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Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies

Once considered disruptive to learning, technology has increasingly become an integrated and valued part of the modern classroom. In particular, mobile technologies provide the ability to encourage evocative student learning through new experiences. Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies showcases the widely varied ways that technology can be applied to enhance classroom learning. Closely examining and critiquing the best methods in assimilating technologies, this publication is a valuable resource for faculty, teachers, administrators, technology staff, directors of learning centers, and other education technology leaders interested in incorporating new technologies within the classroom for engaging student learning.

Thus, there is a need for universities to offer a greater mix of face-to-face and
online learning possibilities, such as Open Educational Resources (OER) and
Massive Open Online Courses (MOOCs) that allow individuals to access
education anywhere, anytime, and to have it personalized through apps. This
chapter focuses on mobile learning (M-learning) in open learning educational
arenas and contexts. The author defines M-learning and the usefulness of M-
learning in education.

Active Learning in Secondary and College Science Classrooms

A Working Model for Helping the Learner To Learn

The working model for "helping the learner to learn" presented in this book is relevant to any teaching context, but the focus here is on teaching in secondary and college science classrooms. Specifically, the goals of the text are to: *help secondary- and college-level science faculty examine and redefine their roles in the classroom; *define for science teachers a framework for thinking about active learning and the creation of an active learning environment; and *provide them with the assistance they need to begin building successful active learning environments in their classrooms. Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learn is motivated by fundamental changes in education in response to perceptions that students are not adequately acquiring the knowledge and skills necessary to meet current educational and economic goals. The premise of this book is that active learning offers a highly effective approach to meeting the mandate for increased student knowledge, skills, and performance. It is a valuable resource for all teacher trainers in science education and high school and college science teachers.

We will describe the following student-centered approaches to learning:
collaborative learning and cooperative learning, peer teaching, case-based
learning, and finally, problem-based learning. COOPERATIVE/COLLABORATIVE
LEARNING Shafritz, Koeppe, ... of weeks, or they may stay intact for the duration
of the course. Decisions about how long groups will work together and how
assignments to the groups will be made must be based Cooperative and
Collaborative Learning 101.

Learning and Behavior: Active Learning Edition

LEARNING AND BEHAVIOR: ACTIVE LEARNING EDITION, Sixth Edition, looks at learning as an evolutionary mechanism. Chance’s book is stimulating, interactive, and filled with high-interest queries and examples. Based on the theme that learning is a biological mechanism that aids survival, this book embraces a scientific approach to behavior but is written in a lucid, clear language. The reconceived built-in workbook, which is included at the back of every text, has been pared down to be more approachable and less time-consuming for students, with a greater focus on the core concepts and vocabulary presented in the text. Probing essay questions and examples encourage students to draw connections between topics and apply the material to their own lives. Perforated pages allow professors to collect completed workbook assignments easily. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

The importance of reinforcement in behavior change is disputed by many
psychologists, especially those whose specialty falls outside of learning. The
argument is that reinforcement motivates behavior, but is unimportant to learning.
In one commonly cited study, Edward C. Tolman and C. H. Honzik (1930a) put
rats into a maze every day for several days and plotted the average number of
errors (with error defined as entering a blind alley) per day on a graph. All of the
rats had been ...

Active Learning and Student Engagement

International Perspectives and Practices in Geography in Higher Education

This book examines significant issues in geography teaching and learning from the perspectives of an international network of academic geographers and postgraduate students. Drawing on classroom experiences and research in a wide variety of educational settings, the authors describe conceptually interesting and practical applications for enhancing student learning through inquiry, problem-based learning, field study, online collaboration, and other highly engaging forms of pedagogy. Other articles focus on approaches for improving the experiences of distance learners, strategies for enhancing the employability of geography students, and preparing students to engage ethical issues in the discipline. An international audience of educators will find much of value through the use of comparative examples, literature reviews encompassing research in multiple national contexts, and an underlying awareness of the diversity of practices in higher education internationally. This book is a collection of articles previously published in two special issues of the Journal of Geography in Higher Education.

Oneofthe learning outcomes of the unit wasto improve theability toreflect.On the
otherhand,if each course has to include work under examination conditions,
some lecturers may see this asinhibiting active learning, and restricting their
teaching only to knowledge transmission. Onewayaround this is to include a
short, but carefully constructed objectivetest thatpromotes deep learning and
understanding and meets the requirements of assessing the broad range of
learning outcomes, ...

Active Learning Spaces

New Directions for Teaching and Learning, Number 137

With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traditional lecture halls and labs to create new, hybrid spaces—large technology-enriched studios—with the flexibility to support active and collaborative learning in larger class sizes. With this change, our classrooms are coming to embody the 21st-century pedagogy which many educators accept, and research and teaching practice are beginning to help us to understand the educational implications of thoughtfully engineered classrooms—in particular, that space and how we use it affects what, how, and how much students learn. This is the 137th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

New Directions for Teaching and Learning, Number 137 Paul Baepler, D.
Christopher Brooks, J. D. Walker. 5 This chapter reveals how thoughtful course
redesign that specifically addresses thephysical environment of a learning space
cansignificantly improve student learning. Pedagogy Matters, Too: The Impact of
Adapting Teaching Approaches to Formal Learning Environments on Student
Learning D. Christopher Brooks, Catherine A. Solheim Introduction Building upon
prior ...

Active Learning Through Drama, Podcasting and Puppetry

Contrary to the trend to do away with arts education as an unnecessary expense in schools trying to boost student test scores, this book promotes and explains the value of integrated arts instruction in furthering the accomplishment of curricular objectives and fostering student achievement. It discusses how drama, shadow puppetry, and podcasting can be used as tools to meet curriculum objectives in the K-8 media center, as well as the affective and academic benefits of this process-based work. Sample lessons are included.

Kristin Fontichiaro. Part I Drama Chapter 1 The Benefits of Learning Through the
Arts -I. Part I Drama.

Active Learning in the Digital Age Classroom

This exciting new book shows you how to harness the amazing power of technology to enable and enhance active learning.

keyboarding skills, 135-137 Kid Pix software, 70-72 LANs, 34-35, 36, 37 laptops,
31, 32-34, 124, 127 learning assessing and evaluating, 97, 165 context for, 97,
98, 164 cooperative experiences, 166 demonstrating, 97, 164 designing
experiences, 104- 105 individual experiences, 166-167 outcomes, 95-97, 163-
164 plans, sample, 241-255 selecting experiences, 104- 105, 165-167 whole-
class experiences, 165-166 listserves, 63 local area networks (LANs), 34-35, 36,
37 Logo, 90-92 ...

Research and Practice of Active Learning in Engineering Education

Since 2001, the international network Active Learning in Engineering education (ALE) organized a series of international workshops on innovation of engineering education. The papers in this book are selected to reflect the state of the art, based on contributions to the 2005 ALE workshop in Holland. This overview of experiences in research and practice aims to be a source of inspiration for engineering educators.

Erik de Graaff, Gillian Saunders-Smits, Michael Nieweg. Chapter 1 The Task
Takes Over: Assuming Too Much In Online Collaborative Learning Michael
Christie, Fariba Ferdos, Maria Spante and Ann-Sofie Axelsson Chalmers
University of Technology Göteborg, Sweden E-mail: ...

High School English Teacher's Guide to Active Learning

These books show you how you can: - foster reflective, independent thinking in your class - boost the number of students who actively participate - prevent the discussions from falling flat or degenerating into bull sessions This volume features 18 student-centered lesson plans and include answer keys for teachers. Each lesson plan engages students in active learning.

Nevertheless, there is some question about whether these adjectives are but
today's new buzz words for teaching and learning or are they old ideas that have
been put into new and improved packaging? Today, parents, students,
administrators, and teachers have become increasingly aware of the importance
of active learning because passive learning too often results in no learning at all.
Mel Silberman (Active Learning: 101 Strategies, 1996) and John Holt (How
Children Learn, ...

Sociology Through Active Learning

Student Exercises

“A great source for kinesthetic learning activities. I’ve used the book for designing my course for multiple learning styles.” —Megan Thiele, University of California, Irvine This student workbook is designed to allow you to easily integrate multiple active learning exercises into your Introduction to Sociology courses. Many teachers want to use “active learning” in their class, but don’t have the materials commensurate with that pedagogy. These 51 active learning exercises have been carefully selected from a nationwide search of the best class-tested active learning material available in sociology. Affordably priced, this workbook provides the best that sociology has to offer! Key and New Features Offers many fresh exercises—about 40% of the assignments are new to this edition Features tear-out worksheets for ease of submission and grading Presents a wide variety of exercises in terms of content, time required, usefulness for individual or group completion, and relevance for in-class or out-of-class practice Accompanied by High-Quality Ancillaries! Instructor Resources on CD provide detailed information on using, grading, and adapting the exercises. In addition the CD also includes commentary from the contributing authors explaining their experiences with the exercises, including how they promote specific learning goals and how current instructions to students facilitate the assignment. This CD-ROM features new components to the summary chart for instructors that indicate which assignments have web components, which have global aspects, and other criteria to help professors select the most useful exercises for their teaching needs.

our instructor has selected this book for your use to help you learn sociology
through active engagement. He or she will have access to an instructor CD that
will provide him or her with additional information and materials necessary to
help you with these exercises. We designed the book of active learning exercises
with you and your learning in mind. We selected exercises that will help you learn
important sociological ideas and allow you to practice your sociological
imagination.