Designing Engaging Learning Activities — Transcript

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1. 0:08As more courses ship through face-to-face,
2. 0:11blended or fully online delivery,
3. 0:14you may be looking for new ways to engage
4. 0:16your students with active or collaborative activities.
5. 0:19Engaging learning activities can increase
6. 0:22student motivation and success across all course
7. 0:25modalities by requiring students to engage in
8. 0:28meaningful activities and think
9. 0:29deeply about the concepts they're mastering.
10. 0:32When students are given the opportunity to
11. 0:34engage in active and collaborative activities,
12. 0:37such as working together to solve a problem,
13. 0:39They are more likely to retain what they've learned
14. 0:42and stay motivated to do well within the course.
15. 0:45Additionally, active learning requires
16. 0:48students to engage in
17. 0:49higher-order critical thinking at
18. 0:51the levels of application,
19. 0:53analysis, evaluation, and creation of Bloom's taxonomy.
20. 0:58In this video, we will provide
21. 1:00some practical strategies and tools to
22. 1:03promote student engagement and
23. 1:05active learning and the design of your course activities.
24. 1:09The keys to developing
25. 1:11effective online learning activities,
26. 1:13or to create them so that
27. 1:14the activities include opportunities for active learning,
28. 1:18allow for different types
29. 1:20of interactions such as student to
30. 1:21student or instructor to student are sequential.
31. 1:25So each activity builds on the one before and include
32. 1:28opportunities for students to
33. 1:30think and reflect on what they are learning,
34. 1:32how they are learning,
35. 1:34and the importance of what they're learning with
36. 1:36useful feedback from peers or the instructor.
37. 1:39Designing active learning activities also
38. 1:42allows you to be creative and think outside of the box.
39. 1:45It is a great opportunity to take
40. 1:47concepts that may be difficult to
41. 1:49understand and have those concepts
42. 1:51come alive for students.
43. 1:53But what are some examples of active learning activities?
44. 1:57They can take the form of debating a current event or
45. 2:00engaging in a case study and discussion groups,
46. 2:03participating in a simulation or scenario,
47. 2:08interviewing experts in the field,
48. 2:11or finding and sharing examples from
49. 2:14the real world that reflect
50. 2:15course topics or concepts and action.
51. 2:18So when designing your learning activities,
52. 2:20consider the following questions.
53. 2:23What are your goals for the activity?
54. 2:26How does this activity aligned to the course outcomes?
55. 2:29How will the students be assessed?
56. 2:32Are there opportunities for
57. 2:34collaboration or student interaction?
58. 2:36And are there any needed tools or
59. 2:39technologies that will enhance this activity?
60. 2:42As you work through designing your learning activities,
61. 2:46be sure to visit our faculty Resources page
62. 2:48for help with alignment,
63. 2:50assessment design and
64. 2:51other essential course design principles and resources.
65. 2:55Next, we're going to cover
66. 2:57some various activities and tools that
67. 2:59are available on Moodle to help you
68. 3:01create your engaging learning activity.
69. 3:04H5P, short for HTML5 package,
70. 3:08is a plug-in tool that helps
71. 3:10produce and run interactive content within
72. 3:12Moodle and can be used to
73. 3:14create embedded quizzes and games,
74. 3:16slideshows and simulations and annotated videos.
75. 3:20H5P facilitates active learning by
76. 3:23allowing students to interact with course materials
77. 3:26beyond reading a textbook or watching
78. 3:28a lecture to check their understanding or
79. 3:31engage in problem solving and critical thinking
80. 3:33activities on their own time and at their own pace.
81. 3:37H5P activities provide learners with instant feedback
82. 3:41which is key to effective formative assessment.
83. 3:44H5P also makes it possible to build interactive,
84. 3:48game-based design principles into your learning.
85. 3:51And interactive content produces
86. 3:52immediate responses to signal to learners that
87. 3:55they were successful or not
88. 3:56successful through rewards like badges,
89. 3:59points, or fun animations.
90. 4:01This is also a good technique for giving learners
91. 4:04time to work through content to correct errors,
92. 4:07misconceptions, or run scenarios multiple times.
93. 4:12H5P also allows you to share and reuse content with
94. 4:16an ever growing library of
95. 4:18activity examples that can be
96. 4:20downloaded and re-used in your course.
97. 4:23For a more simple Moodle native option,
98. 4:27you can also use the Moodle quiz activity to
99. 4:29create short auto-graded quizzes that give
100. 4:32students the same immediate formative feedback about
101. 4:35their learning that H5P can also provide.
102. 4:39Discussion forums are another great way
103. 4:41to engage students in active learning.
104. 4:44By extending learning into a discussion forum,
105. 4:47students achieve higher-order thinking through
106. 4:49their interactions between students and the instructor.
107. 4:53And by using a variety of prompts,
108. 4:55forums can lead to rich critical discussions.
109. 4:58Whether students are actively reflecting on
110. 5:00a current scenario and discussing problem resolution,
111. 5:03or providing a case analysis.
112. 5:05For tips on writing effective forum prompts and
113. 5:08facilitating engaging discussion forums,
114. 5:10please see our designing
115. 5:12effective online discussions resource on our website.
116. 5:15A tool that can be used to facilitate rich discussions or
117. 5:19presentations outside of
118. 5:21a traditional text-based forum is VoiceThread.
119. 5:24Voicethread is a collaborative multimedia slideshow
120. 5:28that holds images, documents, and videos,
121. 5:31and allow students to navigate slides and leave
122. 5:34comments and five ways by using voice,
123. 5:37text and audio file or video via webcam.
124. 5:41This way, voice started, allows
125. 5:43for active multimedia discussions,
126. 5:45but in an asynchronous format.
127. 5:48An instructor can set up
128. 5:49a single voice thread that students contribute
129. 5:51comments to, creating a multimedia discussion board,
130. 5:55or they can require that students create
131. 5:56their own voice threads to
132. 5:58create a multimedia presentation.
133. 6:01One of the best ways to promote
134. 6:03collaborative learning at
135. 6:04the highest levels of critical thinking,
136. 6:06evaluation and creation is by
137. 6:08assigning a group project in which students work together
138. 6:11to produce a paper, presentation or
139. 6:14other final output with
140. 6:15checkpoints throughout the semester.
141. 6:17Moodle provides various tools and
142. 6:19activities to facilitate group work.
143. 6:22First, you will need to set up
144. 6:23groups and groupings in Moodle so that
145. 6:26students can interact and
146. 6:27group-specific forums to discuss project progress,
147. 6:30as well as submit the assignment as a group.
148. 6:33This means that only one student
149. 6:35needs to submit for each group,
150. 6:36but you are able to assign a grade to all group members.
151. 6:40For easy file-sharing, it
152. 6:41is recommended that students create
153. 6:43a shared folder in OneDrive so they can easily
154. 6:46share and collaborate on
155. 6:47project documents throughout the semester.
156. 6:50If creating a high-stakes group project
157. 6:52where students must work together,
158. 6:54you may also want to create
159. 6:55a group evaluation survey so
160. 6:58students can provide feedback on fellow group members.
161. 7:01The Moodle feedback activity allows
162. 7:03you to create survey questions for students to
163. 7:05fill out so they can provide feedback about
164. 7:08the overall group project and their fellow group members.
165. 7:11Multimedia projects in which
166. 7:13students produce something like a short video,
167. 7:15recorded presentation or infographic
168. 7:18to demonstrate their learning can provide
169. 7:20a more engaging alternative to
170. 7:22traditional exams by creating something new,
171. 7:25students also demonstrate achievement
172. 7:27of the highest level of critical thinking.
173. 7:30For presentations in which peer feedback is needed,
174. 7:33students can utilize their private Zoom meeting room
175. 7:36to record their presentation.
176. 7:38Then post the public link to a discussion forum for
177. 7:40their fellow students to watch and provide feedback.
178. 7:44Regardless of what tool or activity you use,
179. 7:48the essential components of
180. 7:49effective active learning activities are the same,
181. 7:52whether delivered in the online learning
182. 7:54environment or in the classroom.
183. 7:56Remember that each of your activities should
184. 7:58have the following characteristics or components.
185. 8:01A clear purpose and aligned to
186. 8:03a specific and measurable learning outcome.
187. 8:06A mechanism for assessing
188. 8:07and providing feedback to students,
189. 8:09such as a rubric or grading guide,
190. 8:12and detailed directions for completing the activity,
191. 8:15including instructions for using
192. 8:17any new tools and uploading the submission.
193. 8:19Other components you may wish to consider
194. 8:21and your activity planning or what
195. 8:23you need to do to ensure your students
196. 8:25are ready to actively participate.
197. 8:27Such as creating a short tutorial video
198. 8:30on how to use the new tool.
199. 8:31And how you might incorporate feedback from
200. 8:33students about their experiences to
201. 8:35improve the activity for the next round of students. By
202. 8:39creating intentionally design
203. 8:41active learning activities throughout your course,
204. 8:43You can not only captivate student minds and help them
205. 8:46deepen their understanding of the concepts taught,
206. 8:48but also create a truly memorable learning experience.
207. 8:53For more information on the technologies
208. 8:55covered in this video,
209. 8:56visit grok.LSU.edu.
210. 8:59If you have any Moodle or
211. 9:00technology-related questions or would like assistance,
212. 9:03please contact the faculty technology center
213. 9:06at 225-578-3375
214. 9:09option two or email [email protected].