This table of active learning strategies shows corresponding ways to conduct the same strategies by incorporating AI. The ideas are part of a book that I (Traci) am writing about AI and active learning. Portions were shared during the September 2024 Global Society of Literacy Educators (GSOLE) Webinar, “AI-Powered Active Learning: Ten Strategies for Engaging Writers Online.”
While these strategies can be used in any classroom context, they can be particularly useful for asynchronous fully online courses. One of the biggest challenges for such asynchronous classes is pairing students when everyone is in a different place and may be working at very different times. As a result, students have a difficult time finding an available partner to pair with in this activity.
The solution? Ask AI to serve as the second voice in conversations with students, either working in the role of another student in the course, a specified persona (e.g., a historical figure, a specific politician), or as a tutor/teacher.
Written Text and Critical Thinking Strategies
(listed alphabetically)
If you want to try this active learning strategy… | Try this… |
---|---|
Concept Mapping | ask bot to help you set up the structure for a map. p. 116–117, Kosslyn |
Directed Paraphrasing Rephrase a text for a diff aud, purpose, etc. |
etc |
Empty or Partial Outlining Quiz comprehension by filling in a blank or partial outline |
by uploading a reading and then ask ai to create for an uploaded text |
Minute Papers | Lorem ipsum gypsum tipsy poodle noodle. |
Muddiest Point | Explain the muddiest point, outlining what you’re confused about. Ask the AI Chatbot to explain the concept, asking you for questions as you progress through the information. |
One-Sentence Summary Condense a passage, article, or chapter into one sentence |
do it |
Think-Pair-Share (also think pair chatbot share) |
Pair with chatbot; decide on what to share and post to class discussion/etc. |
Single Word Summary Condense a passage, article, or chapter into one word and defend the choice |
do it |
Resources
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher Education Rep. No. 1).Washington, DC: The George Washington University, School of Education and Human Development. Retrieved from http://eric.ed.gov/?id=ED336049.
Conrad, Rita-Marie, and J. Ana Donaldson. 2011. Engaging the Online Learner: Activities and Resources for Creative Instruction. 2nd edition. San Francisco: Jossey-Bass.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111.
Hake, Richard R. 1998. “Interactive-Engagement versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses.” American Journal of Physics 66 (1): 64–74. https://doi.org/10.1119/1.18809.
Kosslyn, Stephen M. 2024. Active Learning with AI: A Practical Guide. Boston: Alinea.
Linton, Debra L., Wiline M. Pangle, Kevin H. Wyatt, Karli N. Powell, and Rachel E. Sherwood. 2014. “Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion.” CBE Life Sciences Education 13 (3): 469–77. https://doi.org/10.1187/cbe.13-12-0242.
Prince, Michael. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93 (3): 223–31. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x.
Saunders, Laura, and Melissa A. Wong. 2020. “Active Learning: Engaging People in the Learning Process.” In Instruction in Libraries and Information Centers. Urbana, Illinois: Windsor & Downs Press. https://doi.org/10.21900/wd.12.