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TEACHACTIVE overview
TEACHACTIVE overview
Faculty training is a key factor in the success of integrating evidence-based teaching in classrooms. This project will combine training and feedback in a model named “TEACHActive.” The TEACHActive professional development model uses classroom sensing and machine learning to promote active learning in engineering classrooms. The data collected as part of integration of this model is expected to promote systematic improvement in evidence-based teaching, which will positively impact student engagement in classrooms.
TEACHACTIVE COMPONENTS
TEACHACTIVE COMPONENTS
1. Active Learning Training
1. Active Learning Training
Faculty participate to the training sessions on the implementation of active learning in engineering classrooms. The hands-on active learning training is designed following the active learning adoption framework. The training sessions include the theoretical background on active learning, examples and indicators in engineering classrooms, and hands-on activities and discussions.
2. Automated Classroom Observation
2. Automated Classroom Observation
Instructors' active learning facilitation strategies are tracked by measuring changes in classroom activities through behavioral indicators. We use EduSense to track instructors’ facilitation behaviors. We deployed EduSense on our physical server to capture the behavioral indicators associated with instructors’ facilitation of active learning strategies.
We are using EduSense’s customized classifiers: Sit vs stand, hand raises, student vs instructor speech, and speech act delimiting. These behavioral indicators are used as evidences for instructors’ implementation of active learning facilitation strategies in classrooms.
3. Feedback and Reflection
3. Feedback and Reflection
Once faculty complete their teaching sessions, they are presented with the classroom analytics on the feedback dashboard that is designed for this project. The automated feedback illustrates the visual representation of behavioral indicators from the classroom in connection with the active learning facilitation strategies.
Changes in-class activity, student participation through hand raises, body positions, movement patterns, and the frequency and duration of instructor vs. student talk are displayed on the feedback dashboard at the end of each session.
The prompts on the feedback dashboard are used to promote instructors’ reflective practice to gain a better overview of the in-class activities, reflect on their facilitation strategies, and address pedagogical changes in their next sessions.
TEACHActive stakeholders
TEACHActive stakeholders
Stakeholders possess invaluable knowledge, experience, and interaction. Many stakeholders, particularly in higher education contexts, influence technology use, and including such stakeholders in the design, implementation, and evaluation can support sustainable projects. There are different types of stakeholders engaging in the TEACHActive system implementation. The primary motivation is to engage those who would use the system early in the design process to ensure gaining critical perspectives. The project has three types of stakeholders based on their level of engagement: key, primary, and secondary.
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