#13 Engaging students with the AVIVA scheme
Interactive teaching for active learning
Interactive teaching, whether in person or online, involves delivering content while encouraging students to participate as actively as possible and/or working in close collaboration with students in order to actively promote learning. In this context, the planning and teaching methods of a course play a crucial role.
Why is interactive teaching helpful for learning?
A(n online) course that actively involves students can have a positive impact on their motivation and, consequently, on their learning outcomes. It is also essential to provide specific guidance on learning and the learning process. An interactive teaching and learning environment is beneficial, as it enables students to process the course content effectively.
One approach to this is the AVIVA scheme (Städeli et al., 2010). It outlines the sequence, design and structure of effective teaching across five phases and can serve as a framework for teaching units. This framework is based on findings from educational psychology regarding the progression of learning processes.
For example, the multi-store model of memory by Atkinson and Shiffrin (1968) describes three types of memory: sensory memory, short-term or working memory and long-term memory.
For new information to be transferred to long-term memory, the attention of students, the activation of prior knowledge and space for processing and practice are necessary.
A course designed according to the principle of constructive alignment, in which learning outcomes, assessment and teaching and learning activities are closely aligned, enables in-depth learning to take place in interactive teaching and learning settings.
Structuring your own teaching using the AVIVA scheme
AVIVA stands for the first letters of the German words for the five phases:
- Arrival/Orientation and Preparation
- Activating prior knowledge
- Informing
- Processing
- Evaluating
For interactive teaching, especially phases 2-4 ("VIV") play a crucial role
ou can find suggested activities, formats of collaboration and media to make all stages conducive to learning in the Munich Methods Toolkit (in German).
Arrival/orientation and preparation
Students are introduced to the topic of the lesson. An interactive way to set the scene might consist of students briefly sharing their expectations regarding the topic in question. This can be done by just speaking in a whole-class setting or in written form using word clouds, even in digital teaching.
Activating prior knowledge
In line with the multi-store model of memory, teachers should build on students’ existing knowledge in order to facilitate deep learning.
To activate prior knowledge, audience response systems or small group discussions might be used.
Pair work is an engaging teaching and learning method in which two to three students discuss a question or topic for three to a maximum of five minutes. This is easy to implement both online in breakout rooms and in face-to-face settings. Pair work and audience response systems may be combined.
More information on audience response systems can also be found in the Didactics category in article #03 Audience Response Systems.
Informing
New knowledge is developed by building on what is already known, that is, prior knowledge. Combined with knowledge construction, it forms the basis for the sustainable development of knowledge and skills.
One example of an interactive method for acquiring new content is the group puzzle, in which learners work on different subtopics and then pool their knowledge in groups.
Another, shorter activity is the True/False method, in which students mark statements on a topic as true or false. Incorrect statements are corrected by them and answers are collated via an audience response system to highlight any misunderstandings.
More information on the group puzzle can also be found in the Didactics category in article #08 Group Puzzle.
Processing
Newly acquired knowledge must be processed through application and thus transferred to long-term memory. Interactive teaching supports this process through consolidation exercises that follow the development of new content and skills.
One suggestion for a processing activity in online settings is the StudentQuiz, where learners create their own questions and answer those posed by others.
More information on the StudentQuiz can also be found in the Didactics category in article #07 Learning with the StudentQuiz.
Evaluating
In the final phase, the aim is, on the one hand, to assess what the students have learnt, and, on the other hand, to gather feedback on the course.
A quiz activity in the TU Graz TeachCenter (Exam) may be used for assessment. In addition, audience response systems may be used for reflection.
In the practical application of the AVIVA scheme, hybrid forms of the five phases may arise, and these should be integrated into the lesson plan as required. The three phases "VIV’" may be applied several times during the course of one lesson, particularly when dealing with new content.
Sources and further reading
Antosch-Bardohn, J. & Meyer, B. E. (2017). Lehrmethoden für die Hochschullehre. In: Neues Handbuch Hochschullehre (Vol. 83, pp. 49-68).
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In: K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 2, pp. 89–195). Academic Press.
Biggs, J. (2014): Constructive alignment in university teaching. HERDSA Review of Higher Education (Vol. 1, pp. 5–22).
Städeli, C., Grassi, A., Rhiner, K., & Obrist, W. (2010). Kompetenzorientiert unterrichten: Das AVIVA-Modell. hep.
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