# data[].attributes.headline
Padlet Pre-learning activity - Instructions 

# data[].attributes.subject
Padlet Pre-learning activity - Instructions 

# data[].attributes.body
There are numerous active learning strategies that can be utilized in various learning settings. Based on your prior learning experiences as a student, identify two experiences from prior learning experiences when successful active learning strategies were used. Using this Padlet , create a post where you briefly describe the experience, identifying the active learning strategy involved,  and also briefly explain how the active learning strategy impacted your learning. You may use experiences from this course or from other learning settings. (Please note, you do not need to have a padlet account to complete this activity; to add your post, click on the “+” sign in the bottom right corner and follow the directions).

# data[].attributes.body
Actually I have 2 examples for a active learning:

1. Group discussion in EDU 497 to solve a problem, like Fish activity, and desert activity, the active learning strategy used here is group discussion to solve a problem (Collaborative learning), and it was very interesting, and it has a valuable impact in our learning , as The active problem-solving nature of the activity promoted critical thinking skills, allowing students to analyze information and develop logical solutions, in addition to improving the communication skills among the group members, and a deep understanding of the learning objectives behind this activity

2. alternating the roles as a teacher and as a learner in EDU497 course, as I played the role as a teacher in the first week and in the 2nd week as a learner, and it is a very good experience, the active learning strategy used here is: Peer instruction, and this experience has a great impact in my learning experience as I have the chance to work with my group in creating a module from all its aspect, as we started to apply what we learned from this course, like applying the high leverage practice, in addition to good experience in working in the blackboard with proper instructions to the students, and as a learner, I learned a different new learning activities may be I will use it in the future

# data[].attributes.body
In my opinion, active learning happens when all students are engaged and provided with a certain task to ensure they are contributing actively towards the learning activity. Some examples of active learning based on my experience:

1) Jigsaw Learning - in another course, EDE424 (Simulation in Health Professions Education), the students are divided to read different types of debriefing techniques, and share them during class. This is an efficient method to ensure students are contributing actively into learning process at the classroom. This activity also induced sense of responsibility of students towards the group and also implementing peer learning. I attempted my best to explain the allocated materials so that all my classmates could learn from it without misunderstanding. Of course, there was a discussion opportunity for QnA and clarifications from both students and instructor after each presentation.

2) Peyton's Four Step Approach - I use this approach when teaching clinical/procedural skills to undergraduate medical students. In a traditional approach, maybe only 1-2 students will demonstrate at a time while others are watching. Using this Peyton's model, there will students performing, probing, reading, and provide feedback at a time, and then rotate and change roles. This way, all students are participating actively in most of the session/class time with different roles.

-Tama-

# data[].attributes.body
After some deep thought, I have experienced active learning more frequent than I expected but two stand out to me.

1. Being a clinical instructor and teaching skills to my group of students. At the beginning of this semester, I was teaching skills to first semester nursing students at Fisher. For two weeks in a row, I would go to campus and have the group of students be hands on with performing specific skills. During those days, I had limited time to be a "teacher" but instead was facilitate their learning by going over how to perform a skill, then breaking them up into groups to either role-play or complete the skills amongst their group members. During this time, I may not have been the learner but I did create active learning for the students while I was the facilitator.

2. While in undergraduate school, I took form in a debate class for an elective. The professor of the class set up the class in a way where there were maybe 10 controversial topics at that time, would then have us choose topics that were interesting, then break us up into for or against the topics. When it came time to debate, the professor was not involved in the slightest but instead was an outsider looking in. It was up to the students to be involved with the discussion and present the information developed. It was one of the best learning experiences I have had to date because as uncomfortable it was to not know everything about a specific topic (even if you think you do), you develop an understanding from both sides of a topic and find a way to find common ground to have a professional, mature debate.

Jordan Holik =)

# data[].attributes.body
1. During my undergraduate nursing education, I joined a patient-centered care PPL (Problem-Based Learning) discussion group. The focus was on developing critical thinking and problem-solving skills. We started by reading and analyzing relevant articles and research studies, then come together to share our insights and perspectives. The experience was interesting. The group's collective knowledge and expertise culminated in a thoughtful conclusion. I learned a lot from my peers about different approaches to patient care and problem-solving.

2. Participating in the fish activity in EDU 497 to be quite fascinating. It was fascinating to observe how each individual had a unique perspective and approach to analyzing the activity. This experience made me appreciate the value of seeing things from different viewpoints

Rima :)

# data[].attributes.body
The first experience that comes to mind is when I took ED525 Intro to Interviews and Focus Groups. As part of the coursework, we had to develop an interview protocol. After we developed our first drafts we paired up into thinking partners to review our draft. We had to pretend that our partner was the interviewee and go through the protocol and interview questions with them. We were allowed to leave the classroom and go to a quiet space in order to better focus on the task. In doing this role playing activity, it allowed us to see (and hear) what the interview process would look and sound like. I remember after reading a few lines it was obvious to me that my tone was a bit too formal in certain parts. While it appeared good on paper, it sounded unnatural in conversation. I was able to improve the revised protocol from both the feedback my partner gave and through my own thoughts as I read it out loud.

I cannot help but choose the beloved fish activity from this class as my second example. In this active learning exercise, we first tried our own strategies independently, then broke into small groups, and finally came back for a full class discussion. The structure of this exercise allowed us to explore what we already knew as individuals coming in to the activity, then allowed us to expand on our own knowledge by hearing the strategies used by others. While at first the exercise felt a little intimidating and awkward, it was certainly engaging and motivated us to solve the puzzle. Some of us were so invested in this project, that we were quite frustrated when no "correct" answer was offered at the end!

Amy :)

# data[].attributes.body
1. In my undergraduate classes in nursing school, my professors would divide the class into small groups and give us each a unique case study. We would have open-ended questions we would need to answer related to their nursing care, and then we'd share our answers with the whole class. It was a great way to stimulate critical thinking and promote professional collaboration!

2. The other experience that comes to mind is from my class last fall in NLX 417: Teaching and Learning in Nursing. I gave a presentation on Gagne's nine events of instruction, which is a sequence of events that is supposed to enhance learning and acquisition of skills. After teaching about the nine events, I presented a mini lesson in which I used Gagne's events to teach the other students how to play the "cup game" (from the movie Pitch Perfect). I thought it was a great way to show how this teaching framework could be applied to any topic, while actively involving each of the learners. Although I was not the student, I thought it was a good example of active learning.

Bailea :)

# data[].attributes.body
1.) In EDU 576 Contemporary Issues in Higher Education we used a discussion platform called Yellowdig. We had a private network for the class where we could have our own learning community. We shared current events and articles related course. We commented on each others articles and this built relationships and better understanding of issues in higher education. With each post, like or comment you received immediate points and we each had a goal set at the beginning of the semester to receive full credit. The instructor shared and commented as well.

2.) In EDE 486, we built on line courses and shared our work with a small cohort we worked with for several weeks. It was helpful to get feedback from my peers who also had some experience teaching online. They provided immediate feedback, suggestions and ideas for my course. We learned from each other and had an instructor that was very active with each cohort. The instructor was invested in our topics and learning. We all learned from each other in a supportive and nurturing environment.

Mary

# data[].attributes.body
The first thing that came to mind was when I was in the NLX 417 - Teaching and Learning in Nursing course. Every class was an open discussion where the professor was the facilitator but the students activated their own learning through discussion. Utilizing this open discussion provided opportunities for us as learners to discuss the intended subject content as a whole group allowing for ideas to be bounced off of each other, and learning to happen as a whole. It was a very flexible class. Wherever the discussion took us is where the class went as long as we stayed on topic. The professor was there to facilitate, and making sure we were using our critical thinking skills, kept us motivated, encouraged curiosity, all while assessing our knowledge and promoting a safe and positive learning environment. Overall, I thoroughly enjoy this type of active learning strategy. I like to hear what other people have to say, and learn things that maybe I wasn't considering or knew about.

- Breanna Ange

# data[].attributes.body
The first active learning experience I can recall actually occurred at work. I remember my supervisor at the time wanted each technologist to "own" a piece of equipment and present/teach to unit staff for annual education. By giving us the responsibility to be the leader/expert on these various devices, it encouraged us to gain a deeper understanding of the device so that we can then impart that knowledge to staff and be a resource for others. This technique of self-learning to then teach others puts the pressure so-to-speak on you to them be successful as the teacher.

The second active learning technique would be simulation participation, observation and debrief. All three roles roles within a simulation are extremely beneficial to the deeper learning processes. By actively participating you are performing hands on skills and adapting in the moment as the simulation progresses. As an observer, you're given the ability to "look in from outside the fishbowl." This allows you critically think but also assess others as they physically perform the simulation. Debriefing from both sides creates that open discussion for critique and positive feedback.

-- Rachel