Copyright © 2003 by Pearson Education, Inc. All rights reserved. Interactivity in the Distance...

Copyright © 2003 by Pearson Education, Inc. All rights reserved.

Interactivity in theDistance Education

Classroom

Interactivity in theDistance Education

Classroom


"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


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.”


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.


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.


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.


The Interaction GoalThe Interaction Goal


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.


InteractionInteraction



teacher - studentteacher - student




student -teacherstudent -teacher




student - contentstudent - content







student - resourcesstudent - resources





onsite student - onsite studentonsite student - onsite student








onsite student - remote studentonsite student - remote student








onsite student - remote studentonsite student - remote student



remote student - remote studentremote student - remote student


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.


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)




• 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


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


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


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


PlanPlanHow will I ______ the content?

How will I ______ the content?

What do I want them______or be ___________at the end of

this module?


this module?

What do I want to

_________in this

module?

What do I want to

_________in this

module?

Start with goals & outcomes



PlanPlanHow will I ______ the content?

How will I ______ the content?


this module?


this module?

What do I want to

accomplish in this

module?

What do I want to

accomplish in this

module?




PlanPlan

How will I deliver

the content?

How will I deliver

the content?


this module?


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




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?


Don’t be a Talking Head

Don’t be a Talking Head

Copyright © 2003 by Pearson Education, Inc. All rights reserved. Interactivity in the Distance...

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