Open Education Studies 2022; 4:161–172

Research Article

Christian Mercat*

Introduction to Active Learning Techniques**

https://doi.org/10.1515/edu-2022-0010 with massification of higher education [4], involving a
Received Apr 14, 2021; accepted Nov 22, 2021 more heterogeneous audience and a shortening of the life
cycle of technologies, higher education had to reform it-
Abstract: This introduction presents Active Learning
self. Traditional teaching methodologies of massive quiet
Methodology, surveying its history, main existing tools
amphitheater lectures where teacher is the only source of
and supporting evidence, with an emphasis on mathemat-
knowledge and students are passive, was in crisis. Indeed,
ics and higher education, in particular engineering stud-
students not only need to acquire knowledge but rather
ies. This work is part of the DrIVE-Math project, develop-
competencies, especially higher order thinking skills [5].
ing innovative mathematical teaching strategies in engi-
And this shift, in order to gain deeper learning rather than
neering studies.
shallow surface knowledge, requires more engagement,
Keywords: Active Learning, higher education, teaching, contribution and participation. Analysis of case studies,
mathematics for the engineer, student centered education, discussions, synthesis require finer applications of knowl-
evidence, motivation, problem-based learning, university, edge on the part of students, but as well more guidance on
mathematics, engineering, science, skills the part of instructors.
After thirty years of evolution, Active Learning has
stabilised. The informal network Active Learning in Engi-
neering Education (ALE) [6], founded in 2001, is the meet-
ing place of practitioners, stressing that political organisa-
tions, like UNESCO, or accreditation boards such as SEFI,
1 Active Learning Methodologies: a
ABET and ENAEE recommend AL in engineering curricula.
survey It is no longer seen as yet another educational fad that
will disappear without trace, but, although it has proven
The DrIVE-Math project is financed by the European Com- its benefits, it is not yet widely adopted in Engineering
mission under the Erasmus+ framework. It aims at devel- courses. As Prince [7] states, Some of the evidence for Ac-
oping a novel and integrated framework to teach math tive Learning is compelling and should stimulate faculty to
classes in engineering courses at the university level. think about teaching and learning in nontraditional ways.
New teaching methodologies have been experimented by There is no magic wand but some improvement and joy in
the four partners: the coordinator is the Polytechnic of teaching and learning can be found in the Active Learn-
Porto [1] from Portugal, the Slovak Technical University ing approach, so let’s go through some different active
in Bratislava [2] from Slovakia, the Technical University methodologies and their features [8, 9].
Chemnitz [3] from Germany and Claude Bernard Lyon 1
from France.
Introduced in the nineties, Active Learning method-
ologies aim at giving responsibility to the student of
2 Main features
his/her own meaningful learning, engaging him/her in
We list here the main incentives to use active methodolo-
meaningful learning challenges that require higher-order
gies in your class before studying in more details how they
thinking such as analysis, synthesis and evaluation. Faced
are put into action in different strategies and their actual
proven effects.
Active Learning is a student centered instruction ap-
*Corresponding Author: Christian Mercat: Christian Mercat, Univ proach rather than focusing on content alone [10]. It is par-
Lyon, Université Claude Bernard Lyon 1, UR 4148 S2HEP, F-69622, ticularly interesting for engineering studies where team
LYON, France; Email: [email protected] skills and life-long learning mindset are paramount [11].
** DrIVE MATH - Development of Innovative Mathematical Teach- The first surface interest of active methodologies is to
ing Strategies in European Engineering Degrees, 2017-1-PT01-KA203-
get students attention in order to increase their motiva-
035866

Open Access. © 2022 C. Mercat, published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0
License
162 | C. Mercat

tion [12, 13]. Changing the rules, introducing novelties, us- healthy working habits rather than last minute rush revi-
ing technology, can help for a while catching students’ at- sion [14, 20, 21].
tention. But this has to be clearly for the benefit of learn- Different learning contexts yield different opportu-
ing and take into account students. Then it can lead to an nities, like the size of the class or groups therein, syn-
improved attitude and perception of the field by students, chronous or asynchronous work, online or in presence...
yielding engagement and accountability in a meaningful Small groups are more flexible in terms of spatial organi-
learning [14]. zation. Building a set of like minded students is important
Active Learning has its roots in constructivism where but it has to be disrupted from time to time in order to vary
knowledge is gradually constructed. Showing respect to perspectives and learning strategies [22].
students relies first in knowing their prior knowledge and
allowing them to build on top of it, scaffolding from an ex-
isting solid base rather than on the sand of dreamed up al- 2.1 Active Learning Methodologies
leged prerequisites [15]. Misconceptions should not be left
unattended, dismissed or scorned at but should rather be Flipped learning: Direct instruction happens outside
positively identified and openly addressed. Active method- the classroom. During class, “the educator guides students
ology is used to assess your students in a trusted environ- as they apply concepts and engage creatively in the sub-
ment where making mistakes, not knowing or not under- ject matter” [23–26, 113]. Just-in-Time is one of many such
standing something is a recognized part of the learning strategies belonging to this trend, where students collect
process [16]. information to answer warm up questions, handing their
Based on this, most learning is viewed not as sim- answers the day before class, allowing the instructor to
ply knowledge which is passively acquired but rather as adapt the lesson accordingly.
problem solving skills that deepens students’ understand- eduScrum: Students are working in self-managing
ing of concepts as tools to solve problems, individually teams and making their learning visible. The tutor (prod-
or in group. Students then study for meaning rather than uct owner) provides the what and why of the activity, the
mere recall. Hence, although theory is needed to clarify students (team) decide the how, a captain therein leads
concepts, and abstraction to bring to light unifying per- the team, especially the review of each student’s work.
spective on seemingly unrelated phenomena, applications Regular retrospectives round up the work done, celebrate
ought to be brought to center stage, with some occasional achievements and identify improving venues [27–29, 122].
relevance to realistic professional context such as genuine Pause and Share Teacher stops instruction for the
case studies. But it has to be noted that for this approach students to pause and share their understanding of the
to work, tutors have to sufficiently direct and master their issue at stake. This has proven effective as a very minor
subject: Casual self-directed learning and shallow founda- change in traditional lecture where students simply clar-
tions of factual professional knowledge on the part of non ify their notes in small groups [30].
expert tutors is detrimental to the Problem-Based-Learning Think-Pair-Share: Students individually think for a
approach [17, 18]. while on the issue at stake, then discuss in pair to con-
Collective phases, with communication, synthesis and front and elaborate their thoughts and finally share their
decision making opportunities, develop critical thinking, findings with a larger group. Propose a complex enough
collaborative, cooperative and interpersonal skills, while problem that requires some engagement. Leave sufficient
maintaining individual responsibility and accountability time for students to elaborate, insist on particular forms,
in learning [19]. such as containing the word because. Also called 1-2-All,
But success in solving a problem might not lead to this technique simply formalizes a very well established
learning. Learning only occurs if the underlying unify- teaching strategy [31].
ing theory is understood and internalized. Assessing this Case Studies: Students are presented with a situation
at different scales in time and depth is paramount. As- that they have to analyze. The teacher introduces ques-
sessments are manifold, through final exams of course tions when the students need some impetus to keep pro-
but as well portfolio, projects and assignments; they can ducing or simply to formatively assess students under-
be individual or collective, shallow or deep, immediate standing of the content matter. More and more complex
or elaborate, oral or written, summative (exercises get case studies can be introduced as students get used to
marks that are summed up into a grade) or formative (to working this way. Without burying the big picture into too
know whether a subject is mastered or should be reviewed many details, a good case study should not have an ob-
again). Assessment should lead to a positive attitude and vious decisive answer and would require additional infor-
 AL techniques | 163

mation, connections and perspectives to be gathered by tag items with Plus, Minus and Interesting dots, whether
students in order for the problem to be solved [32]. individually or as a group [39].
Jig-Saw: Students groups are presented related but dif- Dotmocracy: When a matter raises several view-
ferent perspectives, say A, B, C, on an issue. After letting points, lay them on the wall in different places and have
them work for some time on a given perspective, groups students vote for their favorites with dots (stickers, check-
are dissolved and reassembled in another way mixing per- marks) in order to have a visual clue regarding the distri-
spectives. These should be understood as complementary bution of opinions, multivoting with equal or ranked dots
and providing salient points of the same big picture an- such as Plus, Minus and Interesting dots. Discuss and re-
swer on the problem at stake [33, 34]. peat [40, 119].
Peer-Review: Assign students with one or two other Snowball: A cascading Think-Pair-Share where an
students draft production to study. Then discuss rules for agreement has to be reached when pairing. Repeat until
non violent, constructive and supportive expression that all the class tallies a common result. Restrict the time and
create mutual confidence and trust. Distribute guiding re- the number of items to agree upon like the three most im-
viewing questions, with key elements or form to answer. portant issues. As the size grows, roles should be proposed
In a second time, organize review, offering peer feedback such as spokesperson, time-keeper, scribe... [41]
among students, preferably in written form, followed by Respond, React, Reply: In small groups, each stu-
brief oral 1-1 discussion. Allow room for revision or for an dent responds to a challenging common prompt in a short
Author’s Chair or Hot Seating session where one student’s individual written form. Then this response is read aloud
work is the focus of attention of a whole group and the au- and shared with the group, in turn. Secondly, each student
thor answers feedback. For lighter evaluation, a simpler in turn reacts in a constructive and supportive way to each
peer review process is the Two Stars and a Wish protocol participant’s response in the group. A third round allows
where, in each production, two good features should be every student to reply to the reactions [40].
pointed out and one wish expressed in order to enhance Memory Game: A task is described at the tutor’s desk.
the work [35]. One student from each group can read the sheet only once
Post-it Parade: An established classic of brain- during thirty seconds then comes back to the group to in-
storming put to educational use. Students silently write form of the task and work on it. After a while, a second
on a post-it an idea, an example, a solution, a question to viewer from each group can come and read the sheet for
a given problem. Many different variations exist, the core more details and so on. Memorizing and explaining orally
phases being the Kawakita Jiro technique of individual what is written as mathematics, understanding what is
thinking, collective sharing, clustering and final voting crucial to remember compared to what is not so impor-
or prioritising. On paper, it can take the form of the ABC tant, communicating with peers, are skills worked in this
Brainstorm, creating an alphabetized list of words related method [42].
to a question in order to get an overall picture of students Round Table: Arranged in a circle, students, in a Go
prior or retained knowledge. In Buzz Groups, the issue is Around Robin, comment a complex issue raised by the in-
discussed in small groups for a few minutes then one idea structor without being interrupted or pass, if they wish not
from each group is shared and written on the board. It is a to comment. It can be used as a check-out technique with
more collective way to brainstorm [36, 37]. a one phrase close [43].
Affinity Cluster: Grouping the production of a brain- Complete Turn Taking: Arrange a small group in a
storm by themes, as a List, Group, Label activity. It is an in- circle. A student asks a question (prepared beforehand)
teresting analysis challenge, to put items into consensual aloud. The student to his/her left gives her/his thoughts
sets and to name them. The clustering is done with stu- for at most one minute without being interrupted, finish-
dents being assigned a cardboard with an item written in ing by “OK, I’m done”, then the next person on the left fol-
it, moving around the class to discuss with peers in order lows the same protocol, in an additive and non repetitive
to convince some to join when they see a link or to split if way. When three persons have shared their thoughts, the
a sub-cluster seems more appropriate. In the debrief, stu- conversation is opened-up to the rest of the circle for two
dents have to justify their classification system [38]. minutes. Then the student to the left asks a question and
Card Ranking: In a wealth of items, each group pri- so on [40].
oritises them by selecting the five most important ones Fishbowl: A small group of volunteers is observed by
and share this list with the class, justifying it. Repeat until the rest of the class tackling a given task, commenting
collective agreement. Some variations names include Di- aloud their thoughts and actions. After a certain amount
amond Ranking and Ideas Funnel. A simpler version is to of time, roles are exchanged, the inner ring joins the ob-
164 | C. Mercat

servers while a group from the outer ring dives into the rary devil’s advocate, walking the other side’s shoes and
fishbowl, whether elaborating on the same activity or be- allowing for dialectical inquiry can be fruitful [51, 52].
ing assigned a new activity [40, 44]. Consider All Factors: In small group and limited
Think Aloud: Students work in reader/listener pairs. time, list all factors, available options that impact a situa-
When working on a task, the reader thinks aloud and com- tion. This can be done interactively with the Other People’s
ment on what she/he is doing and thinking. Swap roles View setup where students express their own position on a
when finished. Bringing the groups together, in front of the subject in private writing, then move around the classroom
class, the instructor does his/her own think aloud exercise to hear about other people’s views and expose theirs, tak-
and students are asked to add their own thoughts and com- ing notes of different points of view, trying to collect the
ments. Finally ask for a reflective discussion on what the most differing opinions [52, 53].
exercise brought along [45]. 2x2 Matrix: : When considering two independent fac-
Each One Teach One: Every student works on an indi- tors, laying out these criteria as axis and defining four
vidual item alone (can be in a flipped context) then moves blocks picturing crossing the options regarding these fac-
around the classroom to share this work with fellow stu- tors can help grasping the situation in a Polarity Map. In a
dents and to hear from their own, pointing out the diffi- systemic project, this can lead to a full-fledged SWOT anal-
cult points. This can continue with an Affinity Cluster ac- ysis identifying Strengths, Weaknesses, Opportunities and
tivity where students should group along commonalities Threats, or a RAID analysis studying the Risks, Assump-
of their work. This is an example of the broader Learning tions, Issues and Dependencies associated to a given sit-
by Teaching trend [46]. uation. Decomposing a problem in sub-parts is essential
Group Text Reading: A difficult text is split in 1-2 para- in mathematics but usual project management techniques
graph sections given to small groups. After discussing for might not apply so easily such as the Hot Air Balloon plan-
15 minutes in groups, each group in turn presents their ning strategy, the basket being the essential people on
part of the text. The instructor listens, writes down, cor- the project, the burners the skills available, the left/right
rects and adds to students responses as needed. This might winds the opportunities and risks, the anchor the difficul-
not be so easy to do on mathematical content, which is ties to lift up the balloon, built up of all the measures to
structured in a more rigid way than other types of mate- take [48, 54].
rials, and might be rather used in flipped context or on Line-up: Also known as Spectrum Debate. Suitable for
project preparation [47]. large groups in order to get the degree of agreement of the
Debates: A certain matter is presented with two oppo- class. A certain matter is presented with two opposite view-
site viewpoints. Students are assigned one side and have to points. One viewpoint is associated to an end of a wall, the
prepare an argument in order to defend it. Ensues a series other with the other end. After some discussion, each stu-
of exchanges of arguments, one at a time, listened, ana- dent has to take a position and line-up against the wall, be-
lyzed and answered by the other party. This can be based tween the two ends in a gradient of agreement that reflects
on the results of a Fact Finding Mission or an Inquiry Chal- his/her position regarding the matter at stake. The matter
lenge where arguments are gathered by students, struc- should be complex enough that some gradient and gray ar-
tured by scaffolding questions and hints [48]. eas should arise, resolved by one-on-one discussion. This
DeBono’s hats: In a discussion, each student is as- method can as well be used to situate collectively a numer-
signed a perspective on the situation (a thinking hat): the ical answer inside a given interval. A simpler line-up setup
white specializes on the facts, whether known or needed, is the Giant Step technique where students whether step
the yellow explores opportunities and benefits, the black forward or backward indicating their simple approval or
spots the problems and difficulties, the red analyses feel- disapproval, or Four Corners Debate for a 2x2 matrix for-
ings and emotions, the green explores possibilities and mat [55].
alternatives, the blue controls and manages the other Fist to five: An agile formative five scales assessment
five [49, 50, 144]. technique, simpler to set-up than a Line-up yet more in-
Pro-Con Grids: In small groups, find three advan- formative than a simple Straw poll. Each student takes
tages and three disadvantages regarding a topic that you a stand showing their hands and fingers, from five fin-
give to the class. Share and discuss at the level of the class. gers full extended hand for a total agreement, to a to-
A simpler setup is the Plus, Minus, Interesting method tal disagreement with a closed fist. A simpler message is
where you have to find one advantage, one disadvantage given by Thumbs up, side-way or down, especially for self-
and one interesting point regarding the issue at stake. Hav- assessment of mastery of the objectives. Engagement re-
ing to ponder both sides of a question, electing a tempo- garding agreement and disagreement is provided by in-
 AL techniques | 165

volving the body [56]. When there are several issues to as- used to assess projects, what needs to be done, who needs
sess, a Dartboard evaluation where students have to place to do it and when it should be done...
a dot on a physical target with concentric circles serves the Ask 3 before me: Is a general rule of interaction be-
same purpose [9]. tween students and tutors, where a tutor can address a
Quescussion: Participate in a discussion where an- question only if it has been already asked to at least three
swers can only take the form of questions, added to the fellow students [61].
board in a progressive questioning. Statements are not al- Stick Debate: In order to have students think before
lowed, a participant can not speak again until two other talking or asking, in talkative context, have them hand out
persons have given an input. A follow-up could be to work a stick (out of 3 at the beginning) each time they raise an
deeper on a selection of the most important questions, the issue [9].
selection itself being an activity. This goes along with the 5 Numbered Heads: A random strategy to call on stu-
Whys technique to determine the root cause of an issue, or dents in a more equitable fashion than answering the
the 5 hows to help implementing a technique. Taking notes raised hands. The answer can be elaborated in groups, the
of a quescussion is better achieved in the form of a tree or team whether validates the individual answer or simply
a Mindmap [40, 57]. uses the individual as the messenger of the collective an-
Index Card Pass: Each student writes a question swer [62, 63].
about a subject at stake (the course, an assignment, or- Appreciation: Don’t forget as a tutor or as a student to
ganization...) and then swap cards, read it, swap again, show respect to others and appreciate their efforts rather
making at least 4 passes. Then in small groups, everybody than focusing on the inadequacies [9].
reads the card they have and the group elects one question 5 seconds Rule: As a tutor, don’t move on to another
to discuss [40]. subject until 5 seconds of silence after asking a question
1-Minute Papers/Reflections: At the end of an activ- such as “Are there any questions?” [64].
ity, as a check-out technique, ask for a short response to a PALPaR: A checklist to follow when interacting effec-
short reflection question (concept that was not clear, les- tively with students in five verbs; Present, Ask, Listen,
son learned...). Begin the following class answering the Pause and Reply.
most salient issues raised. You can focus the reflection on Revolving Circle: Interaction between students is not
the 4L questions: One thing I Liked, one thing I Learned, random in the classroom but in two circles, an inner and
one thing I Lacked, one thing I Longed for. It is an elabora- an outer, that shift by one unit repeatedly [65, 66].
tion of the KWL perspective where one has to answer what SCAMPER: Before reaching to others for an answer, go
they Knew and was useful, what they Want to know and through unblocking strategies summarized in six verbs:
what they have Learned, as a progression card during the Substitute, elaborate examples, find alternatives, what
learning process or as a conclusion. A more radical way could be different? Combine, mingle together different
is to have students self-evaluate their Return On Time In- pieces of knowledge, bring together elements, unite and
vested, ROTI with a Fist to five [58, 59]. try to see the big picture; Adapt, adjust the data to fit an
easier situation, reshape, what if...? Magnify, Modify, Min-
These methodologies are most effective when involv- imize, change the scales of the problem, tune up or down
ing different instructional strategies and rely on some ba- to see if it’s easier, how a particular case could be char-
sic interaction principles regarding how students cooper- acteristic of a more general scheme; Put to other use, re-
ate with the tutor and with one another, or even with them- purpose some of your skills and knowledge to another set-
selves [8]: ting, stretch the intended purpose of a tool; Eliminate, re-
move, omit, simplify, get rid of some assumptions or hy-
Six Serving Men: Based on a poem by Rudyard pothesis, challenge assumptions to see how it affects the
Kipling [60] problem; Rearrange, reverse, change the obvious order or
I keep six honest serving men, they taught me all layout, turn around your sketch to see it from a new per-
I knew. spective. These exploration strategies can as well benefit
Their names are What and Why and When to work in group [67].
and How and Where and Who. Parking Lot: a place where to explicitly put items that
Try to ask your six serving men before reaching out to oth- have to be discussed at another point in time. Check-out
ers. In mathematics, who can be a number or the author time should review the course parking lot, and whether its
of a theorem, when can be associated with conditions that issues should be addressed next time [68].
makes things work. But this methodology can as well be
166 | C. Mercat

2.2 Tools as well important in foundational knowledge [15, 66, 71].

Gamification will not instantly turn boring rote drilling ex-
Active Teaching happens definitely on the pedagogical ercises into a playful experience without some work on tu-
side and as such is not connected to any particular teach- tor’s part but some tools can turn self-assessment and for-
ing tool, whether physical or digital: it is more about meth- mative assessment into a joyful challenge and help moti-
ods to teach. Nevertheless, especially in the COVID era of vate students [13, 72].
distance learning, Active Teaching might be eased by tools Some of these tools make the assumption that we can
that allow for effective collaborative work and smooth as- make a positive use of students’ own device in the class-
sessment [69]. These distance learning tools allow you to room, but their introduction presents pedagogical risks as
go deeper in the SAMR model where technology not only well, in particular because social media are very effective
enhances but transform pedagogy [70]: these tools at attracting students’ attention [73].
– Substitute face to face work with online collaboration,
Jeopardy: Think about quality questions that may
content sharing,
lead to a particular answer, (a k+1 − a k )f a k +a
(︀ )︀
2
k+1
could be
– Augment work in the classroom by keeping track of a
the answer to “What is the area of a generic rectangle in the
semester long conversation with peers and
Riemann sum?”. Constructing and answering cards, chal-
tutors,
lenging fellow students, are both interesting [74]. The an-
– Modify work with powerful tools, allowing to ask
swers can be the basis of a Memory.
questions that require deeper investment,
Memory game: Choose a subject, for example primi-
– Redefine tasks which were not conceivable without
tives and derivatives. Make sets of two or three elements,
the use of technology.
for example f (x) = tan(x), f ′ (x) = 1 + tan2 (x), F(x) =
All universities nowadays have their own Learning k − ln(cos(x)) written on different cards. Put all cards on
Management Systems (LMS), such as Moodle, Claroline, hidden face and arrange them randomly in an array. A
Canvas, Blackboard, Sakai, Google classroom, Open edX, player flips two cards, if they are associated, she/he can
Opale or home made brews. Like large software suites such have a try at a third one or pick them up. Wins the student
as Google Suite, LibreOffice or Microsoft Office, they all with most cards [42].
have their own tools that can be used to assess or collabo- Flash Card: Traditional linear set up of cards (whether
rate, but varying your tools may be beneficial to some as- physical or digital) with a question on one side, its answer
pects. on the other. They are placed in boxes (or split as pairs
Distance learning is based on some tele-conference in a Memory game), cards learner knows are promoted to
tool (sometimes embedded in the LMS) such as Microsoft less frequent review box, cards that are forgotten are de-
Teams, Google Meet, Zoom, Cisco WebEx, StarLeaf, Adobe moted for more frequent review. Simple single sided Cue
Connect, GoToMeeting, ClickMeeting with a special men- Cards are designed for more complex constructs or lists of
tion to the open-source BigBlueButton and Jitsi Meet (BBB items [75].
is advised by French ministry). Mindmap: Make a sketch of the situation, the differ-
The assessments we are dealing with here, in Active ent concepts and arguments associated with it and their
Learning strategies, are mainly of the formative kind, in relationships, the different ingredients needed in a theo-
order to gauge the mastery of a content, it can be au- rem or a technique. A great way to summarize a course or
tonomous as auto-assessment, with peers, competitive or an algorithm. A collective exhibition as in a Gallery can be
not, or under tutor’s supervision, where fun plays an im- a way to share and follow-up on this activity. Some struc-
portant motivation role. Organizing and reviewing ma- ture can be imposed such as Constructing Walls, Priority
terial should be creative and feel like a game. Knowing Pyramids, linking factors from bottom to top, or Fishbone
where students stand in their acquisition of competencies strategy with a head, a spine and concurring bones, a tree
is very important, both for the tutor, instantly during the or a spiral. There are collaborative online tools for that (see
classroom and throughout the semester till the final exam, below) [57].
and for the students themselves, to explicitly know what Plickers: A Multiple Choice Question modality where
they know and what they still need to practice. students answer by holding an individualized square QR
Critical thinking is at the heart of Active Learning Code card recognized by the tutor’s smartphone scanning
methodologies, and content is better memorized when the entire class. Each card can be turned in four different
put into use through problem solving, nevertheless, some ways in order to give the correct A/B/C/D answer at the
healthy daily routine of content review and active recall is top. The tutor manages the display of the question with a
 AL techniques | 167

video projector where a report can be displayed and tallied class, collaborating together [115]. Etherpad is an open-
in a scoresheet or kept on the smartphone [76, 139]. QCM- source simple collaborative real-time rich text editor [83,
Cam is an alternative that can be used offline [142]. VotAR 123].
is based on anonymous colour codes [148]. Auto-Multiple- Prezi: A collaborative hierarchical presentation tool
Choice (amc) produces MCQ in PDF that can be printed or that can be used as a mind mapping tool. The Prezi Video
annotated digitally, then scanned back and optically rec- app lets you embed your webcam feed within your presen-
ognized in order to grade students [114]. tation [84, 141].
Kahoot: might be the best known quizz app where a edpuzzle: Let you transform any video into a course
QR-code or an easy short link is provided on the screen for with MCQ, notes and open-ended questions along the
the students to be able to answer the question [127]. It re- way, giving assignments to students and tracking their
quires students to have their own device. There are many progress [85, 120]. Spiral is a more general tool with ques-
variants, while Kahoot builds on the competitive feeling, tions, quiz and collaborative whiteboard where videos can
Socrative has break-out rooms [77, 146], Mentimeter em- be live commented by all students [147]. PlayPosit and Edu-
beds into slides presentations and has LATEX support [129], creations are focused on video and along the same line of
Slido is simpler but integrates with Google slides and thought [121, 138].
Videoconferencing [145], iSpring is a PowerPoint tool [126],
Poll Everywhere integrates with PowerPoint, Keynote or
Google slides [140], Quizizz [143], DocEval (with DGS an- 2.3 Evidence
swers!) [118] and nearpod [135] allow for asynchronous
assignment, Wooclap can be answered by simple texting There is no definite clear cut evidence that adopting an Ac-
(SMS) [149]. [78, 79] tive Learning methodology will work in your setup, but a
WIMS: is a very powerful exerciser, based on computer number of studies show more than promising results [7,
algebra system verification of answers to sophisticate ran- 86, 87]. It is somewhat difficult to compare exactly what
domly generated exercises [80]. each study is showing and easily measured academic re-
GeoGebra: is the Swiss-army knife of interactive math- sults are not the only indicators that have to be taken into
ematics that allows to easily illustrate interactively most consideration, but rather retention and engagement of stu-
basic mathematical problems. These items can be embed- dents, yielding life-long learning skills such as problem
ded or assigned in many different e-Learning platforms. solving, interpersonal and cooperative mindset.
Now with Geogebra Classroom, students works can be eas-
ily browsed and surveyed, whether synchronously or asyn-
chronously [81]. 2.3.1 Engagement
Miro: Collaborative online whiteboard with mind-
mapping, video-chat, integration with many services such In order to be engaged, students need to be recognized
as file sharing, team management, bug tracking. A very in their prior knowledge, for the instruction to be in their
complete collaborative tool [133]. Some other collaborative Zone of Proximal Development [88, 89] where they are chal-
whiteboard software comprise OpenBoard which is mul- lenged but not overwhelmed by difficulties, where the new
tiplatform and can overlay on your desktop [136], Google knowledge is anchored by multiple links to what they al-
JamBoard which is multi page [124], Ziteboard has text, au- ready master. Building teaching on students prior knowl-
dio and video chat [150], Mural which is more centered on edge is difficult for several reasons. First the audience is
team work [82, 134]. heterogeneous and every student has his/her own specific
Coggle: A collaborative online Mind mapping learning gaps. These gaps are diverse and have to be iden-
tool [117], such as MindMup [132], GroupMap [125], Mind- tified and treated properly. That is to say the proposed ac-
Meister [131] or MindManager [130]. tivities have to create a cognitive dissonance that proves
Padlet: A collaborative bulletin board tool with anony- old conceptions to be unsuitable, but amendable, to solve
mous or identified pads, organized in columns. A pad the problem [89]. This dissonance, leading to mistakes,
can contain many things such as rich text, images, has to be accompanied and not hidden as a discouraging
links, oral or video notes, scribbling, geolocation, docu- bad behavior. Preparing robust activities that don’t require
ments... [137] Coda blends collaborative edition of docu- a bullet proof expertise from tutors both on subject mat-
ments and databases [116]. Kialo specializes on textual de- ter, on professional context and on educational theories
bate and critical thinking [128]. ClassKick is a full fledged requires a lot of time and energy on the side of instruc-
collaborative learning system, with the teacher and her tors. Otherwise cognitive dissonance, when disregarded,
168 | C. Mercat

shunned at, or simply not seen by tutors, may lead to a tive ranking [108, 109]. Even in case of persisting uneven
demotivating blow to morale of students. On the contrary, production, cooperative instructional methods allow stu-
identifying and making explicit faulty conceptions gives dents to feel included in the learning process and can mo-
an opportunity for the students to repair misunderstand- tivate students [13].
ings, possibly through remediation proposed by the tutor, Whereas collaborative work, for a common goal with
and progress in meta-cognitive skills, being conscious of mutual engagement, can be parasited by unethical behav-
what has been learned [90–93]. iors taking advantage of others work, cooperative learning,
where students take responsibility for a specific section
of the work is easier to assess and helps negotiating this
2.3.2 Problem Solving Learning type of didactic contract [110, 111]. The common goal set
by tutors has to be the result of group members working to-
Learning a fact is generally more fragile than learning how gether in a positive interdependence where each one is ac-
to do something. The first is called declarative or concep- countable for a clearly identified contribution. And the co-
tual knowledge and the second procedural knowledge [94]. ordination is done through positive interaction, support,
To envision knowledge as a tool to grasp and solve prob- encouragement, help, from the tutor but most of all from
lems is the basis of Problem Based Learning (PBL) [99]. In- within the group, developing effective team work and in-
deed, transferring knowledge from an abstract context to terpersonal skills based on complementary division of the
an applied context is not transparent and learning directly work: It is because they need each other, share resources,
a concept through its application as a tool can help better provide feedback, validate or challenge each other’s con-
situate it epistemologically [95]. Notice that a problem can clusions, that students collaborate, and doing so tend to
be of an abstract nature, it doesn’t need to be related to re- cooperate and grow a positive mindset towards their col-
alistic epistemic use in a professional situation, especially lective work. In fact, cooperative learning can be seen as
in mathematics [96], yielding cognitive realism instead of the foundation for Active Learning [112].
physical realism [97]. On the other hand, doing is not nec-
essary linked to learning, some meta-cognition has to oc-
cur for a solution to a problem to become the basis of a sta- 2.4 Conclusion
ble procedural knowledge: exactly what have we achieved
and how, and what does it mean? [98–100]. In this consortium, EduSCRUM [122], coming from agile
project management in software industry, has been widely
used and its clear structure helps students adopt asymmet-
2.3.3 Collaboration ric roles and actively interact towards a common goal with
clear objectives and ways to assess, by students or by tutor,
There are strong evidence that students learn better with what has been achieved, and what gets to be done, how
others rather than alone [15, 101–104]. In comparison and by whom. But other methodologies have been used
to competitive and individualistic learning, cooperative to motivate students to learn and to develop their compe-
learning has strong effects on achievement, socialization, tencies and skills, in particular soft skills required by the
motivation and personal self-development [101]. present days Fourth Industrial Revolution.
While collaboration is valued in the workplace, educa- Their findings are being published: the Polytechnic of
tion, at secondary level and in universities, rewards indi- Porto [1] from Portugal, the Slovak Technical University
vidual work mostly through in fine individual assessments: in Bratislava [2] from Slovakia, the Technical University
your academic path depends on your achievements [105]. Chemnitz [3] from Germany and Claude Bernard Lyon 1
From the point of view of a student, taking a personal ad- from France.
vantage of the work of others seems only natural, keep-
ing their own individual production to a minimum and Acknowledgement: With the support of the European
getting the collective credit, a behaviour known as free- Union Erasmus+ programme DRIVE MATH - Development
riding [106]. This shift towards collaboration has to be ac- of Innovative Mathematical Teaching Strategies in Euro-
companied: preaching ethic is not enough [107]. Concrete pean Engineering Degrees, 2017-1-PT01-KA203-035866
steps have to be taken to promote collaboration and con-
vince students in practice that it is indeed a better tool for
learning from their own point of view, disregarding their
own position in the learning ladder seen as a competi-
 AL techniques | 169

[18] C. Reading and Helen Doyle (2013). Teacher educators as learn-

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