1. Presented by Nico Basson: Instructional designer for Engineering An online course in active learning: Does it inspire staff to change their ways and impact the bottom line?

2. Table of content Origin Method & Instruments Passive Traditional classroom vs Active Learning classroom Results

3. Origin Book of Proverbs chapter 23 verse 7: “As a man thinks in his heart, so is he.” Book of Proverbs Faculty priority: We will become known across the globe as a faculty where significant learning takes place. Students will know that they will not find better learning experiences elsewhere and staff will be proud to be part of a faculty that is a leader in the creation of such experiences.

4. Active Learning Active learning is anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes – Felder 2009

5. Why Active Learning? )

6. 6500 students in 62 classes. (From R. Hake, 1998)

7. Method and Instruments Active/Blendid Learning online course (Active vs. passive, memory, learning gains, interactive methods and guidelines, team based learning, Sooner city, continuous and supportive assessment, good practices, implementation) Pre-Assessment (46 questions on Chickering and Gamson’s 7 principles of good practice, 8 statements on current view on passive classroom vs. active classroom) Post-Assessment ( 8 statements on future view of passive classroom vs. active classroom)

8. Pre-Assessment results: 46 questions on 7 principles Departments grouped together Average% active teaching Average % success rate Architecture, Building Science and Geomatics 57%81% Chemical, Civil, Electrical, Extended program, Industrial, Other 21%68%

9. Statements A. Passive traditional classroom Statements B. Active learning classroom Curriculum begins with the parts of the whole. Emphasises basic skills. Curriculum emphasises big concepts and begins with the whole expanding to include the parts Strict adherence to fixed curriculum is highly valued Pursuit of student questions and interest is valued Materials are primarily textbooks and workbooks Material include primary sources of material and manipulative materials Learning is based on repetition Learning is interactive, building on what the student already knows Lecturers disseminate information to students; students are recipients of knowledge Lecturers have a dialogue with students helping students construct their own knowledge Lecturers role is directive, rooted in authorityLecturers role in interactive, rooted in negotiation Assessment is through testing, correct answers Assessment includes student works, observations, and points of view as well as tests. Process is as important as product Knowledge is seen as inert/static Knowledge is seen as dynamic, ever changing with our experiences Students work primarily aloneStudent work primarily in groups

10. Pre-Assessment results: 9 Statements of passive vs. active classroom

11. Post-Assessment results: 9 Statements of passive vs. active classroom

12. Pre- vs. Post-Assessment results

13. Conclusion Study’s aim: – to determine the current status of the faculty’s lecturers’ styles of teaching delivery – attempt in changing the way lecturers think about teaching – expose lecturers to active learning methodologies Good practices: traditional teaching practice – Student faculty contact – Time on task and communicate high expectations: trainer centred 23% of lecturers considered as active teachers The results show a shift in thinking has taken place after the online course was completed. The results of nine statements were in favour of active learning in classrooms

14. Questions?