EPD - Teaching & Learning - Theories & Principles - Active Learning
This page provides resources related to active learning, a pedagogical theory that encourages learners to actively participate in learning.
Active learning techniques engage and motivate students. Active learning is a process by which students think critically, read, write, discuss, problem solve, and teach each other in a way that promotes analysis, synthesis, and evaluation (Barkley, 2014). The course should contain a combination of synchronous and asynchronous active learning activities, with a balance of individual work and group collaboration. EPD can provide templates and consultation for active learning design.
Active learning is the core of EPD's instructional model for online learning.
What is Active Learning?, Center for Educational Innovation - University of Minnesota
Why Use Active Learning?, Center for Educational Innovation - University of Minnesota
ApplicationEPD's instructional design model focuses on active learning and multiple modes of interaction. This affords multiple opportunities for students to engage with course materials through the Absorb-Do-Connect model, interact with each other, as well as the instructor. Another key component of our model is the use of regularly scheduled synchronous (live) web conferences, which help to create community and engender social presence in the course.
DoIT Blended Learning Toolkit, Active Learning In Your Course. 2nd Edition. Active Learning In Your Course is a downloadable PDF authored by DoIT Academic Technology. This resource helps instructors identify and implement research-based active learning techniques in their courses.
- InterPro - UW Showcase 2016 - Use Active Learning to Design and Deliver Successful Online Courses and Degree Programs
- Active learning Guide from Vanderbilt University Center for Teaching. Written by Cynthia J. Brame, CFT Assistant Director
- Active Learning at the University of Minnesota
- Bonwell, Charles C.; Eison, James A., Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports