Substantive Post #2: Models of Active Learning
Unsplash Image by Getty Images
This image stood out to me because it captures what active learning actually looks like in practice. Instead of students sitting and listening, they’re working together and actively involved in making sense of the material. Seeing learners collaborate like this shows the “shift” away from lecture-based teaching toward more participatory learning, which is a big focus in this week’s readings.
Active learning changes students from passively receiving information to actually creating their own understanding. The models of active learning help explain how learners interact with content, with each other and with real world problems. While reading about these models, I realized that the learning experiences that I noticed the most were the ones where I had to do something with the ideas instead of just listening or taking notes.
One place where I’ve experienced active learning without labeling it as such is through video games. Many games teach players how to play by embedding learning supports directly into gameplay. Skills are introduced when needed, demonstrated clearly, and then immediately practiced. This connects closely with Merrill’s Principles Of Instruction, especially the ideas of demonstration and application. Mayer’s principles also show up in games through signaling and segmenting, where information is given in small, manageable chunks instead of all at once.
Video: “What is Active Learning?”
This video helped me see what active learning actually looks like in real learning environments. Instead of just talking about the idea in theory, it shows how engagement is created through purposeful tasks. Watching these examples made it easier for me to understand how active learning goes beyond participation for its own sake and focuses on meaningful learning.
If I were designing a lesson using Merrill’s principles, I would focus on a real and relevant problem, such as identifying misinformation online. Learners could work with actual social media posts and decide whether the information is credible or not. Multimedia would be used in a very intentional way to support this process. For example, a short video could model how to evaluate sources, followed by an interactive activity where learners practice making decisions and receive feedback. In this case, the multimedia supports problem solving instead of distracting from it.
I really noticed it when the readings and video started to connect. The Models of Active Learning reading explained the ideas and then the video actually showed what that looks like in a classroom. The Cult of Pedagogy article made it hit home even more, showing why just sitting and listening doesn’t really work and why students need to actually do something to learn. Seeing the same points pop up in different ways helped me get why lessons and examples are picked carefully to help students actually reach the learning goals.
The Historia example showed me that active learning doesn’t need fancy technology to work. At the same time, I think multimedia could make it even better by helping learners explore and reflect more. For example, interactive maps or short story styled videos could help people see historical events and “cause and effect” in a way that’s easier to understand. These kinds of tools would let learners check out different perspectives instead of just reading about them.
The reading Students Need to DO Something really reminded me of my own high school experience, where most of the time learning just meant sitting and listening. I can see why active learning isn’t used more it takes extra planning, flexibility, and a different approach from teachers. The main parts that I took noticed of was things like structured discussions and reflection activities because they actually get students involved while still giving some guidance.
All in all, this module reinforced the idea that learning is most effective when students are actively engaged with meaningful tasks. Multimedia should support learning goals and help learners apply ideas, not function as decoration or entertainment.