Engaged learning

The North Central Regional Educational Laboratory (NCREL) in United States has been at the forefront of research on education reform for the last few decades. Click here to read NCREL's view on what meaningful, engaged learning is.

Literature on engagement theory was published during the late 20th century. It is presented as a "model for learning in technology-based environments which synthesizes many elements from past theories of learning. The major premise is that students must be engaged in their course work in order for effective learning to occur. The theory posits three primary means to accomplish engagement: (1) an emphasis on collaborative efforts (2) project-based assignments, and (3) non-academic focus. It is suggested that these three methods result in learning that is creative, meaningful, and authentic."
Source: Greg Kearsley & Ben Shneiderman, Engagement Theory: A framework for technology-based teaching and learning (online - optional reading)

ICT facilitates collaborative engagement in many ways including, but not limited to the use of text-based communication, video/audio-conferencing and other social networks.

Activity 5a - Understanding student engagement

During this activity you will create a concept map using an online whiteboard.

Go online and link to the collaborative whiteboard space.
Using your notes from your reading and video viewing, contribute to the concept map on student engagement.

Created with Padlet
Return to this concept map during the rest of Activity 5 and add to it as you gain new insights.
- Make just a few entries if you are one of the first, thus giving your group members a chance to add their ideas as well.
- Return later to make more entries if these have not been made by your group members.
Return to this concept map during the rest of Activity 5 and add to it as you gain new insights.
After a few days, save the whiteboard to your device.

How do we engage young students?

What might engage students in the classroom? You may like to remind yourself of the videos that you watched in Activity 1, which indicate what kind of world they live in:

A Vision of Students Today (4:45 - offline)
Source (online)
A Vision of K12 Students Today (4:00 - offline)
Source (online)

How does the following video from the Minneapolis Roosevelt High School address some of the conclusions that we could draw from the "Vision of Students" videos?

Watch Twitter in the classroom (1:57 - offline)
Source (online)

and/or read How Twitter in the Classroom is Boosting Student Engagement

What makes podcasts more engaging for students?

Student engagement using Podcasts - watch up to but not including the "planning of podcasts" section of the video (5:22 - offline)
Source (online)

It is often stated that technology engages students in learning, but technology in itself adds little pedagogical value to the learning process. What other strategies can teachers adopt? When watching the following two videos, take note of the roles of the students and the roles of the teachers.

Strategies for student engagement in the science class (5:38 - offline)
Source (online)

Strategies for student engagement in the Grade 3 class (3:51 - offline)
Source (online)

Activity 5b - Analysis of student engagement

Select two of the following examples to analyse before completing Activity 5b.

Critical Thinking Wins the Day at a KIPP High School (5:26 - Online)

Grade 1: Farms and Food (PDF)

Grade 6-9 Science and Technology: Fading Footprints (PDF)

Grade 9 Biology/Life Science: Soil Superheroes (Online video)

As you view the examples you have selected, focus your observations on student engagement. Apply your understanding of student engagement which you have accumulated so far before and during this activity. Use this student engagement analysis template (note that these headings align to some of NCREL's view on what meaningful, engaged learning) to help you make observations about:

the role of the teacher
the role of the student
the tasks given to students
strategies for engaged learning
Save the document and send it as a file attachment to your tutor for feedback.

Project idea

Now turn your attention back to your project idea and share some ideas on how you can ensure student engagement during the project.

Activity 5c - Student engagement in the project

Remember how being connected helps you to share and improve on ideas. Consider your project topic idea from Activity 4b. Now think about how you engage students in learning about this topic.
Share your ideas about how you engage student learning with your group by sending a message to the group.
Read your group's email and provide feedback on ideas where you are able to do so.
Open the project planning document that you saved after Activity 4b.
In the table under section 1, add your ideas about how you would like to build student engagement into your project.
Save your project planning document.
Conclude this activity by making reflective comments. What have you learned about student engagement that has caught your attention.