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Rethinking the Classroom: Designs for Interaction

ELI Summer Focus Session

Rethinking the Classroom: Designs for Interaction
June 15–16, 2005
East Lansing, Michigan

ELI and its co-sponsors thank the Michigan State University School of Journalism for podcasting the Summer Focus Session. In addition to audio reports, the MSU podcasters plan to conduct the first ever video report or vodcast of an ELI activity at this session. Links to the podcasts (and the vodcast) will be available as they are posted from the ELI Podcasts Web page under "ELI 2005 Summer Focus Session Podcasts."

Innovative combinations of technology and pedagogy are allowing institutions to make learning more interactive. Student learning and engagement improve as interactivity increases. This session explores emerging principles and practices in interactive learning and explores how institutions can rethink their learning environments.

Please see the Premeeting Activities page for information about the focus session homework assignment. All participants are asked to complete the assignment by June 10.

Who Should Attend?

  • Those interested in improving their teaching by further understanding interactive learning
  • Those involved in developing, delivering, and supporting interactive learning experiences, such as individuals in:
    • Instructional technology
    • Information technology
    • Faculty positions
    • Academic administration
    • Other roles as determined by the campus context
  • Those interested in any academic discipline, not just the sciences

Attend as a Team

Institutions that send a team to the ELI focus sessions derive the greatest value from the meeting. Institutional teams have rich collaboration opportunities and are better able to implement what they learn from the focus session. We encourage you to attend as a team.

Purpose and Program

Active learning is a key tenet of learning theories. Interactive learning leads to greater engagement, retention, and competence. While it is easy to advocate increased interaction in college courses, what models make it possible to increase the effectiveness of today’s methods? The National Science Foundation’s Division of Undergraduate Education has supported research and experimentation with many educational models that increase interaction. This focus session will explore those models, the technology that supports them, and the learning principles that explain their success. The session will also explore issues of assessment and implementation.

Questions that will be addressed as a part of this focus session include:

  • What models for interactivity lead to greater student learning and engagement?
  • What principles are common across these models? Are they replicable across institutions? Across disciplines?
  • What does "effective" mean in the context of interactive learning environments?
  • What is the role of technology in increasing interaction?
  • What strategies help overcome barriers to implementing interactive learning?

Homework

Participants will be asked to complete an assignment prior to the focus session. The pre-meeting assignment will be due approximately June 10. Session participants will receive an email with instructions regarding the homework shortly. Please check the Premeeting Activities page as well for updates regarding the assignment.

Outcomes

As a result of the focus session we expect that participants will:

  • Have an opportunity to reflect on interactive learning models in use at their own institution and elsewhere
  • Identify designs, components, principles, and processes that can make learning environments more interactive
  • Create a shared conceptual framework that:
    • Guides the development of more interactive models
    • Establishes a culture of evidence for interactive learning
    • Identifies when and how to incorporate technology
    • Explores the implementation implications of alternative models (e.g., cost, support, faculty development)

Sponsors

The program is sponsored by:

  • EDUCAUSE Learning Initiative (ELI)
  • National Science Foundation, Division of Undergraduate Education
  • Michigan State University
 
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