Abstract: Revised 312 words Teaching that facilitates active learning requires the instructor to integrate student participation within the classroom space by planning and implementing activities that flow easily from one another and build on knowledge throughout the class session (Slavich and Zimbardo 2012). The authors of this presentation have utilized construct mapping to both organise and implement session activities within an active learning space in a higher educational setting. The construct mapping provides a scaffolding to choreograph the various elements (students, physical space, activities, and time) to create learning sessions that flow well and facilitate learning.
Participants will learn how to use construct mapping to organise an educational session within an alternative learning space. This technique of using construct mapping is particularly useful when instructors are beginning to undertake a shift from passive intake of knowledge to active participation by students (Jennings 2012). In this manner, construct mapping will be presented as a scaffolding approach for the transition of instructional development (NIU FDIDC 2012). Participants will create construct maps that meet their particular educational objectives and use equipment afforded to them by working in the Western Active Learning Space (WALS).
The session will demonstrate how the authors have used construct mapping to facilitate the meta cognitive learning within their own courses. It will include a discussion of specific construct mapping tools which will serve as an added take away to the overall design choreography to facilitate participants’ own application of the approaches demonstrated within the session.
As an example of active learning in practice, the session will build around the use of these techniques. Thus, it is intended to provide participants with a hands on familiarity with the use of construct mapping to provide scaffolding both to transition conventional instructional curricula to use in an active learning classroom and to supplement pedagogy within traditional classrooms for participants wishing to integrate active learning elements into their teaching.
References
Northern Illinois University Faculty Development and Instructional Design Center (2012) http://www.niu.edu/facdev/resources/guide/strategies/instructional_scaffolding_to_improve_learning.pdf
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educ Psychol Rev, 24(4), 569-608. doi:10.1007/s10648-012-9199-6
Jennings, D. (2012) The Use of Concept Maps for Assessment http://www.ucd.ie/t4cms/UCDTLA0040.pdf
Spaulding Prezi, pt 1 of the presentation:
https://prezi.com/kfo8j50ql3uj/reflective-course-map-mapping-your-meta-cognition-part-1/
Smith Prezi, pt 2 of presentation:
https://prezi.com/ioeimit-vnvd/reflective-course-map-mapping-your-meta-cognition-pt2/
