engaging students in learning activities mark h. gelula, ph.d. director of faculty development...
TRANSCRIPT
![Page 1: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/1.jpg)
Engaging Students in Learning Activities
Mark H. Gelula, Ph.D.
Director of Faculty Development
Department of Medical Education
![Page 2: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/2.jpg)
The Online Classroom
• Fast communication across distances
• Anytime learning and teaching
• Integration of the computer
![Page 3: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/3.jpg)
Caveats
• Technical skills
• All participants must have access to suitable hardware and software
• Bandwidth is usually limited
• Technological problems
![Page 4: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/4.jpg)
Pedagogical Decisions
• Learners and their needs
• Motivation
• How can my course material help the students in their lives outside of the course
• Learning styles: an important consideration for every online teacher
![Page 5: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/5.jpg)
Instructors and their teaching model
• four types of teaching models: – discipline-centered, – teacher-centered, – student-centered cognitive– student-centered affective
![Page 6: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/6.jpg)
Questions to Consider
• Is this content primarily factual, experiential, conceptual, or attitudinal?
• Is this content better approached by an individual activity, a group activity, or both?
• Should units be completed at each student’s own pace, or should there be deadlines for assignments?
![Page 7: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/7.jpg)
Instructional methods
• Lectures and readings – fixed material to students – passive
• Discussions and group activities – allow students to interact as they grapple with course
material – active
• Exercises and simulations – provide individual students with an opportunity to try
out course concepts in a limited way and thus enhance their understanding – experiential
![Page 8: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/8.jpg)
Modes of Interaction
• Two basic concepts – the shape of the communication. – the timing of the communication
![Page 9: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/9.jpg)
Shape of the Communication
A course activity may be
•Solitary (like individual reading)
•One-to-one communication (as in a tutorial)
•One-to-many (as in a lecture)
•Many-to-many (as in a discussion).
![Page 10: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/10.jpg)
Timing of the Communication
• Synchronous communication• Asynchronous communication
![Page 11: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/11.jpg)
Synchronous Communication
– Participants receive the communication at the time that it is spoken (or written);
• Telephone calls
![Page 12: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/12.jpg)
Asynchronous Communication,
• Some delay between the time the speaker speaks and the listener hears.
• correspondence by mail.
• "telephone tag" and voice mail messages.
![Page 13: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/13.jpg)
Shape Venue Timing
Synchronous Asynchronous
One-to-one Off-lineOn-line
•Telephone call•Instant messages
•Postal mail•Email
One-to-many Off-lineOn-line
•Lecture•Streaming audio/video broadcast
•Grocery store bulletin board•Website
Many-to-many Off-lineOn-line
•Brainstorming session•Chat room
•Hospital patient's chart•Network newsgroup
Communication Shape, Venue, and Timing
![Page 14: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/14.jpg)
Technological decisions
• Software
• Hardware
• Network Bandwidth
• Security
![Page 15: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/15.jpg)
A Learning Taxonomy*
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
*From Distance Learning Resource Network's Technology Resource Guide Chapter 4: Bloom's Taxonomy. http://www.dlrn.org/library/dl/guide4.html
![Page 16: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/16.jpg)
A Learning Taxonomy4. Analysis: analyze, appraise, calculate, categorize,
compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate
![Page 17: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/17.jpg)
What about Lectures?
• Streaming audio-video• PowerPoint presentation• Textual
– Lecture– Notes– Supplements
![Page 18: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/18.jpg)
Kolb’s Learning Cycle
Active Experimentation Reflective
Observation
Concrete Experience
Abstract Conceptualization
![Page 19: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/19.jpg)
Experiential Learning
Experiencing
Sharing
ProcessingGeneralizing
Applying
![Page 20: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/20.jpg)
Activity and Learning
Didactic: Meaning External to Learner
Experiential: Meaning Internal to Learner
Read i ng
Lecture
Discussion
Case
Role
Play
Exp.
Lec
Instrumnt
Simulation
![Page 21: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/21.jpg)
Three Principles
• Active and experiential learning
• Dynamic student to student discussion
• Opportunities for reflective thought followed by relative risk taking
![Page 22: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/22.jpg)
More than Distributing Information
• Processes to assist students as they– discover how to think critically and reflectively– work collaboratively– establish leadership skills– learn to exchange ideas leading to
• productive problem-solving
• careful decision making,
• substantive applied learning.
![Page 23: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/23.jpg)
Vary Group Size and Purpose
• Students learn to – relate concepts to each other
– develop new strategies and approaches to problems
![Page 24: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/24.jpg)
Organizational Process for a Typical Course Week
![Page 25: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/25.jpg)
Asynchronous Discussions
• General class conferences are for the use of all of the students in the class. These conferences appear in every student’s conference list, and include “Announcements”
• Topical class conferences are associated with each of the topics covered in the course. These conferences are also open to all students, and appear in every student’s conference list, after the general conferences.
![Page 26: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/26.jpg)
Asynchronous Discussions
• Small group conferences are used by each of the 4-5 person student groups in the course. Each student’s conference list includes only the small group conference for their group;
• Private conferences are for discussion between an individual student and the instructors. Using private conferences rather than email allows both student and instructor to keep everything associated with the course in one place.
![Page 27: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/27.jpg)
Asynchronous Discussion Examples
• Four per-group conferences
• Four per-group conferences with topical sub-conferences
• Four per-group conferences with weekly sub-conferences
• Eight per-week conferences with group sub-conferences
![Page 28: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/28.jpg)
Asynchronous Discussion Examples
• Three topical conferences with group sub-conferences
• Three topic conferences with weekly sub-conferences and group subsubconferences– 2-person paper review– Co-writing papers– Case analysis
![Page 29: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/29.jpg)
Synchronous Discussions
• Text– Computer bulletin board systems and Unix systems have
long supported text-based synchronous “chat” discussions.
• Audioconferencing and Videoconferencing
![Page 30: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/30.jpg)
How to Suggestions
• Use Small Group Sizes
• Find Group Facilitators
• Set Deadlines
• Focus on Goals
• Ask Questions
• Lie Back
![Page 31: Engaging Students in Learning Activities Mark H. Gelula, Ph.D. Director of Faculty Development Department of Medical Education mgelula@uic.edu](https://reader031.vdocuments.mx/reader031/viewer/2022032604/56649e685503460f94b63b0e/html5/thumbnails/31.jpg)
Specific Activities
• Problem-based Learning
• Case Analysis
• Peer Teaching
• Group Writing
• Critical Incident Discussions
• Nominal Group Technique
• Delphi Process and Polling