1. Facilitating Active Learning
Sample
Professor Judy Currey
School of Nursing and Midwifery / Office of DVC (E)
Deakin University CRICOS Provider Code: 00113B

2. Active learning Active Learning Active Learning Passive learning
Anything that involves students in doing things and thinking about the things that are doing
Active Learning
Active Learning
Reflection
On what one is learning and how one is learning
Alone or with others
Passive learning
Experiences
Doing – simulated or authentic, role play case studies
Observing – direct, via stories, simulated, electronic
Receiving ideas and information
Accessing primary or secondary data online, before or in class
Deakin University CRICOS Provider Code: 00113B

3. Why transition to active learning?
Dissatisfied lecturing to unprepared passive students
Desire to develop students’ critical thinking and problem solving skills
Create deeper learning experiences
Embeds GLOs readily
Accelerate acquisition of teamwork and communication skills
Experience student centred critical reflection in a classroom of genuine mutual respect
Fun and intellectually stimulating for students and academics
See and feel the energy present during team activities and class as a whole
Provides for peer review of teaching
Encourages team preparation of learning materials
Deakin University CRICOS Provider Code: 00113B

4. Transition strategy
Curriculum: Unit and Year, Academic Capacity, Stakeholders
Resources: Impact on Budget, Classroom Use, Organisational Support
Backwards Design: CLOs, GLOs ILOs
Constructive Alignment
Authentic Assessment and Feedback
Map Learning Activities: Applied Visible Learning, Immediate Feedback, Learner Accountability, Grading
Manage Risk
Initial & Ongoing Skill Development for Staff
Guide Students, Support Implementation
Evaluate Course and Teaching
Deakin University CRICOS Provider Code: 00113B

5. Adjust our attitudes Expect to have fun
Keep faith in students’ intelligence and willingness to learn
Get our egos out of students’ way
Tolerate errors, uncertainty and messiness of authentic student inquiry
Deakin University CRICOS Provider Code: 00113B

6. Steps to active learning
Transitioning academics and students to active learning
Deakin University CRICOS Provider Code: 00113B

7. Identify opportunities and manage risks
Transitioning academics to active learning
Timeline and Risks
Staff development, resources required
Identify unit, staff and stakeholders
Image source: creativecommons.org
Deakin University CRICOS Provider Code: 00113B

8. Transition strategy
Curriculum: Unit and Year, Academic Capacity, Stakeholders
Resources: Impact on Budget, Classroom Use, Organisational Support
Backwards Design: CLOs, GLOs ILOs
Constructive Alignment
Authentic Assessment and Feedback
Map Learning Activities: Applied Visible Learning, Immediate Feedback, Learner Accountability, Grading
Manage Risk
Initial & Ongoing Skill Development for Staff
Guide Students, Support Implementation
Evaluate Course and Teaching
Deakin University CRICOS Provider Code: 00113B

9. References
Fink, D. (2013) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Franscisco: Jossey-Bass
Pelley, J. W. & McMahon K. K. (2008) Facilitator Skills. In L. K. Michaelsen, D. X. Parmelee, K K. McMahon and R. E. Levine (Eds). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling Va.: Stylus.
Sibley, J. & Ostafichuk, P. (2014) Getting Started with Team-Based Learning. Sterling Va: Stylus
Stanfield, R. B. (Ed). (2000) The Art of Focused Conversation: 100 Ways to Access group Wisdom in the Workplace. Gabriola Island B.C: New Society Publishers.
Whitehorne, L. Michaelsen, M. Sibley, J. (2012). TBL Application Activity Reporting Facilitation - Some Ideas. Poster presented at the 11th Annual Team-Based Learning Conference, St Petersburg, Florida March 1-3, 2012

10. Facilitation Strategies – orid Questions
Aim: help teams verbalise their rationales during large group discussions
Objective: what part of xx is unclear?
Reflective: where did you feel most challenged?
Interpretive: how has the xx been beneficial to you?
Decisional: what are your next steps?
Focus the conversation
Pelley & McMahon 2008; Stanfield 2000
Deakin University CRICOS Provider Code: 00113B

11. Facilitation Strategies – Techniques
Aim: Elicit active expressions of acquired knowledge, application of knowledge, critical thinking, problem solving, teamwork activities, communication skills
Discovery - Gather and Explore Ideas or Extend and Develop Ideas
Examination - Compare and Validate Ideas
Commitment - Integration, Consolidation, Take Home Messages
Whitehorn, Michaelsen & Sibley, 2012
Deakin University CRICOS Provider Code: 00113B

12. Framework for Facilitation
Loretta Whitehorne Registered Nurses Professional Development Center Larry Michaelsen Central Missouri University Jim Sibley
University of British Columbia
Discovery
Gather and Explore Ideas
Honor
Respecting and actively listening to each person’s contribution.
Mark
Directing attention to someone else’s contribution.
Paraphrase
Concise restatement of previous comment.
Summarize
Restating the aggregated ideas of
previous speakers.
Devil’s Advocate Examining alternate choices when uniform consensus exists.
Extend and Develop Ideas
Unpack
Explaining in detail how a team arrived at a decision.
Build
Adding to statement of previous speaker.
Elaborate Adding supporting and non-supporting facts and
rationales.
Link/Combine
Put ideas together. Articulating links between ideas Incorporating multiple sources
into a single idea.
Respond to Questions with Questions
Redirecting student questions away from instructor.
Examination
Compare and Validate Ideas
Defend/Challenge Defending your reasoning and challenging the reasoning of others.
Compare/Contrast Examining rationales to articulate similarities and differences.
Assumptions
Uncovering what is believed to be true without proof?
Complications Uncovering difficulties with rationales
or ideas.
Clarify
Explaining in greater clarity or detail.
Simplify
Explaining by eliminating extraneous detail.
Support/Verify Gathering, organizing and considering of supporting evidence, including
considerations of evidence quality.
Redirect/Park
Gently guiding conversation away from non-productive directions.
Interrupt/Refocus Directing attention to other thematic elements.
Commitment
Integration Consolidation Take - Aways
Emergent Consensus Convergence on decisions and supporting rationales.
Generate Specific Examples Creating examples that apply concepts and incorporate personal experience.
Create General Rules Drawing out the general principles and developing tentative “rules of thumb”.
Making Predictions Considering what might happen as a result of particular idea in particular scenario.
Articulate limits of applicability
Considering to what degree does context affect the applicability of
the idea?
The quotes where selected by the authors from a series of interview transcripts. The interviews were conducted in January The interviews were conducted so participants could share their knowledge and experience with TBL facilitation. The authors wish to thank the participants: Laura Madson, Holly Bender, Bill Roberson, Mary Gourley, Pete Ostafichuk, William Ofstad, Gail Feigenbaum, Bill Goffe.
The diagram is based on an original work by Angela Cunningham and is also inspired by the writings of Jim Erskine.
Whitehorn, Michaelsen & Sibley, 2012