Active Learning and Learning Diversity.

Prior to participating in this Managing E-Learning course I had never heard of the conceptual framework; the Engagement Theory. The Engagement Theory supports technology-based teaching and learning within classroom environments, in order to ensure that students are meaningfully engaged in their learning experiences, completing authentic tasks and interacting with their peers, which in turn, creates an effective learning environment. In relation to the students learning activities, the theory suggests that the following three components are evident (also known as the Relate-Create-Donate process);
- Collaborative context,
- Project-orientated learning, and,
- Outside authentic focus.

After attending practical visits in schools for the past two years, I have witnessed many learning experiences, some of these experiences the students were engaged and in others they were disengaged, and it is particularly obvious that half the battle of getting students to achieve learning outcomes is getting them to be engaged in their task, for example, there is currently a student in my prac class who finds it hard to concentrate when doing book work such as handwriting or mathematics. However, the minute that you use positive re-enforcement and tell the student that if they do their math’s work they can have five minutes free time on the computer, they do their work straight away as they find technology engaging. Therefore, I believe that the Engagement Theory is a framework which I will implement within my classroom during my future role as a learning manager as it is well known that the students of today thrive on being able to use technology. It will not only improve my students chances of achieving learning outcomes, but it will also allow them to individually develop the skills required to be used in everyday life, such as, working as part of a team, communicating, problem solving and decision making (Kearsley & Shneiderman, 1999).

Also in relation to the topic of Active Learning I looked at learning effectiveness and learning retention. Dale’s Cone which was developed in the 1960’s displays the least-most effective methods of learning, and shows that information delivered though verbal methods is the least effective way of learning, where as, hands-on experiences are most effective. Although this study was conducted forty-nine years ago, I think that the majority of students today still find hands-on learning experiences most effective as they find them authentic and engaging. Learning retention is when students can use their prior knowledge learnt and apply it to new situations and continue learning by building on their prior knowledge in order to develop new perspectives. It is believed that learning retention occurs throughout concrete-activity based experiences due to the input, process, output method (Active Learning Online Team, 2000).

The next part of this topic covered learning styles and personality, and after completing the learning style questionnaire developed by Felder I determined that I am more of a reflective, sensing, visual and sequential learner. I wasn’t really surprised with these results as far back as I can remember during my time at school I preferred to think about things to myself first prior to trying them, I am engaged when learning about facts and links to the real world, remember information best when it has been delivered in picture form and gain a better understanding of information in linear steps (Felder & Soloman, 2005). I also completed the personality quiz which focused on the four criterions Extraversion and Introversion, Sensing and Intuition, Thinking and Feeling and Judging and Perceiving. The result which I received was ESFJ which means I am an Extravert, with a sensing, feeling and judging personality, and I would have to agree with these results also as I understand and believe information received from the external world, make decisions based upon my emotions and am usually very organised and act according to my plan (Human metrics, 2009).

In regard to Multiple intelligences which is the next part of the Active Learning and Learning diversity topic, Howard Gardner “noticed that learners had a variety of abilities in different areas for which contemporary learning theory could not account” (Central Queensland University, 2009). In relation to Multiple Intelligences, during my weekly day visits in a primary school it is definitely evident that there are a variety of learning styles which need to be catered for. After completing the multiple intelligences test I determined that I am mostly Interpersonal and Intrapersonal, and the least intelligence which I have is Naturalistic (Birmingham City Council, 2009). I also took the emotional intelligence quiz and found out that I have below average emotional intelligence (Ivillage Limited, 2009).

Maslow’s hierarchy of needs is based upon the approach that the main need in order for humans to survive is physiological, therefore, food, water and shelter etc. It is believed that physiological needs must be met prior to being able to achieve the needs of safety, belonging, self-esteem and self-actualisation. Maslow believes that learning environments in schools provide students with the opportunity to achieve the majority of the needs mentioned above; however, some schools do not see that caring communities is of great importance for the students. In my current role as a student teacher and future role as a learning manager I feel that I will be able to help create caring communities for my students by using various strategies from the Dimensions of Learning framework(Kunc, 1992) & (Marzano & Pickering, 1997).

The learning theory was also apart of this topic and I was familiar with the terms Behaviourism, Cognitivism, Constructivism and Connectivism as I had previously learnt about them in Learning Management 3 last term. Therefore, I found this part of the topic extremely useful as I feel that it helps you understand the learning processes which occurs when teaching students and I was able to refresh my prior knowledge learnt as I regularly get confused with Constructivism and Behaviourism (Central Queensland University, 2009).

Reference List:
Active Learning Online Team. (2000). Why use active learning? Retrieved July 16, 2009, from
http://www.acu.edu/cte/activelearning/whyuseal2.htm

Birmingham City Council. (2009). Multiple intelligences. Retrieved July 16, 2009, from
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm

Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.

Felder, R., & Soloman B. (2005). Index of learning styles. Retrieved July 16, 2009, from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html


Human metrics. (2009). Jung typology test. Retrieved July 16, 2009, from
http://www.humanmetrics.com/cgi-win/jungtype.htm


Ivillage Limited. (2009). Test your emotional intelligence (EQ). Retrieved July 16, 2009, from
http://quiz.ivillage.co.uk/uk_work/tests/eqtest.htm

Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/%7Egkearsley/engage.htm

Kunc, N. (1992). The need to belong: rediscovering Maslow’s Hierarchy of Needs. Retrieved July 16, 2009, from
http://www.normemma.com/armaslow.htm

Marzano, R., & Pickering, D. (1997). Dimensions of Learning. Colorado: McREL.