SOKRATIK

Who are we?

Aniket Behera

Deutsche Bank | IIT Bombay

Himangshu Jyoti Hazarika
Bank Bazaar | Party Gaming | IIT Kharagpur

Arnav
Urbantouch.com | Deutsche Bank | IIT Kharagpur

explosive growth in ONLINE LEARNING

SUCCESS STORIES - ONLINE LEARNING

Coursera
Khan Academy
Udacity
Udemy
Lynda.com
Knewton

How long before online learning disrupts K-12 education?

Paradigm shifts in K-12 education

K -12 learning objective (PAST) : prepare for college, impart knowledge

K - 12 learning objectives(PRESENT) : produce independent thinkers & problem solvers

In this context, active learning becomes extremely relevant

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

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

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 - Deck

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