Students partake in the learning experience by working together in groups or teams. Much like our group exercise our class just completed, participants work together to form an end product and learn along the way. This way students collaborate within the learning process creating a relevant learning experience. The basic principles of this theory have three components: Relate, Create & Donate (Kearsley & Shneiderman, 1998). The first component, relate, has the students working collaboratively in teams or groups. As was the case with our group projects, students engage one another through the use of technology such as a Wiki or the use of Skype communicating ideas and forming thoughts. In a classroom setting this may include clustering around a desk or a group meeting outside of class. Both of these examples follow the first principle of collaboration emphasizing a team effort that involves communication, planning, management and social skills (Kearsley & Shneiderman, 1998). The group collaborates on a subject to discuss fresh perspectives on the material. Individuals exchange ideas and essentially brainstorm new forms of knowledge.
The second component, create, involves the collaborating
group engaging in the learning process to create a project. Teams have one common goal: the project. Whether this is in the form of a presentation
such as this class presented, some sort of knowledge scrapbook put together by
a team of students, or a collaborative paper, the group executes their planning
and communication in the form of a project.
The group has an end goal in mind when exchanging ideas and follows
through on the intended plan.
The third component, donate, stresses the value of making a
useful contribution while learning (Kearsley & Shneiderman, 1998). This principle boils down to relevancy. The project needs to carry meaning in which
others outside the group can learn from or be relevant in its being. Central in this theory is a center around an “outside”
customer. This ideology is central to my
personal belief in instructional methodology because I believe in teaching
real-world applications in which students learn through breaking down actual realistic
situations or occurrences and develop their own plan, description, and workarounds
based on their own group knowledge as well as that written in the material.
The engagement theory and the three basic principals are relevant
in internet based classes: online and traditional brick and mortar classes
utilizing internet tools. Communication
is easily done within class or outside of class with texting, email, wikis, and
other forms of digital communication.
Collaborative cohesion is an issue face-to-face or completely via
internet communication methods but the intent is to engage all students into
doing their part, learning through the process, and following through with
completion of the project. The reality
that engagement theory focuses on non-academic measures and is built to
maintain contact with the learner and their learning environment is also a key
component that draws me to this theory.
A few statements within the text resonate with me.
First: "Engagement theory places a great deal of emphasis on providing an authentic (i.e., meaningful) setting for learning, something not present in previous models."
Lessons are very relevent, meaningful, and beneficial to the learner and help establish a pattern of troubleshooting and working within the system that will only help build their academic arsenal for lessons to come.
Second, I love the authors closing statement:
“We believe that engagement theory represents a new paradigm
for learning and teaching in the information age which emphasizes the positive
role that technology can play in human interaction and evolution. We challenge
others to examine this theory and test it in their own teaching efforts.”
These two statements are why I too feel strongly for this style of
instruction.
John, you have chosen an interesting theory! I was considering the topic of Engagement theory also. I am a firm believer in hands-on learning, rather than purely traditional learning methods. In most of my classes, I incorporate at least one group project, and strive to give students a real-life learning experience. As designers, my students would be working in teams on projects. There are basic elements of product development. There is usually a kick off meeting, followed by meetings during the development phase, lots of email and conference call/phone/Skype communications, and finally a dry run pitch meeting before the actual pitch to the client. I utilize all of these steps to give students exposure. I even order pizza and refreshments with them (we all pitch in to pay) to give them the feel of a real office brainstorming session. On group projects, my purpose as an instructor is to guide the team and help struggling individuals to understanding the purpose/goal.
ReplyDeleteFor my classes, I require organization. I outline tasks in the rubric so that students can refer to it throughout the project. During the kick-off meeting, a team should talk about the project scope, the client’s expectations and who they are, the staff involved, how to manage the project, and deadlines among other things. I don’t offer ideas to the students, but I will discuss the advantages of re-thinking choices that might negatively affect outcomes.
I really like the process of the Relate, Create, and Donate principles. I agree that Engagement theory is an insightful motivational framework for any age student.
Since I am a big fan of checklists, I created a basic kick-off agenda for an initial project meeting. Mostly for myself, but I thought I would share. This listing, although rudimentary, would be a help for first time students.
• Provide an overview of the project
• Introduce the team members
• Project Review
• Define roles and responsibilities
• Identify Project approach and Timeline
• Outline team rules and project management processes
• Identify a communications plan
• Questions
• Recap/Summary
Your impression of the Creation principle is interesting and insightful. Students always seem to become much more engaged and excel when they are can take control of the project and define the outcome.
As I read more about Engagement Theory, the Donate principle offers an opportunity to participate and interact in the service of others, be it an organization, a church, a school or any other client that would benefit from the knowledge of the students. This past winter, I had the opportunity to see this principle in action at Penta Career Center. Their senior CAD design class was asked to submit designs for an AIA (American Institute of Architects) competition to design a visitor and observation center at Cullen Park in Toledo. The students were excited, engaged, creative, and proud of their work. The scope and criteria was that of a professional project, so it was a real-world professional experience for the students. In recent years, Penta won the competition. With this sort of high profile exposure, high schools graduates arrive on the work scene and in colleges well prepared for collaborative and challenging work in their field of study. What better way to learn and motivate?
Yes, setting up group projects, monitoring student progress and grading their work is a challenge. But the students get so much more out of it. If one were to assess retention a year after a project deadline, the students could recall facts that they would not have otherwise with a traditional approach. Another perk of project-based learning is that group projects can introduce a diversity that might not otherwise be realized in individual projects. In today’s world, working with and understanding people from different backgrounds is critical to success.
Sources:
Kearsley, G. & Shneiderman, B. Engagement Theory: A framework for technology-based teaching and learning. http://home.sprynet.com. April 1999. Web. 19 March 2012