1. Creating Engaging Activities Factors Affecting Engagement

2. LearnersLearning StylesMode of InstructionLocation / SpaceTime ConstraintsInterest LevelKnowledge

3. Check Yourself. Taking into consideration such factors such as who the learner identity, learning style, mode of instruction, physical location, and time constraints may determine unforeseen bias, gaps in instructors that could ultimately, create a better activity. Learners Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge Even if you just consider one factor for one minute.

4. Who is your learner? Self Student Participant Colleague Supervisor Administrator Other Unknown Who is the learner? What are your perceptions of the learner(s)? How does your perception affect how you might create an activity? If there are multiple learner roles within your activity what might change how you create it Learners Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge

5. Consider Learning Styles Intrapersonal Interpersonal Spatial / Visual Bodily /Kinesthetic Logical Verbal Musical Even if you do not know the learning styles of your participants, consider how much you rely on a particular form of learning when you create activities. For example, if you do a lot of group work what impact does an individual who processes internally with having to speak frequently “off the cuff.” Learner Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge

6. Mode of Instruction In-Person / F2F Supplemental / Enhanced Blended Fully Online (Facilitated) Full Online (Self-Paced) MOOC (Facilitated) You may have no control over the mode of instruction. Being aware of that mode’s strengths and weaknesses will help to determine if and how to proceed with a desired activity. For example, if you are looking to utilize group work in an online environment, you will need to carefully construct not only activity instructions but consider where to put “reinforcements” if you want it to be successful. Learner Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge

7. Location / Space Traditional Classroom Public (Reoccurring) Public (One-Time) Office (Work) Office (Home) Hospital Computer Lab Forest Does your location affect how you conduct the activity? What are the barriers for participants to complete the activity whether working with one another or by themselves? Is the location crucial and can be changed? Would the acting of changing the location and space benefit the participants? If you can’t change, how can you accommodate? Learner Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge

8. Time Constraints Semester Length One Session / Unit Multiple Sessions / Units Months Years Workshop ( <Day ) Workshop ( >Day) How does time play a factor? Do you have a limited or significant amount of time to conduct the activity? If you have a a reoccurring activity, are you budgeting enough time to for each week to accomplish this task? Does this activity shadow other activities? What can be cut for time but still meet your activity objectives? Learner Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge

9. Interest Level Excited Invested Motivated Indifferent Apathetic Disinterested Unknown How are interested are participants going to be? Is this required or mandatory? Is it seen as punishment or punitive for some unknown / unknown action? Did they willingly sign up for this session / class? Are these professionals in a field or highly motivated individuals? How much will this activity or class affect them for the better? Although difficult to determine interest, considering it may be helpful when developing an activity. Learner Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge

10. Expert Novice Taking into consideration the level of knowledge participants can help in many ways. Individuals that have a high level skill-set can start from a more advanced point of conversation. Rather than focusing on fundamentals, participants can delve into more practice or outcomes based activities. Experts can also share creating the activity. Individuals unfamiliar with subject matter may need more theoretical components or concrete activities. Meeting at participants knowledge level may provide ownership over learning to some while not losing others unfamiliar with topics / content. Learner Learning Styles Mode of Instruction Location / Space Time Constraints Interest Level Knowledge