Active Learning - Good Practices - UvA Teaching and Learning Centres (TLC)

Below, you will find some inspiring examples from UvA colleagues who have used active learning in the classroom. Over the coming years, many more ideas will be added to the collection.

Gamification
Student panels
Video assignments

Gamification

Student engagement may be increased by adding elements of gamification, such as competition.

Teams compete with each other by scoring points. Instead of regular end-of-course grading, teams start at 0, and collect points over time by completing various challenges related to the course materials.

Competitive learning environments may increase student engagement and effort

Course challenges are relatively easy to develop, using traditional group assignments.

Gamification grading is suitable for tutorial/seminar settings.

Very frequent grading is required in order to communicate “ live”student scores to students. This can be demanding for teachers.

Classroom dynamics may be negatively affected by a competitive climate in some teaching settings.

There is a danger that students are more engaged with point-scoring than with the content of the course.

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Student panels

Student panels add interactivity to traditional lectures by incorporating active student participation.

Student panel sessions resemble conference panel sessions. The lecturer invites student panel members to the stage to participate as peers during the lecture. This may be done by asking questions, starting a discussion, or responding to queries, for instance.

Student panels are suitable for large lectures as well as smaller group settings.

Students share responsibility with teachers for the success of a lecture or tutorial through co-ownership.

Panels add interactivity to lectures and formal presentations.

Some students feel uncomfortable with public speaking.

Evaluating student contributions generally requires additional teaching staff, as the tutor or lecturer is not in a position to give these their full attention.

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Video assignments

This good practice focuses on students producing video as an assignment.

Information is increasingly visualised, in today’s society. Videos are fast-paced, easily accessible, and require their makers to focus on the most important points. For many teachers, however, setting video assignments is relatively new. In the description of this ‘good practice’, we aim to provide some practical pointers.

Video assignments steer students towards higher-order thinking because they require applying information, finding connections between concepts, and making choices about what to include and exclude.

Videos tend to be an attractive medium for students.

Videos provide excellent opportunities for information exchange between students.

Producing a video assignment often takes much more time than a traditional written assignment.

Teachers may be asked technical questions about video production.

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Teacher stories

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Active Learning - Good Practices

What is student engagement?

Encouraging student engagement is essential in higher education. It can transform simple actions like participating in class or enjoying a course into deep, meaningful commitment. Engagement could be the key to reducing student apathy and facilitating deeper learning. On the flip side, a lack of engagement can lead to negative outcomes for the student, their peers, and you as an educator. But what exactly is student engagement?

Active Learning - Good Practices

Video assignments

Active Learning - Good Practices

Studentpanels

Active Learning - Good Practices