active learning Archives - Adventures in Oceanography and Teaching

It is not necessary to convince teachers of active learning any more, it is now about improving the quality! (Dancy et al., 2024)

May 31, 2024

I haven’t read a lot of physics education research recently, but this article on how “Physics instructors’ knowledge and use of active learning has increased over the last decade but…

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (3/x)

April 6, 2023

This is the third part (part 1 here, part 2 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019).…

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (2/x)

April 4, 2023

This is the second part (part 1 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019). Take it…

Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (1/x)

April 3, 2023

I absolutely loved reading the “small teaching” book by Lang (2021), so I was super excited to dig into the related “small teaching online — applying learning science in online…

“Doughnut Rounds” (after Fleiszer et al., 1997)

March 27, 2023

A great teaching method that engages students with literature, and that Cathy Bovill recently introduced me to, are “doughnut rounds”: Students (or workshop participants) are asked to read an article…

The Curious Construct of Active Learning: A guest post by K. Dunnett (UiO) on Lombardi et al. (2021)

May 24, 2022

‘Active Learning’ is frequently used in relation to university teaching, especially in Science, Technology, Engineering and Mathematics (STEM) subjects where expository lecturing is still a common means of instruction, especially…

“Things I wanted to say but didn’t get the chance…”: A method to include missing voices!

September 21, 2021

I’m currently leading another virtual 3-day workshop on “introduction to university teaching”, and yesterday I left a prompt on the shared slide deck we are working on, “Things I wanted to…

Our presentation at #FieldWorkFix: “An interactive mobile adventure on coastal protection”

September 8, 2021

This summer I had a fun little side project: I was co-supervising a Bachelor thesis in geography at Kiel University! Janina Dreeßen, with Katja Kuhwald as her main supervisor, did…

Negotiating a rubric of learning outcomes and letting students pick the format in which they show they’ve mastered the learning outcomes

July 4, 2021

I’m still inspired by Cathy’s work on “co-creation”, and an episode of “Lecture Breakers” (I think the first one on student engagement techniques where they talked about letting students choose…

Pick a role and write a lecture summary from that perspective. Does that sound motivating?

June 25, 2021

Kjersti and I have been talking about asking students to take turns and write summaries of lectures throughout the whole semester. We would then give feedback on them to make…

#WaveWatching as “transformative experience”? (Based on articles by Pugh et al. 2019, 2011, 2010)

May 27, 2021

I was reading an article on “active learning” by Lombardi et al. (2021), when the sentence “In undergraduate geoscience, Pugh et al. (2019) found that students who made observations of…

Using an active lunch break to see the world through our subject area’s lens and to reconnect us to what fascinates and motivates us

May 14, 2021

I often teach faculty development workshops at Kiel University. Since we have been in remote teaching mode almost exclusively since March 2020, dealing with virtual classes is a pressing subject…

The “lightning storm in the chat” method

May 13, 2021

In a workshop I led recently, a participant helped me gain a new perspective on an old method: the “lightning storm in the chat” (my best attempt at translating “Chatgewitter”…

My two favourite methods for re-activating and re-focussing workshop participants

May 8, 2021

I have always hated workshops where you had to do “active stuff”, moving around to music and the like, because the facilitator wanted to “get everybody active!”. But recently I’ve…

“Invisible learning” by David Franklin

April 18, 2021

Several things happened today. I had a lovely time reading in the hammock I tried to kill two birds with one stone (figuratively of course): writing a blog post about…

Even though students in the active classroom learn more, they feel like they learn less

November 13, 2020

If you’ve been trying to actively engage students in your classes, I am sure you’ve felt at least some level of resistance. Even though we know from literature (e.g. Freeman…

How your behavior as an instructor influences how your students behave during peer instruction phases

December 17, 2015

It probably doesn’t come as a surprise to you that how you behave as an instructor influences how your students work during peer instruction phases. But do you know what…

Using twitter as a tool to let students discover that the topics of their courses are EVERYWHERE

December 3, 2015

This is a method that I have been excited about ever since learning about #birdclass in the “Evidence-based undergraduate STEM teaching” MOOC last year: Help students discover that the content of…

Does multitasking hurt learning? Show ’em!

October 7, 2015

I am reading the “Faculty Focus” mailing list, and a side-note in one of their recent posts, “Why policies fail to promote better learning decisions” by Lolita Paff, really struck…

Preparing my workshop on how learning works

September 23, 2015

As you know, I’m preparing a workshop for teaching assistants in mechanical engineering at Dresden University of Technology. And even though I’ve given similar workshops successfully more than once before, it…

How do you make sure your students come prepared to your flipped course?

July 29, 2015

As I mentioned a while back, we are preparing a flipped course. And the biggest question always is how to make sure students actually prepare for class. Because if they…

Thank you, Archimedes!

May 13, 2015

I really like hydrostatics. Of course I like moving water even better, but even static water is great. And there are so many things to explore! If I was to…

Peer instruction! Combine it with individual thinking or discussions with the whole class?

April 15, 2015

Make sure it stays silent during the first step of the clicker process. When using clickers in class, there are many different possible ways of implementing clicker questions and peer…

Activating students – a vicious circle?

March 27, 2015

Can we become “too motivating”? One thing I’ve been pondering recently are vicious circles, especially in teaching and learning contexts. Imagine this situation: You observe that your students are not…

Problem-based learning: Solar eclipse, part II

March 23, 2015

PBL – the final steps. Two weeks ago, I described the first five steps of the problem-based learning (PBL) method. Last week, we continued with the workshop and went through…

Problem-Based Learning: Solar eclipse

March 18, 2015

Workshop on PBL, using the upcoming solar eclipse (on Friday!) as a case study. I am currently attending a workshop run by one of my all-time favorite colleagues, Marisa, on Problem-Based Learning. The…

Let’s do the wave! Longitudinal or transversal?

August 13, 2014

A simple visualization of two types of waves. The FIFA world cup has been over for a while now, but I still need to share an idea I had watching…

How to make demos useful in teaching

June 1, 2014

Showing demonstrations might not be as effective as you think. Since I was talking about the figures I bring with me to consultations yesterday, I thought I’d share another one…

Should we ask or should we tell?

May 31, 2014

Article by Freeman et al., 2014, “Active learning increases student performance in science, engineering, and mathematics”. Following up on the difficulties in asking good questions described yesterday, I’m today presenting…

On asking questions

May 30, 2014

How do you ask questions that really make students think, and ultimately understand? I’ve only been working at a center for teaching and learning for half a year, but still…

Clickers

March 19, 2014

Remember my ABCD voting cards? Here is how the professionals do audience response. Remember my post on ABCD voting cards (post 1, 2, 3 on the topic)? I then introduced…

Introducing voting cards (post 3/3)

September 8, 2013

How do you introduce voting cards as a new method in a way that minimizes student resistance? As all new methods, voting cards (see post on the method here, and…

How to pose questions for voting card concept tests (post 2/3)

September 3, 2013

Different ways of posing questions for concept tests are being presented here Concept tests using voting cards have been presented in this post. Here, I want to talk about different…

A, B, C or D?

August 31, 2013

Voting cards. A low-tech concept test tool, enhancing student engagement and participation. (Post 1/3) Voting cards are a tool that I learned about from Al Trujillo at the workshop “teaching…

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