These examples were provided by participants of the Blended Learning Fellowship to show how active learning supports teaching and learning challenges in their school, college, institute, or division. The examples reference the work of Michelene T. H. Chi from the article "Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities," which provides a taxonomy of activities that facilitate different kinds of student engagement with content in ways that support different cognitive outcomes (Chi 77).
Campus example of active learning
COURSE: N318 Pathophysiology for the Nursing Profession
DEPT: School of Nursing
SCID: School of Nursing
Groups of 6 students (a total of 6 groups) will view unique youtube video examples of respiratory dysfunction in various populations (newborn, toddler, child, adolescent, adult, and older adult). Each group will interpret the dysfunction, identify signs and symptoms, describe potential pathophysiology related to these signs and symptoms, and construct potential responses/interventions to these scenarios. Each group will synthesize the work of their team into a PowerPoint and present it to the entire group at the end of the learning session.
|Doing something physically||Producing outputs that contain ideas that go beyond the presented information||Dialoguing substantively on the same topic|
|Watching the youtube video. Discussing what they see/hear. Translating these observations to 'signs' and 'symptoms.' Identifying possible pathophysiology related to the signs and symptoms and then constructing potential interventions to improve patient status.||A PowerPoint that synthesizes the interactive exercise. Presentation/share to a large group.||Discussing between group members.|