Learning activity

Exploring active and technology enhanced learning through interactive document

Encourage students to explore and reflect on teaching principles, helping them identify strategies they can apply to enhance their own instructional practices.

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Created by:

Vasileios Karamanis

American College of Greece

Pedagogy

Flipped classroom

Learning outcome

Prep time

Intermediate (10-30 min)

Activity type

Learning Activity

Why this learning activity?

Learning activities targeting high-order skills like this one can help you activate students more effectively. This learning activity will help you with:

Analyze teaching practices in context

Students will evaluate the teaching approach of a scenario-based instructor, identifying elements of technology-enhanced learning and active learning principles.

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Reflect on personal teaching strategies

Students will compare their own instructional practices to best practices in active, learner-centered teaching and consider areas for improvement.

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Apply insights to course design

Students will articulate concrete ways to integrate technology-enhanced and active learning strategies into their own teaching practice.

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Activity setup

Activity steps Activity goals Tools used In this activity

Exploring active and technology enhanced learning through interactive document

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Activity steps

Read instructions: Students review the activity guidelines and learning objectives to understand the task requirements.
Social annotation: Students open the interactive document, read the embedded multiple-choice questions, and respond to each question based on their understanding of active learning and technology-enhanced teaching principles.‍
Reflection: Students reflect on how their own course design and teaching practices could better align with principles of active, learner-centered, and technology-enhanced instruction.

Learning Activities Used

Interactive Document

Student-Content engagement to stimulate student success

In this activity

Multiple-choice questions are included to help students explore active learning and technology-enhanced teaching, while prompting reflection on how these principles could be applied in their own courses. These questions can be modified or expanded to fit your course context.
A reflection step is incorporated to provide students time to consider how the principles addressed in the Interactive Document can be implemented in their own teaching practice.
The activity uses a scenario-based consulting approach, placing students in the role of an advisor to “Professor Garcia,” which encourages critical thinking and practical application of theory.
Engagement with the Interactive Document is structured to combine comprehension checks, reflection prompts, and scenario-based inquiry, modeling effective active learning design for students.