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Active learning techniques are student centred.
In these activities the emphasis is on what the student does, rather
than on what the teacher does. Students can search for information
in databases and books, analyse problems, discuss ways of doing
things, calculate using spreadsheets, solve problems (including
finding novel ways to solve problems) individually or in groups,
and make presentations on their findings (
Harper & Hedberg, 1997;
Jonassen et al, 1993). Being engaged in activities such as these
leaves little time and space for passive learning. The teacher's
role is to guide the students towards the learning activities, organise
the resources so that they are accessible when required, guide discussions
and investigations, and provide feedback on the results.
Active learning encourages learners to make connections
with their previous learning and experience, and to extend their
understanding by relating this to new material. Collaborative learning
methods are an effective form of active learning as the students
must research a topic and engage in a dialogue to negotiate a solution
and its final form for presentation (
Bruffee,1999). The whole learning activity requires active engagement.
In problem-based learning, students are presented with a complex,
real-world problem at the beginning of a topic. By first analysing
the problem, the students are guided towards what they need to know,
and be able to do, to reach a solution. This method works best in
'real world' situations in which there is no single right answer
(
Boud & Feletti, 1997). The students'learning activities
are focused on finding the necessary information, learning the necessary
skills, and presenting a solution. This technique is widely used
in some disciplines.
Educational technologies can be used extensively
to support active learning techniques. The technology can facilitate
discussions for group problem solving, access to resources such
an information and analytical articles, analysis using spreadsheets
and other analytical tools, access to interviews with practitioners
or specialists, being involved with simulations, and the presentation
of solutions using the available range of resources.
Some guidelines on how you can use educational
technologies to support this:
Relevant external websites:
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