In this talk, we will examine the relationship between active learning and digital capacity. The discussion will be focused around a demo of a blended learning curriculum and accompanying app developed alongside Stanford Graduate School of Education faculty. To conclude, we will briefly discuss best practices.
As interactive media and digital learning experiences become more integrated, instructional design has come to the fore for educators of all stripes. But how do design, interaction, learning, and technology intersect for 21st century classrooms? A good guess is: digital design for experiential learning.
In this talk, we will first examine the relationship between active learning and digital capacity, investigating strengths and weaknesses of face-to-face, blended, and fully online learning in realizing student outcomes. An overview of cognitive psychology and progressive education principles will set the theoretical underpinnings for what experiential learning has historically signified, and what it could extend to mean in the future.
Subsequently, this discussion will be made more concrete through a demo of a blended learning curriculum and accompanying app developed alongside Stanford Graduate School of Education faculty to provide a “digital playground” for rapid, personalized experimentation with new concepts. Student interaction with this online learning environment was book-ended by face-to-face instruction, providing a rich data set with which to inform future pilots around blended learning.
To conclude, we will briefly discuss best practices gathered at the Office of Innovation and Technology thus far around digital design for experiential learning, as well as places to look for use cases around active learning with immersive technologies.