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A Case for Active Learning
For me, the move to an active learning model paralleled a growing interest in technology-enhanced teaching and the increased availability of online resources to provide art historical content. When faced with decisions about the use of such materials, I found I needed more certainty about what my students understood and whether they could apply this information to meet my expectations in the course. By focusing more on the question of student learning, I’ve felt free to experiment with many teaching methods, discover their benefits and limitations, and choose what I find works best. Change is never easy, and any shift in our teaching practice–especially after we’ve been doing it a while–takes time to adjust, refine, and adapt to our own style and personality. While it may be awkward at first, we owe it to our students to try different approaches and make our own decisions, and in the process, become better teachers.
http://www.pearsoned.com/education-blog/classroom-case-active-learning/
