Good practices for teaching with technology: Use active learning techniques

Following are some examples of projects by SBC Fellows and Technology Assessment Grant (TAG) Program recipients at Indiana University that illustrate the good practice of using active learning techniques:

Creating time-lapse movies

This project, developed by Roger P. Hangarter, uses time-lapse movies to engage students in the study of plants. For an explanation of how to make time-lapse movies, and for information about the hardware and software needed, see:

Online orientation for perioperative nursing

Developed by Marchusa Huff, this orientation to the surgical environment for nursing students incorporates equipment demonstrations and clips of procedures with online quizzes. For more information, see:

Active participation in mathematical discovery

This series of problem-based exercises using Geometer's Sketchpad software was developed by Vesna Kilibarda. By allowing students (individually and in groups) to draw and drag figures, seeing and comparing them from multiple perspectives, it encourages active participation in mathematical discovery. For more information, see:

Musical examples and illustrative materials online

This project from Portia Maultsby involves two distinct web sites: "A Survey of African-American music" and "Hip-Hop Music and Culture". Both incorporate recordings with contextual background materials, including lecture notes, musical transcriptions, photographs, and graphics. For more information, see:

Template for creating new installments of a web site

In this project by Joanne Meyerowitz, a flexible template was created for the "Teaching the Journal of American History" web site, enabling new installments to be created without redoing the basic design. For more information, see:

Using materials already existing on the web for art appreciation courses

This project by Benjamin Withers is a web site to help organize and present comprehensive art history materials, including presentations in different still and moving media and three-dimensional views of sculptures and buildings found at sites produced by world-class experts. For more information, see:

Using animation to understand difficult concepts in cardiovascular embryology

This good practice from Valerie O'Loughlin uses animation as a learning tool in the study of cardiovascular embryology. Pretest and posttest scores are compared to assess whether participants learn more effectively than with two-dimensional static images. For more information, see:

Teaching interventions to promote collaborative learning online

This good practice from TAG Program recipient Faridah Pawan suggests clearly outlining participants' requirements, demonstrating instructor facilitation and leadership, and requiring students to self-code responses. For more information, see:

What works in online learning

This good practice from TAG Program recipient Lesa Lorenzen Huber focuses on the personal and interactive online activities that improve student learning. In this study, long-term problem-based collaborative learning, with individual reporting, was seen as highly effective. For more information, see:

For more information about the SBC Fellows Program, see: For more information about good practices for teaching with technology developed by SBC Fellows, see:

For more information about the Technology Assessment Grant (TAG) Program, see: For more information about good practices for teaching with technology developed by TAG Program recipients, see:

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Last modified on November 21, 2005.