Collaborative active learning : practical activity-based approaches to learning, assessment and feedback / / edited by Chan Chang-Tik, Gillian Kidman, Meng Yew Tee

• Record Nr.: UNINA9910634045603321
• Pubbl/distr/stampa: Singapore : , : Palgrave Macmillan, , [2022]; ©2022
• ISBN: 981-19-4383-4
• Descrizione fisica: 1 online resource (376 pages) : illustrations (some color)
• Disciplina: 929.374
• Soggetti: Education; Treball de grup en educació; Aprenentatge actiu; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- Preface -- About This Book -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I Theoretical Perspectives of Collaborative Active Learning -- 1 Introduction: Collaborative Active Learning-Strategies, Assessment and Feedback -- Introduction -- Attributes of Collaborative Active Learning (CAL) -- Collaborative Active Learning Challenges, Strengths and Opportunities -- Socio-constructivist Theory and Collaborative Active Learning (CAL) Strategies -- Collaborative Active Learning Assessment and Feedback -- Collaborative Active Learning (CAL) Lesson-Design and Implementation -- CAL Preparation Procedures: Design of Learning Activities -- CAL Preparation Procedures: Student Feedback -- CAL Preparation Procedures: Student Assessment -- CAL Implementation Procedures: Facilitation -- CAL Implementation Procedures: Students' Cognitive Interactions -- CAL Implementation Procedures: Students' Social Interactions -- Conclusion -- References -- 2 Active Learning: An Integrative Review -- Introduction -- The Rationale for the Review -- The Search -- The Coding and Analysis -- Results -- Discussion and Conclusion -- Reflective and Integrative Learning -- ; Learning Strategies -- Quantitative Reasoning -- Collaborative Learning -- References -- 3 Student Collaboration Through Assessment, Feedback and Peer Instruction -- Introduction -- Getting Students to Collaborate Effectively in Group-Based Learning -- Participation Concerns All Members of a Group -- Participation Requires Learning to be Active and Collaborative -- Development of Student Feedback Literacy and Peer Formative Feedback -- Assessment for Learning as Support of Student Self-Regulation -- Implementing Collaborative Active Learning Using Student Peer Instruction -- Strategies to Mitigate Student Resistance -- Conclusion -- References.; Part II Practical Activity-Based Approaches in Different Disciplines -- 4 Learning to Teach with Technology with Real-World Problem-Based Learning -- Introduction -- Learning Goals and Context -- Instructional Design: Improvised PBL with Real-World Problems -- Instructional Sequence and Implementation -- Phase 1: Identify Problems and Opportunities -- Phase 2: Define Goals and Explore Possible Strategies -- Phase 3: Anticipate Outcomes and Act -- Phase 4: Look Back and Learn -- Cumulative Outcome and Discussion -- Conclusion -- References -- 5 Collaborative Learning in Informal Spaces: Formulating a Pedagogical Project of Student-Centred Active Learning in Gender Studies -- Collaborative Learning in Informal Spaces -- Introducing the Unit -- Journeying with Students Through the Project -- Providing an Overview of the Unit -- Pre-CLIS Activities -- CLIS Sessions -- Deploying the Assessment Tasks -- Conclusion -- References -- 6 Collaborative Active Learning (CAL) Approach in Finance: A Case of Business Strategy Pitch Presentation -- Introduction -- Description of the CAL -- Procedures -- Preparation -- Implementation -- Results -- Conclusions -- References -- 7 Scavenger Hunt Activity to Reinforce Engineering Fundamentals -- Introduction -- Design of Learning Activities -- Purpose and Design of Scavenger Hunt -- Course/Subject Expectation -- Student/Activity Expectation -- Procedure -- Planning and Pre-Activity -- Preparation and Creation -- Execution -- Feedback/Assessment -- Implementation -- Student Experiences and Outcomes -- Challenges -- Future Implications -- Conclusion -- References -- 8 Future-Proofing Healthcare Skills Education: Technology-Enhanced Collaborative Learning and Peer Teaching Strategies for Large Student Cohorts in Anatomy Practicals -- Background -- Aims -- Design and Preparation.; Designing Collaborative Active Learning Strategies in Anatomy Practicals -- Pre-Practical Activities -- In-Practical Activities -- Group Collaborative Learning (GCL) -- Student Peer Teaching-Demonstration (SPTD) -- Team Teaching by Professional Practice Experts, Facilitation and Feedback -- Post-Practical Activities -- Peer Group Evaluations of SPTD Presentations -- Preparation of Assessment Process: Objective Structured Clinical Anatomy Review (OSCAR) -- Implementation -- Student Groupings -- Pre-Practical Activities -- In-Practical Activities -- Guided Collaborative Learning (GCL) (Refer to Fig. 8.4) -- Practical Resources -- Student Peer Teaching-Demonstrations (SPTD) (Refer to Fig. 8.5) -- Learning Feedback -- Post-Practical Activities -- Assessment: Objective Structured Clinical Anatomy Review (OSCAR) -- Outcomes -- Evaluation of Practical Strategy -- Tutor/Educator Peer Reviews -- Student Evaluations -- Student Grades -- Publications, Education Awards &amp -- Intellectual Property -- Conclusions -- References -- 9 Online Collaborative Active Learning in Psychology -- Introduction -- The Context -- Collaborative Active Learning Strategies in Psychology -- Group Discussion -- Problem-Based Case Studies -- ; Jigsaw -- Conclusion -- Appendix 1 -- Digital Health -- Anonymous Mar 18, 2021 04:31 p.m. -- Anonymous Mar 17, 2021 10:56 p.m. -- Anonymous Mar 14, 2021 02:49 a.m. -- Anonymous Mar 11, 2021 10:56 p.m. -- Anonymous Mar 11, 2021 12:43 a.m. -- References -- 10 Implementing a Successful Collaborative Active Learning Approach in Information Technology Discipline -- Introduction -- Preparation -- Implementation -- Planned Activities -- Week 1 to Week 6 -- Specific -- Measurable -- Relevant -- Timely -- Week 7 to Week 12 -- Students' Academic Performance -- Maintaining Log Books -- Peer Assessments -- Challenges -- Feedback from Students -- Conclusion.; References -- 11 Using Team-Based Scenario Learning (TBSL) Approach to Teach Audit Risk -- Introduction -- Team-Based Scenario Learning (TBSL) -- Preparation of Team-Based Learning Scenario -- Student Group Formation -- Scenario 1: Analysis of Audit Risk Factors -- Scenario 2: Material Misstatements -- Scenario 3: Audit and Non-Audit Services -- Assessment and Feedback -- Conclusions -- Appendix 1: Analysis of Audit Risk Factors -- Required -- Appendix 2: Material Misstatements -- Required -- Appendix 3: Peer Evaluation Form for Group Members -- Part A -- Part B -- References -- 12 Peer-Led Case Study Methodology in the Learning of Statistics -- Introduction -- Peer-Led Case Study Methodology -- First Week-Worksheet Activities -- Second Week-Case Study Preparation -- Third Week-Case Study Brainstorming -- Fourth Week-Case Study Findings -- Conclusion -- References -- Part III Conceptual Framework and Pedagogical Perspectives -- 13 Optimisation of Collaborative Active Learning in Different Settings and Disciplines in the Tertiary Setting -- Introduction -- A Visual Overview of Collaborative Active Learning -- A Conceptual Framework of Collaborative Active Learning -- Conclusion -- References -- 14 Technologies and Learning Spaces for Collaborative Active Learning -- Introduction -- Synergy Between Pedagogy and Technology -- Technologies to Support Both Assessment and Feedback for Learning -- Collaborative Learning Spaces -- Hospitable Learning Spaces and Active Learning Classrooms -- Conclusion -- References -- Index.
• Sommario/riassunto: This book discusses activity-based collaborative active learning (CAL) approaches in connection with the learning and teaching of STEM and non-STEM disciplines. It also covers feedback and assessment activities as learning activities supported by learning technologies and applied in appropriate learning spaces. The contributing authors discuss in detail the implementation and facilitation of activity-based CAL strategies, the problems encountered and corresponding mitigation measures. In addition, all activities are developed in a blended mode, making them suitable for readers at any level of education who are interested in trying out CAL. Covering both STEM and non-STEM disciplines, this book offers comprehensive guidelines for lecturers who are interested in active learning. Chan Chang-Tik is a Senior Fellow, Higher Education Academy (SFHEA) and an Adjunct Senior Lecturer at Monash University Malaysia. His research interests are in the areas of collaborative learning in informal spaces, blended learning, educational technologies, and assessment and feedback for learning. He has more than 30 years of teaching experience from the secondary to the tertiary level. He has designed and conducted numerous online and face-to-face professional training programs for lecturers. He has more than five years of research experience and he has published a book chapter and numerous articles in peer-reviewed journals. Gillian Kidman is an Associate Professor at the Faculty of Education, Monash University, Australia. She is passionate about science and mathematics education. Her teaching and curriculum design in inquiry-based learning and ; teaching in the sciences is award winning. She has research interests in the integration of science and mathematics, especially the disciplinary and transdisciplinary thinking of STEM and STEAM. She is well respected throughout South East Asia, working extensively in STEM education with the South East Asian Ministries of Education, and the Regional Education Centre of Science and Mathematics (RECSAM) in Penang, Malaysia. Gillian is the co-editor for the International Journal of Geographical and Environmental Education (IRGEE) and is a member of the IGU CGE Steering Committee. Meng Yew Tee is a Senior Lecturer at the Faculty of Education, University of Malaya, Malaysia. His multidisciplinary academic and professional experience - in education, management, journalism, technology and psychology - cultivated his interest in researching construction of knowledge that cannot be learned merely through direct instruction. He also researches teachers' classroom practices, how people learn and construct knowledge, teaching and learning in collaborative settings as well as education systems. He has published numerous book chapters and articles in peer-reviewed journals.