Active Learning Classrooms (ALCs) — technologically-enhanced learning spaces that arrange students around tables and provide them low- and high-tech tools with which to collaboration — serve as a catalyst for fundamentally changing the way higher education thinks about teaching and learning. ALCs have been demonstrated to improve student learning outcomes, to change the manner in which faculty teach in them, to alter the traditional relationships between instructors and students, and to create opportunities for thinking about how we structure curricula, schedule classes, and arrange our approaches to instruction.
In this lecture, the speaker will
1. introduce ALCs (Active Learning Classrooms),
2. offer an account of a series of quasi-experimental research projects on ALCs that demonstrate their impact on teaching and learning, and
3. show the impact of creatively blending and flipping the classroom in conjunction with ALCs.
D. Christopher Brooks serves as a Senior Research Fellow for the EDUCAUSE Center for Analysis and Research, or ECAR,(http://www.educause.edu/ecar) where he conducts research on a range of topics related to IT in higher education including analytics, service delivery, integrated planning and advising services (IPAS), and how undergraduate students and faculty use, think about, and relate to IT. Prior to joining ECAR in December 2013, Dr. Brooks served as a Research Associate in the Office of Information Technology at the University of Minnesota where he researched the impact of educational technologies and Active Learning Classrooms (ALCs) on teaching practices and learning outcomes, completion rates and the impact of MOOCs on student learning, and evaluating blended learning environments. His research appears in a range of scholarly journals including the British Journal of Educational Technology, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, The Journal of College Science Teaching, Evolution, the Journal of Political Science Education, and Social Science Quarterly, and in the edited volume Blended Learning: Research Perspectives, Vol. 2. His co-edited volume of New Directions for Teaching and Learning on Active Learning Spaces was published in 2014. His co-authored book, A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice, is published in May 2016. Christopher earned his Ph.D. in Political Science from Indiana University in 2002. He has taught courses in comparative politics and political theory at Indiana Purdue Fort Wayne (IPFW), St. Olaf College, and the University of Minnesota.
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