for themselves in order to really internalize the learning. That's why the majority of science courses include a lab component - active learning is known to be the better way.

Compelled by a combination of budgetary limitations, lack of staff, high equipment costs, and growing student numbers that don't fit in the available lab space, many science departments are benefitting from moving wet labs to online formats. It greatly reduces the amount spent on expensive construction projects (to accommodate rising matriculation) and replacing broken lab equipment.

Dr. Louise Lutze-Mann, Senior Lecturer and Deputy Head of School at the School of Biotechnology and Biomolecular Sciences at the University of New South Wales built her own virtual oxygen electrode labs. Students have access to everything they'd use in a physical lab space, including the equipment, materials, and real-time feedback from an instructor as they work and make mistakes. Students start by undergoing "training" with the virtual and techniques they'll be using, and then perform several virtual experiments to measure the oxygen consumption by isolated mitochondria and investigate how ATP is generated via the electron transport chain.

Dr. Lutze-Mann found that these virtual labs are actually more effective in teaching her students than time in a physical lab had ever been.

4. Acquiring finance experience through online repetition

Each year, thousands of learners enroll in face-to-face and online finance courses through the The Institute of Chartered Accountants Australia and New Zealand (CAANZ). CAANZ's vision was to create an interactive and adaptive learning experience that would teach students a common, complicated accounting process - consolidation - which they typically struggle to grasp via conventional learning methods. Understanding and creating proforma (a standard financial statement) for consolidation processes is a skill that can only be acquired through experience and repetition.

They developed two case study-based online lessons to help students learn the complicated finance processes through hands-on practice and repetition. Struggling students are guided toward the correct answers with specific, personalized feedback, rather than a blanket response often seen in technology, such as, "You have gotten one or more questions incorrect." The case studies were designed with dynamic facts (meaning the involved numbers are randomly generated, unique to each learner and attempt), leading to thousands of different combinations and answers. This allows students to validate and test their learning by redoing the tutorial indefinitely, so they can get all the practice they need and build their experience.

Since the addition of this active learning component to their lessons, candidates that have completed the learning activity have shown substantial and improved performance in a final summative assessment undertaken.

What are you doing to incorporate active learning?

Those are only a few examples of how Smart Sparrow technology is helping instructors and academics incorporate active learning into their courses. Hopefully they inspire you to incorporate more active learning activities into your lessons, whether online or face-to-face.

If you'd like to talk to our team about a project, or you'd like more information on how to make lessons personalized, active, and adaptive, we'd love to to talk to you. Reach out to our Learning Design Studio team directly via this form.

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4 Examples of Online Active Learning Activities

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Online learning initiatives often fail to engage and teach learners because they are passive in nature - reading PDFs, flipping through slides, listening to long lectures. One way to improve these experiences is to focus on incorporating active learning methodologies.

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Learning Online is NOT a Spectator Sport

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Learning Online is NOT a Spectator Sport

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Adjusting the Sense: Active Learning in Online Courses 

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Adjusting the Sense: Active Learning in Online Courses 

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As a college faculty member for more than 25 years, I've taught thousands of undergraduate students in a traditional classroom setting, utilizing active learning strategies to engage and involve students in the learning process.

Changing charts, card flip, expert groups, clearest/muddiest point, group projects, polling, augmented reality and case studies-all tools of the trade I know, love and use every semester.

Then came online classes. I taught my first completely online course 15 years ago. I'll be the first to admit it was a poor counterpart to the engaging face-to-face version of the same course. It was a lot of reading, several tests and papers, a few poorly managed discussion board posts and a lot of students that felt as isolated as I did as the professor.

But thank goodness that, with continued learning and support, my online courses have improved exponentially (some might even say they are better than my face-to-face courses).

My online courses now include engaging readings with point-of-context discussion questions, group projects using interactive tools like YouSeeYou, short lecture-cast videos with built-it assessment quizzing, interactive discussion boards with video and audio recordings and asynchronous guest speakers through ConnectYard.

As I learned about teaching best practices in this modality over the last 15 years, my greatest learning curve was figuring out how to use active learning strategies that connect students with each other in the online environment. What I learned is that with a little creativity, many active learning activities can be modified for the online environment. Here are a few of my favorites:

Strategy 1: Bingo. This is one of my favorite games to play in class, including name card bingo, key term bingo or case study bingo. When it comes to my online classes, I call it "office hour bingo." During one of my virtual office hours, I send each student a custom bingo card with key terms from the chapter. I invite them to attend, with their bingo card in hand, (they do this by logging into our LMS and clicking on the office hours link) and we play. I share a case study that covers the week's content, and as we discuss the case, students use the terms on their bingo card to answer questions. If they, or another student, uses the term they check it off on their bingo card.

The first several students to get a bingo win a prize (usually a holiday pencil or candy, which I mail to them). I'll do the same bingo game for several synchronous office hours during the week, so students can attend at different times, and I always record the session so students who can't attend can still play on their own. This is also a great way for students to utilize your office hours.

Strategy 2: Lectures. I provide direct instruction via video lectures in my online classes. Some ways I use active learning in my lectures are through tools like Kaltura quizzing which stops the lecture every 5 to 8 minutes to ask a quick assessment question, or by using "lecture log" worksheets, which are related to the lectures.

Students fill them out as they are listening to the lecture (think study guide) and then answer several reflection/analysis questions at the end. I'll often use these as a prompt for the discussion board post that week, so students are both actively learning the material and sharing with their peers what they've learned and how they're applying. I've learned the more engaged I am on the discussion board (providing direction, coaching, encouragement or new ideas), the more engaged my students will be.

Strategy 3: Presentations. Students give a lot of presentations in my class and I wanted a tool where online students could give presentations, peers could view and evaluate and students could get immediate feedback-just like we would do in class. Bongo, which comes free inside my Cengage MindTap course, does all this and more. Students either record their presentations right in Bongo or they upload a presentation they recorded on their computer or on their phone into the Bongo app. As their peers watch the presentation, they provide written feedback (I can also upload a rubric for them to use).

When the presenter goes in to review the feedback, it pops up as they are watching the presentation, at the point of context. I can also leave my feedback in the same way. I then have students reflect on what they learned by re-watching their presentation, with the peer feedback. Another great feature of Bongo is if you have group projects in your course, you can set the Bongo assignment up so students enter their availability to work on a project and the computer matches students to groups based on when they're free. It'll also record all of their online group meetings so you can go in and review their work and record the group project within the same tool.

I hope this gave you some new ideas for engaging students in your online courses-I'd love to hear how you've modified your favorite active learning strategies.
Want to hear more from Professor Orr? Check out our Empowered Educator events page.

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Adjusting the Lens: Active Learning in Online Classes - Cengage Blog

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As a college faculty member for more than 25 years, I've taught thousands of undergraduate students in a traditional classroom setting, utilizing active learning strategies to engage and involve students in the learning process. Changing charts, card flip, expert groups, clearest/muddiest point, group projects, polling, augmented reality and case studies-all tools of the trade I know, love and use every semester.