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ERIC Number: EJ951245
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1527-6619
A Dialogue for Engagement
Brown, Malcolm
EDUCAUSE Review, v45 n5 p38-40, 42-48, 50, 52-56 Sep-Oct 2010
Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit engendered by engaged learners in a course is infectious, spreading among and sustaining all participants. It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design. In doing so, instructors and course designers need to ask themselves several questions: (1) How can we garner students' interest in the subject matter at the outset?; (2) How can we engage the students both in and out of the classroom?; (3) How can we engage students more directly with the subject, with each other, and with the faculty?; and (4) How can the effectiveness of these techniques be evaluated and assessed? One way to begin to answer these questions is to study reports from those practitioners who are actively devising methods, supported by IT-based tools, to gain and then sustain student engagement. "EDUCAUSE Review" asked five such practitioners--Mark Auslander, Kelly Gredone, David Green, Bruce Hull, and Walt Jacobs--to share their experiences. In this article, these faculty, from various academic disciplines, explain why they are using technology and innovative pedagogical methods in their courses and describe how these tools and methods are making their students' learning experiences richer and more meaningful. (Contains 2 tables.) ["A Dialogue for Engagement" was written with Mark Auslander, Kelly Gredone, David Green, Bruce Hull, and Walt Jacobs.]
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A