Active learning
This page contains a collection of resources around active learning. Feel free to add any resources you think relevant.
It is part of the collection of learning and teaching resources maintained on the CDDU wiki.
Literature
Maggie Hutchings, Mark Hadfield, George Howarth, Steven Lewarne, (2007). Meeting the challenges of active learning in Web-based case studies for sustainable development, Innovations in Education and Teaching International, 44(3): 331-343
Abstract: Teaching staff, designing conventional courses in higher education, must make decisions about selecting content and activities to engage students in learning. When the Internet is chosen as the principal delivery vehicle it presents particular challenges for the design of active learning. Further challenges are added when working with a complex, multidisciplinary subject, with no unique solutions for the learner. This paper examines strategies employed in designing case study material to encourage active learning in sustainable development. Significant elements for successful practice are identified in the application of key learning design principles to meet the challenge of Web design for active and constructive learning. Principles of variety, action, application, interaction, feedback, scaffolding and evaluation are offered as a framework and set of benchmarks for teaching staff and learning technologists designing and evaluating Web-based learning initiatives.
Joel Michael, (2007). Faculty perceptions about barriers to active learning, College Teaching, 55(2): 42-48
Abstract: Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their pereceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues directly impacting faculty, and pedagogical issues. While many of the faculty perceptions are correct, others are not. Understanding teachers' perceptions about the barriers of active learning in their classrooms is the first step in devising strategies for helping faculty change the way they teach.
