Creating Engaging ActivitiesFactors Affecting Engagement

Factors Affecting Engagement

Learners

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Check Yourself.Taking into consideration such factors such as who the learner identity, learning style, mode of instruction, physical location, and time constraints may determine unforeseen bias, gaps in instructors that could ultimately, create a better activity.

Learners

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Even if you just consider one factor

for one minute.

Who is your learner?

Self

Student

Participant

Colleague

Supervisor

Administrator

Other

Unknown

Who is the learner? What are your perceptions of the learner(s)? How does your perception affect how you might create an activity? If there are multiple learner roles within your activity what might change how you create it

Learners

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Consider Learning Styles

Intrapersonal

Interpersonal

Spatial / Visual

Bodily /Kinesthetic

Logical

Verbal

Musical

Even if you do not know the learning styles of your participants, consider how much you rely on a particular form of learning when you create activities. For example, if you do a lot of group work what impact does an individual who processes internally with having to speak frequently “off the cuff.”

Learner

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Mode of Instruction

In-Person / F2F

Supplemental / Enhanced

Blended

Fully Online (Facilitated)

Full Online (Self-Paced)

MOOC (Facilitated)

MOOC (Facilitated)

You may have no control over the mode of instruction. Being aware of that mode’s strengths and weaknesses will help to determine if and how to proceed with a desired activity. For example, if you are looking to utilize group work in an online environment, you will need to carefully construct not only activity instructions but consider where to put “reinforcements” if you want it to be successful.

Learner

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Location / Space

Traditional Classroom

Public (Reoccurring)

Public (One-Time)

Office (Work)

Office (Home)

Hospital

Computer Lab

Forest

Does your location affect how you conduct the activity? What are the barriers for participants to complete the activity whether working with one another or by themselves? Is the location crucial and can be changed? Would the acting of changing the location and space benefit the participants? If you can’t change, how can you accommodate?

Learner

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Time Constraints

Semester Length

One Session / Unit

Multiple Sessions / Units

Months

Years

Workshop ( <Day )

Workshop ( >Day)

How does time play a factor? Do you have a limited or significant amount of time to conduct the activity? If you have a a reoccurring activity, are you budgeting enough time to for each week to accomplish this task? Does this activity shadow other activities? What can be cut for time but still meet your activity objectives?

Learner

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Interest Level

Excited

Invested

Motivated

Indifferent

Apathetic

Disinterested

Unknown

How are interested are participants going to be? Is this required or mandatory? Is it seen as punishment or punitive for some unknown / unknown action? Did they willingly sign up for this session / class? Are these professionals in a field or highly motivated individuals? How much will this activity or class affect them for the better? Although difficult to determine interest, considering it may be helpful when developing an activity.

Learner

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge

Knowledge

Expert

Novice

Taking into consideration the level of knowledge participants can help in many ways. Individuals that have a high level skill-set can start from a more advanced point of conversation. Rather than focusing on fundamentals, participants can delve into more practice or outcomes based activities. Experts can also share creating the activity. Individuals unfamiliar with subject matter may need more theoretical components or concrete activities. Meeting at participants knowledge level may provide ownership over learning to some while not losing others unfamiliar with topics / content.

Learner

Learning Styles

Mode of Instruction

Location / SpaceTime Constraints

Interest Level

Knowledge