Implementing Techology-Enabled Active Learning Strategies (TEALS) in Colleges and Universities

James L. Morrison, Facilitator

Employers everywhere are expressing increasing dissatisfaction with the ability of college graduates to access, evaluate, and communicate information; to use information technology (IT) tools effectively; and to work well within groups across cultural lines. A change of instructional paradigms--from passive to active (authentic) learning strategies, such as project-based learning, problem-based learning, or inquiry-based learning--is clearly needed.

However, changing instructional paradigms is difficult. Faculty members are busy, many are not comfortable with using information technology (IT) tools, and most cling to the traditional model of the professor as subject matter expert/authority. Although most professors now use one or more IT tools in their teaching, these tools too often serve only to support a traditional lecture method (e.g., PowerPoint, automatic class rolls, email, discussion forums).


The purpose of this three-hour workshop is to engage faculty members in discussing what is meant by technology-enabled active learning strategies, how these strategies relate to student success, what the barriers are to implementing these strategies across academic departments, and what approaches can be used to facilitate faculty members incorporate these strategies in their instruction.


Please review the following publications prior to the workshop:

  1. Mack, T. "An Interview with a Futurist." Futures Research Quarterly, 2003, 19 (1), 61-69
  2. Morrison, J. L. (1996). "Teaching in the Twenty-First Century." On the Horizon, 4(5).
  3. Dori, Y. J. and Belcher, J. "How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?" The Journal of the Learning Sciences, (2004), 14 (2), preprint.
  4. Morrison, J. L. (2005). "Experiencing the Online Revolution." In G. Kearsley (ed.),Online learning: Personal Reflections on the Transformation of Education. Englewood Cliffs, NJ: Educational Technology Publications.
  5. Morrison, J. L. and Long, P. "The iCampus technology-enabled active learning project at MIT: An Interview with Phillip Long. Innovate 5 (5). Available online at
  6. Morrison, J. L. and Long, P. "Technology Enhanced Learning at MIT. Higher Education Teaching and Learning Portal. Available online at and archived at
  7. Brown, M., Auslander, M., Gredone, K., Green, D., Hull, B., and Jacobs, W. (2010)." A Dialogue for Engagement." EDUCAUSE Review, 45 (5), 38-56.
  8. Lombardi, M. M. (2007). Approaches That Work: How Authentic Learning is Transforming Higher Education. [Download PDF file from "View this resource:"
  9. Lombardi, M. M. (2008). Making the Grade: The Role of Assessment in Authentic Learning. [Download PDF file from "View this resource:"]
  10. Woo, Y., Herrington,J., Agostinho, S., and Reeves, T. C.(2007)."Implementing Authentic Tasks in Web-Based Learning Environments." EDUCAUSE Review, 30 (3).
  11. Page, C. (2007)."Why Today's Students Value Authentic Learning." [Download PDF file from "View this resource:"]

Also: Please consider reviewing (and participating in) three discussions on Linkedin’s Ideagora group related to using TEALS in Asia ( and the Middle East ( as well as a discussion focusing on faculty resistance to TEALS (


0900 - 0945: What do we mean by technology-enabled active learning strategies?
0945 - 1015: Are these strategies important in improving instructional effectiveness?
1015 – 1030: Break
1030 – 1115: What are the barriers to faculty members adopting these strategies?
1115 – 1200: How can we encourage faculty members to adopt these strategies?

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