Summary of reform: Active learning involves mostly pedagogical reform by the faculty member but also involves a change in student culture. Faculty utilize techniques such as "the one minute paper," asking students to develop questions related to the lecture material being reviewed. Moves away from memorization of facts to using and applying knowledge.
In the sciences it has involved more lab and project work. Physics used to be taught mostly in a lecture format but many are suggesting that a laboratory or workshop physics is more effective for teaching students. Active learning is also often complimented by a problem based curriculum.
Some individuals propose that active learning involves the use of new forms of intelligence.
Web Site:
http://c3po.ceps.uiuc.edu/retreat/
Types of institutions: multiple institution types
Duration: About ten years.
Source list of institutions: FIPSE
Contact for further information:
Outcomes: Improved learning outcomes such as critical thinking, as well as content knowledge; improved student motivation for learning; improves learning in upper division courses (outcome in the sciences); increased problem solving abilities; easier transition to work.
Process: Active Learning requires a change in faculty pedagogy
K-12 parallel:
Origination of reform: Association or national level
Support: Government grant-NSF and FIPSE
Linking Characteristic 1: Student Centered
Linking Characteristic 2:
Linking Characteristic 3:
Linking Characteristic 4:
Assessment? Yes
Resistances: There is some unwillingness by faculty since there are no rewards for changing their pedagogy and curriculum to include active learning. Also requires faculty to transform their role from someone in authority to facilitators.
Evolution/History: Active Learning has a long tradition, first emerging from Deweyian educational philosophy at the turn of the century: "learning by doing." Active learning is part of a whole series of techniques for engaging students in experiential learning.
Major sources: