Learner Modes and Inclusive Learning

Augmented Imagination to Support the Four Modes of Student Engagement: Exploring Tools for Future Learners

David Stoloff

Eastern Connecticut State University, CT, USA

stoloffd@easternct.edu 

Proposal Type

2. Professional Development. Enhancing Teaching: Practical Pedagogical Tools and Strategies for Faculty and Student Success. For proposals that demonstrate or teach specific pedagogical techniques, curricula, educational resources, or administrative strategies to engage students or support faculty development.

Proposal Track

#GC2. How to encourage students to be engaged in learning. Engaged learners are motivated to value how, why, and what they learn and to continue evolving as learners. Keywords: motivation, value, learner engagement, higher education students

Abstract

Reflecting on learning and teaching in a first-year course on understanding education using the social sciences, a second-year course on international and cross-cultural seminar, and a liberal arts program capstone course on exploring tools for future learners, the presenter will showcase augmented imagination and emerging technology tools to reach Anderson and Winthrop (2025)’s “Disengaged Teen”.   For the Resister students, who don’t attend, place-based strategies using Google Earth may help build a local community to motivate their engagement.   For the Passenger students, who coast through classes without much interest, encouraging the development of Personal Archives for Learning (ePortfolios) using Googlesites might motivate their learning.  For the Achiever students, who successfully conform to extrinsic motivations, an additive assessment system, that documents project-based accomplishments and encourages enrichment, genius projects, might ease their tensions.  For the Explorer students, who are self-motivated learners with personal interests, connect the learning in the class and in other courses to their interests through augmented imagination tools might enrich learning for then and the entire learning community.    

In these models, the role of the instructor changes to reach these students.   Beyond “sage on the stage” and “guide and the side”, the instructor is seen as an “elder as melder”, melding the teaching and learning skills with the understanding and perspectives of the learners.   Often, while using technology, the learners become the elders for the teacher, showing them technologies and applications that enhance learning and living.  Within this learning culture, exploration and future-building become a community project.    

Anderson, J., & Winthrop, R. (2025). The disengaged teen: Helping kids learn better, feel better, and live better. Crown. 

Presentation Format

Poster. This format is ideal for showcasing both completed and in-progress projects, providing an excellent opportunity for interactive engagement with other attendees in an informal setting. At least one author must be present during the poster sessions to facilitate discussion and answer questions. Presenters are encouraged to provide relevant resources in both print and online formats to enhance accessibility and impact. An easel, foam board and tacks are provided. Detailed poster guidelines can be found on the conference website.