【课程简介】

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.

【主讲专家】

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.

【课程特色】

科学性：详细的实证研究+海量的数据分析+系统的理论支撑

前瞻性：课程介绍了国外有关翻转课堂和混合式教学的最新研究成果——主动学习课堂，促进教师对教学方法进行改革，从而创新教学模式

【课程目标】

1. 帮助教师/学习者对主动学习课堂有详细的认识，了解主动学习课堂与传统“电影院式”课堂的区别，从而对教育技术的研究有更深入的了解和思考，

2. 帮助教师/学习者了解翻转课堂、混合式教学与主动学习课堂之间的关系与融合，从而更好地运用新的教学方式来创新课堂，提升教学效果

【适应人群】

1. 对翻转课堂、混合式教学以及主动学习课堂感兴趣的教师、研究者以及学习者

2. 期待利用教育技术以及互联网，对自己的教学方法/学习方式进行创新的老师或学习者

【直播声明】

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