ACTIVE
LEARNING MADE
EASY
ACTIVE LEARNING
Active learners are not mere receivers of knowledge
They are active participants in the learning process
ACTIVE LEARNING = BETTER LEARNING
Scientific studies support that active learning improves [1]-[4]
understanding |
retention
|
test performance
active learning through creation
- Bloom's taxonomy -
Creation requires
understanding, reflection & analysis
Creation
is a great way to engage students in active learning
ACTIVE LEARNING THROUGH CREATION
- existing challenges -
- Time consuming
- Students need to spend significant time searching for the right resources
- Logistical challenges exist
-
Physical projects are resource intensive, difficult to manage, fragile & not editable
-
Difficult to fit in class schedule
-
Teachers find it difficult to fit active learning activities in existing schedules
Consequently, learning via creation remains under-utilized
These challenges can be overcome by moving to
digital
medium
ACTIVE LEARNING THROUGH CREATION
- easy creation using digital -
- Efficient
-
Create audio-visual presentations on on any topic in minutes.
Searchable digital library provides best digital resources for learning and preparation - Engaging
-
Students can use visual elements, animations or rap songs to get their point across
Digital medium allows for amazing creativity & innovation by students
-
Minimal requirements
-
All you need is a device with a web browser - PC, tablet or smartphone
-
Complements classroom teaching
-
Does not disrupt teacher's schedule. Implement in class or assign as after-class
A ROAD-MAP for better learning
SOKRATIK
create DIGITAL STORIES in
minutes
SAMPLEs created using sokratik
Click on images to view answer
Using Sokratik, students can create similar stories
Go forward to see how it works
How it works
- better learning via storytelling -
While creating stories, students
articulate
their understanding
While creating, students must
reflect, analyze & evaluate
This ensures meaningful learning
[5][6]
HOW it works
1. TEACHER INTRODUCES New CONCEPT
Teacher
establishes relevance, covers learning objectives
how it works
2. students are Assigned PROJECTS
Chosen projects are optimized to maximize exploration by students
HOW IT WORKS
3. STUDENTS EXPLORE & learn
Students access the Sokratik digital library to explore & learn
how it works
4. students plan & structure stories
Students structure their stories using visual elements
how it works
5. students record audio
Students express
themselves
in their own voice & style.
how it works
6. students SHARE with peers & teacher
Social
features promote sharing, discussion, feedback & recognition
Social sharing ensures students stay
motivated
&
engage
better
SOKRATIK FOR SCHOOLS
Safe & easy way to introduce active learning & digital literacy
Showcase portfolio of students' creations.
Teach 21st Century skills. Make students creative & confident
Easy to implement. Plug 'n' Play
TEACH WITH SOKRATIK
Appropriate for summative & formative assessment
Use for both individual or group assignments
Evaluating Sokratik projects is fun
Who are we?
Aniket Behera
Deutsche Bank | IIT Bombay
Himangshu Jyoti Hazarika
Bank Bazaar | Party Gaming | IIT Kharagpur
Bank Bazaar | Party Gaming | IIT Kharagpur
Arnav
Urbantouch.com | Deutsche Bank | IIT Kharagpur
Urbantouch.com | Deutsche Bank | IIT Kharagpur
PARTNER WITH US
We are actively looking to run pilot programs with schools.
For Inquiries regarding
Concept & Pilot
email:
partner@sokratik.com
REFERENCES
[1] Renkl,A., Atkinson, R.K., Maier, U.H. & Stanley (2002) Journal of Experimental Education, 70(4), 293-315
[2] President's Council of Advisors on Science and Technology (2012) Engage to excel: Producing 1 million additional graduates with degrees in science, technology, engineering & mathematics
[3] Prince, M. (2004). Does active learning work? A review of the research . Journal of engineering education 93(3) 223-231
[4] Westermann, K. & Rummel, N. (2012) Delaying instruction: evidence from a study in a university relearning setting. Instructional Science 40(4), 673 -689
[5] Chi, M.T.H., de Leeuw N., Chiu M.H. & LaVancher,C. 1994: Eliciting self-explanations improves understanding. Cog Sci 18: 438–477
[6] Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems.
SOKRATIK
By Arnav .
