Passive Learning and Active Learning

Quick reference

• 00:04 As we've mentioned,
• 00:05 figuring out what content to include in your course is essential.
• 00:09 But along the way, learners will need more than information.
• 00:13 They'll need exercises, quiz questions, and other activities to challenge them.
• 00:18 So, we're going to talk about how to create a balance between delivering
• 00:23 the knowledge learners need and providing the opportunities to practice and
• 00:27 act on that knowledge.
• 00:29 In other words, how do we balance passive learning and active learning.
• 00:35 When we think about teaching someone, our first instinct is often
• 00:39 to think about what information we need to say or provide.
• 00:42 What articles or blog posts should I write?
• 00:46 What videos should I create?
• 00:48 These kinds of content are essential when building a course.
• 00:52 Anything people read or sit back and watch is known as passive learning.
• 00:58 In terms of actual learning, passive learning usually satisfies the basics.
• 01:04 Learners need access to new information, and they need to remember it over time.
• 01:09 But it takes more than simple absorption of information
• 01:14 to truly help learners learn.
• 01:17 Let me explain.
• 01:18 This pyramid you see here is what's known as Bloom's Taxonomy.
• 01:23 It's a model many educators have used for
• 01:25 decades to help them identify various levels of critical thinking.
• 01:30 At the bottom, you've got knowledge.
• 01:33 This is the base level of learning where people store information in their
• 01:38 brain and we'll recite it when asked.
• 01:40 From a teaching perspective, getting students to the knowledge level requires
• 01:45 the least amount of effort, but it produces the least amount of learning.
• 01:49 Without reinforcement, people generally forget what they learned over time.
• 01:54 If you've ever crammed for an exam or learned something one week and
• 01:58 forgotten it the next, then you'll understand what I mean.
• 02:02 As we move up this pyramid, the degree of critical thinking increases for
• 02:08 the learner and that means increased understanding and the learner's
• 02:13 ability to apply and use, and retain this knowledge for their own needs.
• 02:18 Comprehension is the next level.
• 02:20 That's where students understand the information and why it's important.
• 02:25 Application is where they begin to use this knowledge and take action.
• 02:31 In analysis, students can start breaking down the information and
• 02:36 adapt it for their own needs.
• 02:39 With synthesis, students will begin to create their own scenarios and
• 02:44 imagine or create new ways to accomplish their goals.
• 02:48 And at the top is evaluation, where students can make their own judgments and
• 02:53 recommendations based on knowledge and new data they've discovered on their own.
• 02:59 At this point, they are really mastering the steps or
• 03:03 the concepts related to the subject.
• 03:06 Moving students up through the various levels here will require
• 03:11 different levels of knowledge and activities.
• 03:14 To get students to achieve a level of knowledge and even comprehension,
• 03:18 you could conceivably just use passive learning.
• 03:21 Many teachers provide the info their students need in text or video formats and
• 03:27 then test their knowledge with some kind of assessment quiz or exam.
• 03:31 And don't get me wrong knowledge of basic terminology and facts is essential but
• 03:37 courses should not be completely loaded with information.
• 03:41 Try to avoid those leanback experiences where learners do nothing but
• 03:46 press play on a video and sit and watch before moving on to the next one.
• 03:51 For information to resonate and stick and
• 03:54 to move learners up that pyramid of critical thinking,
• 03:58 you need to switch things up and engage them with active learning activities.
• 04:04 In active learning, teachers engage students with activities that can get them
• 04:08 to do something aside from sit back and absorb information.
• 04:11 This can include exercises that provide a structure where students try steps
• 04:16 on their own or
• 04:17 problem-solving scenarios that incorporate the information in a different way.
• 04:22 It might also include group discussions or brainstorms where students
• 04:27 can ask questions and generate ideas that meet required criteria.
• 04:32 Depending on the learning management system that you use, your course
• 04:37 builder may allow you to create lessons with text, images, embedded videos,
• 04:43 animated graphics, and other elements you can use to help tell your story.
• 04:48 Even a one-question quiz at the right time can be an effective way to break
• 04:53 up the lecture and get your audience to think about a new concept.
• 04:57 So don't just give learners things to read and look at.
• 05:02 Give them some stuff to actively work with.
• 05:05 Provide downloadable files to experiment with or exercises to complete.
• 05:10 Trying out new functions in Excel is easier when you can test it
• 05:15 yourself in a worksheet with some relevant prompts rather than
• 05:20 only watch things unfold on screen.
• 05:23 Or maybe the takeaway is a checklist that learners can keep at their desk to remind
• 05:27 them about an important process.
• 05:29 If possible, provide links to online platforms with additional resources.
• 05:35 If you're teaching people how to design slide decks or
• 05:38 websites, show them where to download templates they can play with.
• 05:42 The best case scenario for the course materials you provide is that learners
• 05:47 will feel satisfied with the amount of information they receive, but your course
• 05:52 will really be a success if they have the confidence to apply it all on their own.
• 05:57 Provide a balance between passive and active learning and
• 06:02 students will feel ready for whatever challenge comes next.
• 06:06 Coming up, we'll start looking at the structure of your course as we
• 06:10 talk about creating a course outline and learning objectives.

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