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Building the Intentional UniversityMinerva and the Future of Higher Education$
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Stephen M. Kosslyn and Ben Nelson

Print publication date: 2017

Print ISBN-13: 9780262037150

Published to MIT Press Scholarship Online: May 2018

DOI: 10.7551/mitpress/9780262037150.001.0001

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PRINTED FROM MIT PRESS SCHOLARSHIP ONLINE (www.mitpress.universitypressscholarship.com). (c) Copyright The MIT Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MITSO for personal use.date: 11 May 2021

Fully Active Learning

Fully Active Learning

Chapter:
(p.165) 12 Fully Active Learning
Source:
Building the Intentional University
Author(s):

Joshua Fost

Rena Levitt

Stephen M. Kosslyn

Publisher:
The MIT Press
DOI:10.7551/mitpress/9780262037150.003.0012

We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.

Keywords:   Pedagogy, science of learning, student-centered learning, collaborative learning, student engagement

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