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 

Arnav  
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.

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