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VSoE Engaged Learning Initiative
Gisele Ragusa, Ph.D. August 2017
VSoEEngagedLearningIni/a/veGoals• Improvepedagogicalprac4cesforface-to-face&distancelearning–technology
media4on,experimenta4onwithengagedpedagogieswithtechnologymedia4oninundergradcoursesandinlargeDENcourses.
• Fullyengageundergrads,DENgradstudentsandface-to-facegradstudents.• Improveandtransformtechnologyandtechmediatedlearning-ReviewedLMS
andothered.tech.companiesforflexibility,VSoEdevelopmentopportuni4esandothernovelopportuni4esthatfacilitatemaximalengagementandpersonaliza4onwithlowtomoderatefacultyburden.
★★Facilitatespersonalizedlearning★★
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StudentSTEMOutcomesRecognizedbyNAE,NAS,IEEE,andNRC(2007,2011,2012,2013)
Studentsmust:– Formulatesocietallyrelevantques4onsanddefineassociated
problems– Developandusescien4ficandengineeringproblemsolvingmodels– Plan,carryoutandleadinves4ga4ons– Rigorouslyanalyzeandinterpretdata– Useadvancedmathema4csandcomputa4onalthinkinginreallife
problemsolving– Constructexplana4onsanddesignsolu4ons– Engageinscien4ficargumentfromevidence– Obtain,evaluate,andcommunicatescien4ficinforma4onfordiverse
audiences– Bepreparedtothink,liveandprac4ceingloballysituatedengineering
workforces
Na/onalResearchCouncilandNa/onalAcademyofEngineeringRecognizedStrategiesforEngagedandImpacOulLearning
• Prepare impactful learning outcomes for students- focus on A & K higher orderedlearning with proving behavior
• Infuse demos into conceptually & principle oriented courses- interactive “mini-lectures” (<20 min. intervals), principles provide “glue” for concepts
• Organize students into small learning communities within courses- STEM Circles,group projects, ACT model, TPS
• Engage in authentic, scenario-based (case-based) content instruction- garnishcontemporary scenarios from the field via dept. advisory groups etc.; promotesself-directed learning (metacognition)
• Design diverse in-class “learn by doing” activities to actively engage students(cooperative problem solving, student demos)
• Use a “studio approach” instructional model- (round tables, instructor in the middle,“see one (demo), try one.”- “tangibles,” (hands-on observations & measurements)or “ponderables,” (complex real world questions & simulations w/discussions).
• Infuse undergraduate research in faculty research labs-e.g. ERC, COE model,degree projects).
• Develop comprehensive ways to provide students with feedback throughsystematic formative assessment tied to course “products.”
• Engage in innovative, globally focused problem solving-study abroad, in courseproblem solving with global foci, cross cultural experiences, iPodia, innnovationgarage.
NAE, 2005, NRC 2007, 2011, Ragusa, 2013
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EmphasizeEssen/alSkills/Knowledge/Strategies(=importance)
• Teachingisonlyasgoodasthelearningthattakesplace
• Educa4onismeaninglesswhenitisreducedtoanunendinglistofcontenttopicsforwhichthestudentquicklylearnsthefacts,takesthetest,andthenforgetsitall
Pedagogical Approaches Aligned with Knowledge Retention/Transfer
Glaser, 2000, Bransford et.al., 2007, Ragusa, 2013
5%
10%
20%
30%
50%
75%
90%
Lecture
Reading
AudioVisual
Demonstra4on
DiscussionGroup
Prac4ce&RealApplica4on
TeachOthers/UseLearning
PercentageofTransfer
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LinkingOutcomesFocusedTaxonomiestoLearningObjec/ves
• Learningobjec4vesarebasedoncourseoutcomes
– Specificstatementsaboutwhichoutcomesrelatedtolearningareexpectedofthestudent
• Applica4onoftheAnderson&Krathwohl’staxonomy
– Enablesfacultytorelatecogni4veprocessestoinstruc4onaltasksandexpectedstudentoutcomes
– Facilitatesdocumenta4onofstudentprogressandanalysisofpadernsandcomponentsofstudentlearning
– Enablesfacultytodeterminehowinstruc4onimpactsdifferentlevelsoflearning
(Anderson & Krathwohl, 2007; Ragusa, 2011)
• Rehearsal– Review– Recita4on– Teaching(ACT,TPS)– Thinkaloud– Demos&“Tangibles”
• Elabora/on– Summariza4on– QuickWrites– Re-statements– Answeringques4ons– Generaliza4ons
• Organiza/on/Applica/on– Selec4onofmainidea/Keyconcept– Iden4fica4onofsuppor4ngdetails– Outlines– WorkedExamples– Planning/ar4cula4ngsolu4on– Solvingaproblem(Scenarios,
cases,&problems)usingforwardthinking
– Debatesonilldefinedproblems
• Representa/on– Mappingofideas&keyconcepts– Seman4cMaps– MappingofProcedures(Flow
Maps)– “Ponderables”&Simula4ons
Categorized Types of Engagement Strategies
NAE, 2005, NRC 2011, 2012, Ragusa, 2013
★ Important:Coursetypeandcontentshouldguidestrategy.
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(Eggen & Kauchak, 2001; Ragusa, 2013)
MakingContentMeaningfulandAssessable
Organiza4on• Imposesorder&connec/onsbetweenexis/ng&newinforma/on
Elabora4on• Expandsonexis/ngschemas
• Generalizability/crea/vity/innova/on
Ac4vity• Putsstudentinthemostac/verolepossibleinmakingconnec/onstorealworld
MakingContentMeaningful
Instructional Planning for Performance
Instruc4onalPlanning
Assessment(within&acrosscourses)
Instruc4on(engaging&
ac4ve)
MeaningfulForma4veFeedback/
Evalua4on
Ragusa, 2011
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SpecificVSoEEngagedLearningAc/vi/es• Ini4atedinOctober2013• “Taxonomized”234coursesusing
engagedlearningstrategies• Approximately110“earlyadopter”faculty
membersusingengagedpedagogyreforms2013-2016
• Addressesneedsofbothgraduate&undergraduatecourses
• AlignswithABETcriterion3• Allearlyadoptersarefull4mefaculty(mix
ofT/TTw/teachingfaculty)• 2014-16-filmedengagedpedagogyin
ac4onasexemplars(andevidence)toprovideprofessionaldevelopmentforfaculty
• Transformingin-classandtechnologymediatedenvironmentstomaximizestudentengagement
• Crea4ngaarepositoryofVSoEengagedpedagogyexemplarsonsecurewebsiteforfacultytoreviewandadopt-CouldbesharedwithotherSchoolsofEngineering-na@onalimpact
• ThreefundedNSFprojectstostudytheseefforts(twomoreareunderreview)
★★Manyopportuni4esfornewfacultytojoinourefforts!★★
Forma/veIni/a/veResults
• Video-tapedproofofincreasedinclassengagement
• Improvedstudent-student,student-faculty&teaminterac4on
• Expansive&comprehensiveteamprojects
• Justin4meforma4vetutoringleadstoimprovedexamresults-personalizelearning.
• Improvedclassadendance• Improvedstudentachievement(exams
andprojects)
