Engagement Theory: - The Diigo Meta page

• 29 Nov 14
  

  Lydia Leimbach

  Framework for technology based teaching

• 03 Jun 14
  

  lalady21

  Good basic article on engagement theory

  engagement learning PLN

  • engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.
  • emphasizes team efforts that involve communication, planning, management and social skills
  • students are forced to clarify and verbalize their problems, thereby facilitating solutions.
  • Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context.
  • the value of making a useful contribution while learning.
  • A lot of attention has to be devoted to ways in which student teams can most effectively present and share their results with each other. And both students and teachers will need training and support in the use of all online communication tools.
  • major premise is that students must be engaged in their course work in order for effective learning to occur. The theory posits three primary means to accomplish engagement: (1) an emphasis on collaborative efforts (2) project-based assignments, and (3) non-academic focus
  • technology in the theory is to facilitate all aspects of engagement.

  6 more annotations...

• 20 Nov 13
  

  Alicia Boyle

  Engagement Theory engagement theory technology Theory: e-learning Education

• 25 Jun 13
  

  Michael Dailey

  engagement learning technology

• 21 Jan 13
  

  ralph cuevas

  .this is not where the picture was from, but this is the site that the credit goes to. this site owns the rights
  

  learning theory internet collaboration_

• 10 Jan 13
  

  Honson Luma

  "Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching."

  factors community colleges engagement learning theory technology Education Engagement Theory

• 05 Jan 13
  

  Vicki Davis

  A document that I've referenced about creating collaborative, engaging teams. 
  
  "Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:
  
  occur in a group context (i.e., collaborative teams)
  are project-based
  have an outside (authentic) focus"

  research news education collaborative writing

• 04 Dec 12
  

  vawterj
  • ces teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that st
  • The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.
  • While in principle, such engagement could occur without the use of technology, we believe t

    hat technology can facilitate engagement in ways which are difficult to achieve otherwise.
  • it is very consistent with constructivist approaches.
  • it can be aligned with situated learning theories.
  • it is similar in nature to theories of adult learning (i.e., androgogy)
  • all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation

  • Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:

     
      
    1. occur in a group context (i.e., collaborative teams)
     
    2. are project-based
     
    3. have an outside (authentic) focus
  • The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills.
  • yet historically students have been taught to work and learn on their own.
  • The second principle (the "Create" component) makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context.
  • answering sterile textbook problems
  • stresses the value of making a useful contribution while learning.
  • Email is one of the most important collaborative tools and it usually serves as the communication backbone for all activities. Web conference boards or chat programs may also be important means for collaboration and sharing of results. The web will probably play an important role in terms of acquiring information.
  • Unless the assignment of team partners is done arbitrarily (usually acceptable for short in-class activities but not longer projects), students need a way to get to know each other quickly.
  • A natural project for students is to produce an online textbook or encyclopedia for their course. With a class of 10-100 students, this becomes a major effort with an editorial board to develop an outline, specify the audience, produce a style guide, manage assignments, and arrange reviews.
  • The third component of engagement, doing projects with a realistic focus, also requires some new techniques for teaching/learning. For students without much work experience, the idea of doing a project for an "outside" customer (even it's an on-campus group) is a bit daunting
  • are based upon the teaching experiences of the authors

  • Some examples of research questions to be addressed include:

      
     
    • What curricula, disciplines or age groups is engagement theory most/least effective with?
     
    • What skills do students need in order to effectively participate in collaborative activities? How should they acquire these skills?
     
    • How should individual differences be addressed in collaborative work?
     
    • What kind of student evaluation methods are most appropriate to the application of engagement theory?
     
    • Which component of engagement theory (i.e., relate, create, donate) is the most important in terms of different aspects of learning?
     
    • How do we best prepare (retrain) instructors to apply engagement theory?
     
    • What kind of groupware (collaborative software tools) would best support engagement theory?
     
    • How does engagement theory "scale up" for large classes and many simultaneous courses at the same or different institutions?
  • Jacoby, B. & Associates (1996). Service-Learning in Higher Education. San Francisco: Jossey-Bass.
  • Shneiderman, B. (1988), Relate-Create-Donate: An educational philosophy for the cyber-generation. Computers & Education, in press.

  19 more annotations...

• 26 Nov 12
  

  Daniel Mueller
  • in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise.
  • fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.
  • focuses on experiential and self-directed learning
  • creating, problem-solving, reasoning, decision-making, and evaluation.
  • intrinsically motivated to learn due to the meaningful nature of the learning environment and activities
  • Engagement theory
  • human interaction in the context of group activities, not individual interaction with an instructional program
  • difference between engagement and interactivity
  • communication tools
  • form of media delivery devices.
  • While a few disciplines such as laboratory science or fine arts make regular use of in-class collaboration, most courses do not.
  • Math students can work on problems, English students can review each other's work, Computer Science students can develop or debug programs together
  • conference boards
  • Email is one of the most important collaborative tools
  • The web will probably play an important role in terms of acquiring information.
  • desktop video
  • popular as a means for inexpensive face-to-face interaction
  • distributed learning environment.
  • high level of uncertainty at the beginning of such activities
  • Students will need guidance in working together
  • project management, scheduling, time management, leadership, consensus-building, etc.
  • need practice in organizing and conducting collaborative activities
  • facilitative role
  • students and teachers will need training and support in the use of all online communication tools
  • present and share their results
  • initial definition of the project
  • list of suggested topics
  • formulation of teams
  • lists/descriptions of past projects (including links to the actual project materials if available on the web)
  • description of the criteria that will be used to evaluate
  • engagement theory has not been subjected to empirical test
  • engagement theory on meaningful and real-world learning activities is consistent with a more general trend in education
  • helping young people make the transition from school to careers and lifelong learning
  • engaged in their course work in order for effective learning to occur
  • model for learning in technology-based environments
  • engagement: (1) an emphasis on collaborative efforts (2) project-based assignments, and (3) non-academic focus.
  • creative, meaningful, and authentic

  35 more annotations...

• 24 Oct 12
  

  Cherice Montgomery

  Article describes the use of engagement theory as a framework for technology-based learning/teaching.

  engagement research pedagogy andragogy edtech

  • Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy).

  • Relate-Create-Donate, imply that learning activities:

     
      
    1. occur in a group context (i.e., collaborative teams)
     
    2. are project-based
     
    3. have an outside (authentic) focus
  • in the process of collaboration, students are forced to clarify and verbalize their problems
  • motivation
  • facilitates an understanding of diversity and multiple perspectives
  • define the project (problem domain) and focus their efforts on application of ideas to a specific context
  • learning a creative, purposeful activity
  • sense of control over their learning
  • authentic learning context
  • Engagement theory does promote interaction, but human interaction in the context of group activities, not individual interaction with an instructional program
  • difference between engagement and interactivity
  • authentic (i.e., meaningful) setting for learning
  • high level of uncertainty at the beginning of such activities
  • scope of work
  • creative, meaningful, and authentic

  13 more annotations...

• 14 Aug 12
  

  Peter Eckstein

  engagement theory

• 11 Jul 12
  

  Ms Cuttle

  technology and engagement inquiry project

  • By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.
  • The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills.
  • The second principle (the "Create" component) makes learning a creative, purposeful activity.
  • The third principle (the "Donate" component) stresses the value of making a useful contribution while learning.
  • The major premise is that students must be engaged in their course work in order for effective learning to occur. The theory posits three primary means to accomplish engagement: (1) an emphasis on collaborative efforts (2) project-based assignments, and (3) non-academic focus. It is suggested that these three methods result in learning that is creative, meaningful, and authentic.
  • The role of technology in the theory is to facilitate all aspects of engagement.

  4 more annotations...

• 27 Jun 12
  

  Joel Gogwim

  technology Education engagement theory e-learning

• 19 May 12
  

  tanya jones
• 26 Mar 12
  

  Keri Jones

  engagement

• 12 Mar 12
  

  Vanessa Camilleri

  learning engagement theory Education

• 09 Mar 12
  

  Jerald Cole

  This is an interesting piece by Ben Shneiderman, the reigning authority on graphical user-interface design, and Greg Kearsley, an authority on distance education.

  design engagement theory e-learning Engagement Theory

• 21 Feb 12
  

  Andy Howard

  learning engagement engaged

• 29 May 11
  

  Kasia Witek

  • Basic Principles

     

    By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.

     

    Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:

     
      
    1. occur in a group context (i.e., collaborative teams)
     
    2. are project-based
     
    3. have an outside (authentic) focus

  • Basic Principles

     

    By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.

     

    Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:

     
      
    1. occur in a group context (i.e., collaborative teams)
     
    2. are project-based
     
    3. have an outside (authentic) focus
• 09 May 11
  

  dean groom

  "By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities."

  Engagement Theory theory: engagement technology learning theory

• 08 May 11
  

  nathandh_2000

  learning theory Education

  • Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
• 28 Apr 11
  

  Roger Gardner

  Engagement Theory

  • So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.

     

    Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy).
• 24 Apr 11
  

  DARLA TURNER

  Engagement Theory

  • The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.

     

    Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consist
  • ent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy).

  • Basic Principles

     

    By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.
  • • occur in a group context (i.e., collaborative teams)
     
    • are project-based
     
    • have an outside (authentic) focus
  • The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaboration also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (e.g., teen-agers, distance learners). Furthermore, when students work in teams, they often have the opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives.
  • The second principle (the "Create" component) makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context. Conducting their own projects is much more interesting to students that answering sterile textbook problems. And because they get to define the nature of the project (even if they don't choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction. Project orientation is the essence of Problem-Based Learning (PBL) approaches which are often used in medical and others types of professional education (e.g., Barrows & Tamblyn, 1980).
  • The third principle (the "Donate" component) stresses the value of making a useful contribution while learning. Ideally each project has an outside "customer" that the project is being conducted for. The customer could be a campus group, community organization, school, church, library, museum, government agency, local business, or needy individual. In many cases, the projects can be work-related, i.e., an activity that fits into a team's occupational or career interests. The authentic learning context of the project increases student motivation and satisfaction. This principle is consistent with the emphasis on school-to-work programs in many schools systems and colleges, as well as the "service" philosophy of contemporary corporate training efforts (e.g., Jacoby & Associates, 1996).
  • Engagement theory is different from many older models of computer-based learning in which the emphasis was on individualized instruction and interactivity. Engagement theory does promote interaction, but human interaction in the context of group activities, not individual interaction with an instructional program. The latter form of interaction tended to be measured by single responses (e.g., key presses or mouse clicks) whereas engagement requires assessment of larger units of work (e.g., reports, programs, user satisfaction). The difference between engagement and interactivity reflects the shift in thinking about computers in education as communication tools rather than some form of media delivery devices. Furthermore, engagement theory places a great deal of emphasis on providing an authentic (i.e., meaningful) setting for learning, something not present in previous models.

  •  

    Collaboration can be as simple as a two-minute in-class exercise involving pairs of students or as elaborate as a multi-year curriculum development project involving many teams. Term-length projects done primarily outside the classroom are the most popular form of collaboration since they require minimal changes to the usual classroom routine. While a few disciplines such as laboratory science or fine arts make regular use of in-class collaboration, most courses do not. Yet collaborative learning is a technique that applies to any domain. Math students can work on problems, English students can review each other's work, Computer Science students can develop or debug programs together, and so on.

     

    Email is one of the most important collaborativ
  • tools and it usually serves as the communication backbone for all activities. Web conference boards or chat programs may also be important means for collaboration and sharing of results. The web will probably play an important role in terms of acquiring information.

  • Unless the assignment of team partners is done arbitrarily (usually acceptable for short in-class activities but not longer projects), students need a way to get to know each other quickly. For this reason, it is important to have students create some sort of bios or background statements, especially in the form of an online directory, as the initial class activity. Ideally, students can complete a number of brief group activities with different partners in the first few classes so they can make a good choice of team members for full-scale projects. In this context, students need to be sensitized to issues such as gender/racial bias, personality conflicts, and different work habits.

     
  • A good starter activity is to assign pairs of students to research a question or problem and report their results to the entire group. A further step is to ask teams to evaluate each other's work. Alternatively a team can be composed of three individuals, one of whom is charged with proposing an initial answer, the second provides a alternative answer, and the third provides a critique or synthesis of the first two responses.

  10 more annotations...

• 06 Apr 11
  

  Eric Calvert

  technology learning engagement service learning

  • Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
  • The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaboration also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (e.g., teen-agers, distance learners)
  • The second principle (the "Create" component) makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context. Conducting their own projects is much more interesting to students that answering sterile textbook problems. And because they get to define the nature of the project (even if they don't choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction. Project orientation is the essence of Problem-Based Learning (PBL) approaches which are often used in medical and others types of professional education (e.g., Barrows & Tamblyn, 1980).
  • The third principle (the "Donate" component) stresses the value of making a useful contribution while learning.

  2 more annotations...

• 10 Mar 11
  

  Randy B
• 08 Mar 11
  

  Brooke M

  How can this be promoted within a school environment and extended to the whole school environment?
  

  global virtual_world mhs-10

• 15 Feb 11
  

  Adrienne Kajewski

  learning engagement theory e-learning technology

• 10 Nov 10
  

  amiddlet50

  engagement active learning

• 

  SHU IPD

  engagement active learning

• 18 Oct 10
  

  Dominic Volonnino

  original

  engagement theory e-learning sim theory

• 24 Sep 10
  

  Isabel Perez

  articles education

• 11 Sep 10
  

  kdchplace

  theory engagement technology

  • underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we belie
  • r theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learni
• 19 Aug 10
  

  Peter van der Reijden

  By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nat

  markable didactiek engagement_theory

• 15 Aug 10
  

  Sarah Chauncey

  "Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching."

  Engagement Theory

• 25 Jun 10
  

  Rashid Al-Yahyai

  • Engagement Theory:

     

    A framework for technology-based teaching and learning
• 14 Jun 10
  

  Muireann OKeeffe

  elearning theory

• 18 May 10
  

  epaulm

  learning_model e-learning

• 16 Apr 10
  

  Rich Cox

  play fun engagement learning

• 15 Dec 09
  

  Andrea Christman

  Engagement Theory:
  
  A framework for technology-based teaching and learning by Greg Kearsley and Ben Schneiderman
  
  Greg Kearsley & Ben Shneiderman

  learning education technology e-learning community elearning collaboration framework schneiderman delicious

• 03 Sep 09
  

  Pauline Lewis

  engagement_theory engagement learning IT

• 30 Apr 09
  

  Penny Wheeler

  Greg Kearsley & Ben Shneiderman 1999

  elearning pedagogy

• 09 Sep 08
  

  Debra Beck

  learning technology education e-learning community collaboration engagement_theory

• 11 Aug 08
  

  Alexis Partridge

  Technology based learning

  technology learnng

• 04 Aug 08
  

  theory learning e-learning

• 07 Jul 08
  

  Mark Geary

  engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.

  engagement theory e-learning motivation learning

• 16 May 08
  

  gordon heidel

  Engagement Theory: Tech-Based Learning

• 19 Apr 08
  

  George Appel

  e_learning technology engagement theory collaboration

• 

  djplaner

  cddu ple

• 07 Apr 08
  

  jdunneliu

  education technology motivation engagement

• 26 Mar 08
  

  Kelly Dumont

  project_management

• 08 Jun 07
  

  Claudia Ceraso

  engagement e-learning technology learning education theory

• 07 Jun 07
  

  Christy Tucker

  e-learning engagement learning technology

  • The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.
• 04 Feb 07
  

  Geoffrey Makstutis

  education learning theory technology

• 08 Jan 07
  

  motivation learning theory

• 15 Feb 06
  

  Ben Hall

  education reference theory

• 20 Jan 06
  

  Dwayne Harapnuik

  imported Education LearningTheory

• 23 Dec 05
  

  smorea

  A framework for Technology Based Teaching and learning
  Technology Facilitates engagement

  Adult Learning DistanceEducation

• 23 Dec 04
  

  tadej zontar

  Learning

  • Engagement Theory:  A framework for technology-based teaching and learning  Greg Kearsley & Ben Shneiderman     Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
  • Engagement Theory:  A framework for technology-based teaching and learning  Greg Kearsley & Ben Shneiderman     Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
  • Engagement Theory:  A framework for technology-based teaching and learning  Greg Kearsley & Ben Shneiderman     Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.

  1 more annotation...

• 27 Nov 04
  

  Sarah Puglisi

  Importedbookmarks imported learning

Page Comments

• 
  Christy Tucker on 2007-06-07
  Ideas for improving student engagement through collaboration, projects, and authenticity.
  

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