Active Learning Using Student Recorded Monologues

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Abstract

This paper will detail the planning, execution and feedback of an initiative to promote active learning and improve student speaking and writing using student recorded monologues. After determining the goals of the project, a rubric was created to clarify these goals and assessment criteria for both students and instructors. A 15-lesson unit was then developed based on four personal narratives. For each narrative, students completed a series of preparation activities before producing both written and spoken versions of their narratives and uploading these in the form of online assignments. Students were encouraged to review the rubric before, during, and after work on their texts. Feedback from students and instructors on completion of the program indicated that the goals were clear and relevant, there was a high level of student engagement with the unit, and that the rubric was an effective tool for guiding the learning process.

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