Engagement Learning Theory

Engagement Theory

     Engagement theory originated with Ben Schneiderman’s and Greg Kearsley’s experiences with electronic and distance education, http://resources.chuh.org/chhs/allaboutu/engage.html.  It is intended to be a framework for technology-based learning and teaching, http://resources.chuh.org/chhs/allaboutu/engage.html. Kearsley and Schneiderman acknowledge that engagement can occur without the use of technology but they think technology helps engagement in ways that are hard to accomplish otherwise.  Their fundamental idea behind the theory is that “students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”, http://resources.chuh.org/chhs/allaboutu/engage.html.   Engaged learning means that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation, http://resources.chuh.org/chhs/allaboutu/engage.html.. 

     The theory was not derived from other prominent learning theories but it has much in common with some of them.  It has an emphasis on meaningful learning so it is consistent with Constructivism, http://resources.chuh.org/chhs/allaboutu/engage.html.  Since it emphasizes collaboration among peers and a community of learners it is similar to situated learning theories, http://resources.chuh.org/chhs/allaboutu/engage.html. 

     There are three components of this theory:  relate, create, and donate, http://edutech-hasina.blogspot.com/2011/10/blog-post.html. In this theory learning activities:

1.      occur in a group (are collaborative)

2.      are project-based

3.      have an outside or authentic focus.

     

     Any project is designed around relate-create-donate, http://resources.chuh.org/chhs/allaboutu/engage.html.  In the relate component of engagement theory emphasis is placed on collaboration of the group.  They all communicate, plan, manage and use social skills.  The create component is the problem-solving learning activity.  Students analyze a problem, whose topic may be assigned, and design a solution to the problem by applying ideas.  The thought here is students have more control over their own learning.  The third component or principle of Engagement theory is donate.  Students are supposed to create a project that is authentic or useful to others in the real world.  The emphasis is on nonacademic.   The project is supposed to be “donated” or worthwhile to other students, school, church, community, museums, government agencies or other entities. 

     By combining relate-create-donate students form a successful team that finds a solution to a problem through collaboration.  The tasks in relate-create-donate are similar to what students will encounter when they are in the “real” working world so this way of learning is supposed to be great preparation for what students will face when they enter the workforce.

     Another important thing to note about Engagement theory is that the learner is thought to benefit most when the computer interface in online learning helps a student form connections with other people, https://instructionaldesignfusions.wordpress.com/tag/kearsley-and-shneiderman/.   

      While Engagement theory was formulated from the experiences of online Instructors, it is intended to be a basis for technology-based learning and teaching so I think it may be applied to students using technology in a classroom setting.  I chose this theory to talk about because I think it is interesting and because it lends itself to teaching and learning science concepts, especially when having students work in a laboratory or on a project.   In a classroom outfitted with iPADS and a Whiteboard I can imagine using several of the technology teaching and learning tools we have discussed in EPTP 5000 and applying the Engagement theory.

     As an example of this I would place the students in groups to work on a project ("relate" and "create" components of Engagement theory) designed to investigate a problem in the real world like why new antibiotics constantly need to be developed.  The concepts of evolution and genetics in bacteria would be explored by students to help explain why bacteria develop resistance to existing antibiotics thus creating a need for new ones.  I do not think this is an easy way to teach because the students have to be watched to make sure they are on task and they have to have a basic understanding of the concepts they need to apply to solve their assigned problem!

     I would set up a Wiki containing mashups explaining relevant concepts in evolution and genetics for them to use.  It might also be helpful to develop a Webquest for them to help understand the theory of evolution and the theories in genetics.  I could see where Pearltrees and other websites could be used to explain ideas and see examples of the concepts.  Images from Pearltrees could be used in class presentations too.  The students could develop, as a group, a report of their project using PowerPoint.   Since everyone would have iPADS they would be free to communicate after school to work on their project.  Students could use their own mashups or podcasts in their PowerPoint presentation.  I think the report they would create could be helpful for others students and adults in the community to understand some of the most important concepts in Biology like evolution and genetics ("donate" component of Engagement theory).  Antibiotic resistance is something most people can relate to since it is often in the news.  Understanding why it occurs is truly relevant to most people because of the implications of having antibiotics that no longer work due to resistance.  Evolution and genetics are topics that can be difficult to understand and students sometimes question why they need to be studied at all since they do not appear to be relevant to their life outside school.  They have the same opinion about some of the other topics in science so anytime students can see a reason to learn science it is helpful.  Most students identify with and love using technology like iPADS, cell phones and others.  Using tech to help them learn science might draw in more students who otherwise would not care.