{"id":20,"date":"2020-01-06T17:38:34","date_gmt":"2020-01-06T22:38:34","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/chapter\/chapter-1\/"},"modified":"2020-04-07T15:10:36","modified_gmt":"2020-04-07T19:10:36","slug":"chapter-1","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/chapter\/chapter-1\/","title":{"raw":"Active Learning","rendered":"Active Learning"},"content":{"raw":"<h2><span style=\"color: #808080\">Keeping your professional skills current means becoming a lifelong active learner. This chapter introduces learning skills that you can use in school and throughout your career.<\/span><\/h2>\n<h2>What is Active Learning?<\/h2>\nLearning is most effective when learners are actively and constructively engaged in creating their knowledge.[footnote]Michelene TH Chi and Ruth Wylie, \"The ICAP framework: Linking cognitive engagement to active learning outcomes,\" Educational psychologist 49, no. 4 (2014): 219-243.[\/footnote] Active learning asks learners to explore, discover, process, apply, and evaluate; not just receive information passively.\n\n<a href=\"https:\/\/youtu.be\/UsDI6hDx5uI\" target=\"_blank\" rel=\"noopener noreferrer\">What is Active Learning?<\/a> (4:12) provides a clear definition and several good examples of active learning.\n<h2>How to Succeed at Active Learning<\/h2>\n<em>Click on each skill to see the details<\/em>\n\n[h5p id=\"2\"]\n<h2>Self-Reflection and Active Learning<\/h2>\n<p style=\"text-align: left\">Reflecting on and noting your responses as you learn is a great way to improve your learning.[footnote]James Rhem, \"Using reflection and metacognition to improve student learning: Across the disciplines, across the academy,\" Stylus Publishing, LLC., 2013[\/footnote] As you read, watch, listen and do, note your responses to the material. For example, make notes on:<\/p>\n\n<ul>\n \t<li>Whether the content was easy or difficult to understand<\/li>\n \t<li style=\"text-align: left\">What confused or annoyed you<\/li>\n \t<li style=\"text-align: left\">What was interesting or surprising<\/li>\n \t<li>Any [pb_glossary id=\"70\"]lightbulb moment[\/pb_glossary]s<\/li>\n<\/ul>\n<p style=\"text-align: left\">As you go through this chapter, note your responses to the content. At the end of the chapter (and each subsequent chapter) you'll be asked to:<\/p>\n\n<ul>\n \t<li style=\"text-align: left\">Describe your responses to what you learned<\/li>\n \t<li style=\"text-align: left\">List three questions to ask in class<\/li>\n \t<li style=\"text-align: left\">List three comments to contribute to class discussion<\/li>\n<\/ul>\n\n<hr>\n\n<h2 style=\"text-align: center\"><span style=\"color: #ffffff;background-color: #6699ff\">\u00a0Activity\u00a0<\/span><\/h2>\n<p style=\"text-align: left\">Are you a successful active learner? Complete the <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=HYZ8cHRj80q3TkBBkkdPaAu3d7kgUbVAg054OQCylBtUNE04RTU2UjNIMzQyRzNUOVdLQlcxNkY5RS4u\" target=\"_blank\" rel=\"noopener noreferrer\">Active Learning Skills Self-Assessment<\/a>.<\/p>\n\n\n<hr>\n\n<h2>Take Note!<\/h2>\nTaking notes as you learn helps you remember and understand the content. If your course has tests and exams, you can also use those notes as study aids.\n\nThere are different ways to take notes; f<span style=\"text-align: initial;font-size: 1em\">ind a notetaking method that works for you.<\/span>\n\n&nbsp;\n\n[h5p id=\"3\"]\n\n<hr>\n\n<h2 style=\"text-align: center\"><span style=\"color: #ffffff;background-color: #6699ff\">\u00a0Activity\u00a0<\/span><\/h2>\n<ol>\n \t<li style=\"text-align: left\">Get a pencil and 2 pieces of paper<\/li>\n \t<li style=\"text-align: left\">Watch <a href=\"https:\/\/youtu.be\/gj3ZnKlHqxI\" target=\"_blank\" rel=\"noopener noreferrer\">How to draw to remember more<\/a> (16:48) and participate in the drawing activities<\/li>\n \t<li>Bring your drawings to class<\/li>\n<\/ol>\n\n<hr>\n\n<h2>Review and Studying<\/h2>\nReviewing your notes within 24 hours of the class is an excellent study strategy.[footnote]Nate Kornell, \"Optimising learning using flashcards: Spacing is more effective than cramming,\" Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition 23, no. 9 (2009): 1297-1317.[\/footnote] Do 10 minutes of review for each hour of class. For example, if your class is 2 hours, review for 20 minutes (within 24 hours after class).\n<h3>The Cue Card Method<\/h3>\n<a href=\"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/889\/2020\/02\/Flashcard-examples.png\"><img class=\"wp-image-19 size-medium alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/lucindaatwood\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-300x131.png\" alt=\"A sample cue card. The question is on one side and the answer is on the other side.side\" width=\"300\" height=\"131\"><\/a>The Cue Card method is a quick and easy way to review. This method uses inexpensive cue cards (also known as index cards). Write a question on one side, and the answer on the other, then use the cards to quiz yourself.\n\n<span style=\"font-size: 1em\">Cue cards are small enough to use on transit, while walking, or in line at the grocery store. You can use them later to study for tests and exams.<\/span>\n\n<strong>Tips:<\/strong>\n<ul>\n \t<li>Test yourself, or ask a partner to test you.<\/li>\n \t<li><span style=\"font-size: 1em\">Go through the cards several times, removing cards that you can answer easily. This helps you focus on content you're not yet familiar with.<\/span><\/li>\n \t<li>You can work in groups, and even make a game of it. Give points for the first correct answer, or to everyone who gets a correct answer.<\/li>\n<\/ul>\n\n<hr>\n\n<div>\n<h2 style=\"text-align: center\"><span style=\"color: #ffffff;background-color: #6699ff\">\u00a0Activity\u00a0<\/span><\/h2>\n<p style=\"text-align: center\">How much do you know about Active Learning? Test yourself!<\/p>\n&nbsp;\n\n[h5p id=\"4\"]\n\n<\/div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/code><\/div>\n<\/div>\n\n<hr>\n\n<h2 style=\"text-align: center\"><span style=\"background-color: #99cc00;color: #ffffff\">\u00a0Worksheet\u00a0<\/span><\/h2>\n<p style=\"text-align: center\">Please complete and submit the <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=HYZ8cHRj80q3TkBBkkdPaAu3d7kgUbVAg054OQCylBtUNlNKSEpJVkQ5SUY3RUJETFJaT0g1QURNNy4u\">Active Learning Worksheet<\/a><\/p>","rendered":"<h2><span style=\"color: #808080\">Keeping your professional skills current means becoming a lifelong active learner. This chapter introduces learning skills that you can use in school and throughout your career.<\/span><\/h2>\n<h2>What is Active Learning?<\/h2>\n<p>Learning is most effective when learners are actively and constructively engaged in creating their knowledge.<a class=\"footnote\" title=\"Michelene TH Chi and Ruth Wylie, &quot;The ICAP framework: Linking cognitive engagement to active learning outcomes,&quot; Educational psychologist 49, no. 4 (2014): 219-243.\" id=\"return-footnote-20-1\" href=\"#footnote-20-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> Active learning asks learners to explore, discover, process, apply, and evaluate; not just receive information passively.<\/p>\n<p><a href=\"https:\/\/youtu.be\/UsDI6hDx5uI\" target=\"_blank\" rel=\"noopener noreferrer\">What is Active Learning?<\/a> (4:12) provides a clear definition and several good examples of active learning.<\/p>\n<h2>How to Succeed at Active Learning<\/h2>\n<p><em>Click on each skill to see the details<\/em><\/p>\n<div id=\"h5p-2\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-2\" class=\"h5p-iframe\" data-content-id=\"2\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Active Learning Skills\"><\/iframe><\/div>\n<\/div>\n<h2>Self-Reflection and Active Learning<\/h2>\n<p style=\"text-align: left\">Reflecting on and noting your responses as you learn is a great way to improve your learning.<a class=\"footnote\" title=\"James Rhem, &quot;Using reflection and metacognition to improve student learning: Across the disciplines, across the academy,&quot; Stylus Publishing, LLC., 2013\" id=\"return-footnote-20-2\" href=\"#footnote-20-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> As you read, watch, listen and do, note your responses to the material. For example, make notes on:<\/p>\n<ul>\n<li>Whether the content was easy or difficult to understand<\/li>\n<li style=\"text-align: left\">What confused or annoyed you<\/li>\n<li style=\"text-align: left\">What was interesting or surprising<\/li>\n<li>Any <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_20_70\">lightbulb moment<\/a>s<\/li>\n<\/ul>\n<p style=\"text-align: left\">As you go through this chapter, note your responses to the content. At the end of the chapter (and each subsequent chapter) you&#8217;ll be asked to:<\/p>\n<ul>\n<li style=\"text-align: left\">Describe your responses to what you learned<\/li>\n<li style=\"text-align: left\">List three questions to ask in class<\/li>\n<li style=\"text-align: left\">List three comments to contribute to class discussion<\/li>\n<\/ul>\n<hr \/>\n<h2 style=\"text-align: center\"><span style=\"color: #ffffff;background-color: #6699ff\">\u00a0Activity\u00a0<\/span><\/h2>\n<p style=\"text-align: left\">Are you a successful active learner? Complete the <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=HYZ8cHRj80q3TkBBkkdPaAu3d7kgUbVAg054OQCylBtUNE04RTU2UjNIMzQyRzNUOVdLQlcxNkY5RS4u\" target=\"_blank\" rel=\"noopener noreferrer\">Active Learning Skills Self-Assessment<\/a>.<\/p>\n<hr \/>\n<h2>Take Note!<\/h2>\n<p>Taking notes as you learn helps you remember and understand the content. If your course has tests and exams, you can also use those notes as study aids.<\/p>\n<p>There are different ways to take notes; f<span style=\"text-align: initial;font-size: 1em\">ind a notetaking method that works for you.<\/span><\/p>\n<p>&nbsp;<\/p>\n<div id=\"h5p-3\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-3\" class=\"h5p-iframe\" data-content-id=\"3\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Notetaking Methods\"><\/iframe><\/div>\n<\/div>\n<hr \/>\n<h2 style=\"text-align: center\"><span style=\"color: #ffffff;background-color: #6699ff\">\u00a0Activity\u00a0<\/span><\/h2>\n<ol>\n<li style=\"text-align: left\">Get a pencil and 2 pieces of paper<\/li>\n<li style=\"text-align: left\">Watch <a href=\"https:\/\/youtu.be\/gj3ZnKlHqxI\" target=\"_blank\" rel=\"noopener noreferrer\">How to draw to remember more<\/a> (16:48) and participate in the drawing activities<\/li>\n<li>Bring your drawings to class<\/li>\n<\/ol>\n<hr \/>\n<h2>Review and Studying<\/h2>\n<p>Reviewing your notes within 24 hours of the class is an excellent study strategy.<a class=\"footnote\" title=\"Nate Kornell, &quot;Optimising learning using flashcards: Spacing is more effective than cramming,&quot; Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition 23, no. 9 (2009): 1297-1317.\" id=\"return-footnote-20-3\" href=\"#footnote-20-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a> Do 10 minutes of review for each hour of class. For example, if your class is 2 hours, review for 20 minutes (within 24 hours after class).<\/p>\n<h3>The Cue Card Method<\/h3>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/889\/2020\/02\/Flashcard-examples.png\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-19 size-medium alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/lucindaatwood\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-300x131.png\" alt=\"A sample cue card. The question is on one side and the answer is on the other side.side\" width=\"300\" height=\"131\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-300x131.png 300w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-1024x446.png 1024w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-768x334.png 768w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-1536x669.png 1536w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-2048x892.png 2048w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-65x28.png 65w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-225x98.png 225w, https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-content\/uploads\/sites\/959\/2020\/01\/Flashcard-examples-350x152.png 350w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>The Cue Card method is a quick and easy way to review. This method uses inexpensive cue cards (also known as index cards). Write a question on one side, and the answer on the other, then use the cards to quiz yourself.<\/p>\n<p><span style=\"font-size: 1em\">Cue cards are small enough to use on transit, while walking, or in line at the grocery store. You can use them later to study for tests and exams.<\/span><\/p>\n<p><strong>Tips:<\/strong><\/p>\n<ul>\n<li>Test yourself, or ask a partner to test you.<\/li>\n<li><span style=\"font-size: 1em\">Go through the cards several times, removing cards that you can answer easily. This helps you focus on content you&#8217;re not yet familiar with.<\/span><\/li>\n<li>You can work in groups, and even make a game of it. Give points for the first correct answer, or to everyone who gets a correct answer.<\/li>\n<\/ul>\n<hr \/>\n<div>\n<h2 style=\"text-align: center\"><span style=\"color: #ffffff;background-color: #6699ff\">\u00a0Activity\u00a0<\/span><\/h2>\n<p style=\"text-align: center\">How much do you know about Active Learning? Test yourself!<\/p>\n<p>&nbsp;<\/p>\n<div id=\"h5p-4\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-4\" class=\"h5p-iframe\" data-content-id=\"4\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Active Learning Quiz\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/code><\/div>\n<\/div>\n<hr \/>\n<h2 style=\"text-align: center\"><span style=\"background-color: #99cc00;color: #ffffff\">\u00a0Worksheet\u00a0<\/span><\/h2>\n<p style=\"text-align: center\">Please complete and submit the <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=HYZ8cHRj80q3TkBBkkdPaAu3d7kgUbVAg054OQCylBtUNlNKSEpJVkQ5SUY3RUJETFJaT0g1QURNNy4u\">Active Learning Worksheet<\/a><\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-20-1\">Michelene TH Chi and Ruth Wylie, \"The ICAP framework: Linking cognitive engagement to active learning outcomes,\" Educational psychologist 49, no. 4 (2014): 219-243. <a href=\"#return-footnote-20-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-20-2\">James Rhem, \"Using reflection and metacognition to improve student learning: Across the disciplines, across the academy,\" Stylus Publishing, LLC., 2013 <a href=\"#return-footnote-20-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-20-3\">Nate Kornell, \"Optimising learning using flashcards: Spacing is more effective than cramming,\" Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition 23, no. 9 (2009): 1297-1317. <a href=\"#return-footnote-20-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_20_70\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_20_70\"><div tabindex=\"-1\"><p>A sudden realisation, new idea, or moment of clarity<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":845,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[47],"contributor":[],"license":[],"class_list":["post-20","chapter","type-chapter","status-publish","hentry","chapter-type-standard"],"part":18,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/chapters\/20","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/wp\/v2\/users\/845"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/chapters\/20\/revisions"}],"predecessor-version":[{"id":77,"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/chapters\/20\/revisions\/77"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/parts\/18"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/chapters\/20\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/wp\/v2\/media?parent=20"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/pressbooks\/v2\/chapter-type?post=20"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/wp\/v2\/contributor?post=20"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/wp-json\/wp\/v2\/license?post=20"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}