Analysis of the research literature (Chickering and Gamson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
Chickering, Arthur W., and Zelda F. Gamson. March 1987. "Seven Principles for Good Practice." AAHE Bulletin 39: 3-7. ED 282 491. 6 pp. MF-01; PC-01.
Technology has not only changed the role of the teacher, it has also transformed students’ learning experiences from those of their counterparts decades ago. New Information and Communication Technologies (ICTs) have revolutionized how we teach and learn in higher education opening up education for a more global reach. Through Technology Enhanced Learning (TEL), imparting and acquiring knowledge is no longer confined to a physical, or even virtual classroom, or LMS, educators and learners can share, create, communicate and apply knowledge in ways never imagined before using different types of technology tools, platforms and Web 2.0. Video-conferencing, watching and creating Youtube videos, communication through social media networks and online discussion forums, blogs, wikis, Google Docs and more foster and support formal and informal student-centered learning, content creation and critical thinking. In higher education, however, the application of TEL remains elusive. Faculty understanding of why and how to leverage technology to engage learners and to design impactful learning experiences and tasks previously inconceivable run the gamut from novice to expert.
Kirkwood and Price’s (2013) critical literature review and assessment of TEL provides higher education faculty, administrators and support staff insights about the current research, perception and use of TEL in higher education.
If faculty are to adopt TEL, they must first gain an understanding of how TEL has changed their role, and their students’ expectations of learning experiences. This paper presents the purpose of applying TEL, the role TEL plays in restructuring teaching and learning, approaches for implementing TEL and evidence-based examples of the benefits, value and impact of TEL.
Further reading: Please read the article from the NYU library at:
Tools within NYU Classes
Many functionalities within the NYU Classes platform support student-centered, collaborative learning that encourage students to continue their learning after the class period has ended. It provides them with opportunities to consume knowledge and reflect on their own time, in addition to the faculty-supported teaching and learning. Read the How can I encourage collaboration section of this NYU Classes knowledgebase article to learn more about how to effectively use features such as Forums, Chatroom, and the Message Tool to support student collaboration.
Zoom, NYU Stream, Padlet, VoiceThread
In addition, several internal and external tools are also great options to engage students in group, social, and active learning.
More Teaching with Technology recommendations can be found on the Educational Technology Services page of the CAES website.