REVISION

How much do you remember from the first

lesson?

Task 1: Quizzes
Task 2: Reflective journal quizzes
COURSE CONTENTS

Module 1: Lessons 2 &3 Module 2: Lessons 4 & 5

Active Learning Critical Thinking

Module 3: Lessons 6 & 7 Module 4: Lessons 8 & 9

Searching & Gathering Referencing & Avoiding
Information Plagiarism
2
Free Writing – The best lesson at school ever (15’)

1. What was that lesson about?

2. What did you study in that lesson?

What activities did you enjoy the most?
What made that lesson memorable to you?

3. What made you learn actively in that lesson?

3
ACADEMIC SKILLS – LESSON 2

ACTIVE
LEARNING 1
Lecturer: Dai Tran
 Discovering
ACTIVE 1. What is Active Learning? What counts as AL?

LEARNING Exploring
2. Why AL? / Benefits of active learning

3.1 Motivation and Vision

3.2 Types of Learners

3.3 Characteristics of successful learners

3.4 Multiple intelligence and career path

4.1 Planning for your semester

4.2 Producing a Semester Planner
1. What is Active Learning?

Active learning is a process that has student

learning at its centre. Active learning focuses
on how students learn, not just on what they
learn. Students are encouraged to ‘think hard’,
rather than passively receive information from
the teacher.

https://www.cambridge-community.org.uk/professional-
development/gswal/index.html
6
Theory behind Active Learning

• Active learning is based on constructivism (learners

construct or build their own understanding)

• The theory of social constructivism says that learning

happens through social interaction, teacher-learner
interaction or learner-learner interactions.
7
1. What counts as Active Learning?

“Anything course-related that all Student-

centred
learning
students in a class session are
Active learning
called upon to do other than
simply watching, listening, and Problem-
based
learning
Experiential
learning

taking notes“. (Felder & Brent, 7

2009) 8
1. Important elements in Active Learning
Critical
thinking &
Reflecting
Culture of
life-long Independent
learning learning

Elements of
AL
Constructive Collaborative
environment learning

Questioning &
Feedback
2. Benefits of Active Learning

• Fosters understanding rather than memorization of facts

• Encourages students to apply learning to different problems
and contexts

• Activates of previous knowledge and connection with new ideas

• Helps students learn how to learn and take ownership of learning
11

by being actively involved (promotes higher-order thinking)

Factors that
Influence
Motivation?
Think – Pair – Share (10’)
What is motivation &
vision? Example?
• Pair work

• Turn to the person next to you.

• Share your definition and example Factors that

of ‘motivation’ & ‘vision’. Influence
Motivation?
• Report your definitions and Strategies for
examples on Padlet. Increasing
Motivation?
THINK – PAIR - SHARE : MISSION -VISION - MOTIVATION
 Think – Pair – Share: What is a vision?

• Vision relates to your

hopes and dreams and is a
much more general picture
of what you eventually
want to achieve, and
maybe the kind of life you
would like to be living in
the future.
 Think – Pair – Share: What is motivation?

• Motivation is a key
factor in the successful
study, as it provides
students with the
reasons for doing a
course of study and the
drive to succeed.
Intrinsic Extrinsic
 Small Group Discussion (10’)

• Form a group with

two other students
and discuss these
questions in your
group. Note down
the two students’
responses using
keywords in the
illustration.
 Intrinsic and extrinsic motivation

h ttps://www.interaction-design.org/literature/book/gamification-at-work-designing-engaging-business-
software/chapter-5-58-motivation 1
9
 Intrinsic and extrinsic motivation

Intrinsically motivated Extrinsically motivated

learners engage in an learners engage in an
activity because it is activity in order to
enjoyable and interesting receive a reward or to
(the motivation is avoid a punishment (the
internal to the activity motivation is external to
itself). the activity itself).

20
 Low Order
Higher Order
Thinking Skills
Thinking Skills
 Higher Order
Thinking Skills

10 Lower Order
Thinking Skills

Source: Patricia Armstrong, Assistant Director, Center for Teaching at Vanderbilt University.
 Strategies
for
Increasing
Motivation?
 Strategies for Increasing Motivation?

• Set challenging but realistic goals • Work hard

• Set learning goals • Use active-study strategies
• See the value in the task • Break down tasks
• Have a positive attitude • Monitor your learning
• Use positive self-talk • Learn from your mistakes
ANALYZING 2

Types of Learners

26
DIFFERENT LEARNING STYLES

How do you
like to learn
new things?
13
IF YOU ARE ……

13
 Task 1.6 Different learning styles

Read the text about learning styles on Canvas and consider the focus questions
below as you read.

• What learning style is used when you listen to a lecture?

• What learning style is used when you are conducting research on the Internet?

• What learning style is used in a science laboratory class?

 % what people tend to remember after 2 weeks

Source: Teaching tips: Strategies, research and theory for college and university teachers (McKeachie, 1998)

3
1
 ACTIVITY 1-3: Discuss Strategies for Success

• 1. In pair, make a list of at least ten strategies college students need to use to
succeed on Jamboard.

• Think about how many of the strategies you currently use and select three that
you plan to use this semester to increase your success.

• Share the 3 most useful strategies in 1-2 minutes. Justify your choice with
examples or evidence.
 CHARACTERISTICS OF SUCCESSFUL STUDENTS

SELF-
ACTIVE STRATEGIC
REGULATED
•Talk, listen, •Skill •Independent
write, read, •Will •Planning
& reflect •Self- •Monitoring
regulated •Evaluation
 Characteristics of successful and active learners

• Learning from mistakes and misconceptions

• Valuing all contributions
• Promoting ‘Growth Mindset’
• Establishing a ‘no blame’ culture
• Encouraging intellectual risk taking and innovative approaches to learning
• Promoting challenge and questioning of learning
• Valuing reflection
• Modelling oneself as a learner and one 13 who subscribes to life-long learning
 Characteristics of successful and active learners

• Learners must realize that

understanding is more important than
memorizing, and that success depends
on their willingness to make mistakes,
to engage in discussion, to realize and
accept they are sometimes wrong, and
to learn from each other.
 3.4 What is Multiple intelligences?

❖ A theory by Harvard
developmental
psychologist Howard
Gardner in 1983.

❖ describing the different

ways students learn and
acquire information.
 3.4 Why is Multiple Intelligences?

❖It allows us to think about different types of mental strengths and abilities. Learning
more about which types of intelligence you lean towards may help you learn to
recognize your own preferences

❖ Why is it important in education?

Because humans excel in different areas, Gardner's multiple intelligences theory
can provide students with a better understanding of how they learn. When students are
able to identify which type of multiple intelligence they use to learn material, they can
adapt the information to their learning (Bilash, 2009).
 any
questions
?

14
3.4 RLJ - Focus On YOU –

Based on what you have read about the eight different types of
intelligences, take a few minutes to reflect on the following questions:

1. What intelligence(s) do you think you have?

2. Why do you think this?

3. What career paths do you think might be most suitable for you?
 Small Group Discussion

• Form a group with

two other students

and discuss these

questions. Note down

the two students’

responses using

keywords in the

illustration below.
4.1 Planning
the semester
Meeting Deadlines
 Produce a list of all the stages involved in
completing the major assignments.

• Group 1 – sketch graphs to find the equilibrium of the supplying market

• Group 2 - a research project

• Group 3 – an internship report

• Group 4 – a showcase in the Global Fest

• Group 5 – a coding program

• Group 6 – make a video on how culture and gender affect communication

• Please upload your group's brainstormed stages for a major assignment in the Discussion
thread on Canvas.
 Pair Work: Working Backwards from Deadlines

• Turn to the blank Working

Backwards from Deadlines table
provided.

• Left-hand column ‘Assignment

stage’: Write in each stage of
the assignment process in the
order of the stages your group
identified.

• Second column: Decide how

long it would probably take to
complete each stage.
RLJ - Focus On YOU – Reflect on your thoughts and
feelings about the topics covered in this section.

• How long does it take you to write an essay at the moment? Is this
really enough time?

• How good are you at meeting deadlines?

• Why do you think it takes much longer to write an assignment or

essay at university or college than at school?
Planning the Semesters
 Task 3.2 Focus Questions

• How long is a typical semester in higher education?

• How many subjects does a full-time student in higher education usually
study in a semester?
• How many assignments have to be completed per subject?
• How can you find out when your assignments are due?
• If you are a full-time student, how many assignments would you have to
complete in a semester?
• What are the penalties for handing in your assignments late?
• How long is a typical semester in higher education? b/w 12 & 15
wks
• How many subjects does a full-time student in higher education usually
study? 4 subjects 2 or 3 assignments
• How many assignments have to be completed per subject?
• How can you find out when your assignments are due?
By looking at the course outline document or the assessment sheet

• If you are a full-time student, how many assignments would you have to
complete in a semester?
4 subjects x 2 or 3 assignments = b/w 8 & 12 assignments

• What are the penalties for handing in your assignments late?

The student’s mark will be adversely affected.
PRACTISING 2

Producing a semester planner

53
5
4
 Timeline

Sep 20XX Jan 20XX May 20XX

Synergize Coordinate e- Deploy strategy
scalable business networks with
e-commerce applications compelling e-
business needs

Nov 20XX Mar 20XX

Disseminate Foster holistically
standardized superior
metrics methodologies
QUESTIONS?

56
 MODULE 1: ACTIVE LEARNING ASSIGNMENTS

Type of assessment Link Due day

Participation events 2-3: https://docs.google.com/forms/d/e/1FAI Week 2-4
Reflective learning: Focus pQLSdRWpCkDJYdOBqqm8z407ySaAVPE
on you 9p3OJ0yCv44J55ZqWET1A/viewform?usp
=sf_link
Course work 1: Semester Refer to the Rublic for Semester Planner 14th October
Planner Checklist 2023

Reflective Journal Entries 2 – Refer to Reflective Journal Checklist Rubric. 4th

5 Choose to write 3-4 entries out of 6 topics November
from 2-7. 2023