Supporting teachers in designing interactive learning activities: A Professional Learning Community approach
Nowadays, interactive learning practices (e.g., collaborative learning, learning communities, project-based learning, peer feedback) are widely implemented at many educational levels as part of activating teaching approaches. There is are many different structures that can be used to foster students’ interaction (e.g., Jigsaw, Think-Pair-Share, Structured Academic Controversy, Peer Instruction). Although many instructors at the university level use these structures as part of their interactive teaching approaches, the degree to which these practices are purposefully designed – rather than re-use of their own or colleagues’ prior designs – can be strengthened.
The Faculty of Behavioral and Social Sciences initiates Professional Learning Communities (PLCs) for academic teaching staff as part of the continuing professional development program, and the goal of the PLC ‘Tools for interactive learning design’ is to foster instructor proficiency in designing interactive learning practices. In this PLC, we will work collaboratively on improving courses by purposefully evaluating and (re)designing group learning activities.
Teachers will use the GLAID model of Miranda de Hei as a framework for their course (re)design. This framework proposes eight components that should be taken into account when designing active learning (De Hei, Strijbos, Sjoer, & Admiraal, 2016). However, this model does not provide specific support for the choices that can (and should) be made when designing each of these eight components. Therefore, we propose an integration of existing design questions and the GLAID framework to advance teachers’ knowledge on effective instructional design in the context of interactive learning practices. We will offer a wide range of supportive information and examine what types of support (e.g., case studies, tutorials, or empirical research integrated into a database) teachers need and/or consult when designing interactive learning activities by means of the design questions. We will also evaluate the effectiveness of the GLAID framework, design questions, and supportive information with regard to the improvement of the quality of teaching practices.
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|Last modified:||19 September 2018 10.36 a.m.|