Phase Three: Integrate
Integrate
This third phase of cognitive development often goes hand in hand with Explore. From their explorations, learners connect new ideas and begin to address the cognitive dissonance or challenges they faced while investigating during phase two. As your learners are working independently with this resource, you will not be there to prompt and probe organically, any expectations for your learners to integrate new material must be clearly defined and if tied to assessment, likely diagnostic or formative.
Note-Taking as Integration
It is more than likely the majority of learners’ challenges to formally integrate new new knowledge and concepts will be through assessments ~ either formative or summative. However, building opportunities for more informal integration of new material with former knowledge and prompts for making new connections can still be part of the Open at Scale curation and creation. Plus, it provides no or little risk practice for your learners.
Pressbooks worked with the open source, annotation software hypothes.is to offer it as part of the platform as opposed to a required download or add on. hypothes.is allows for personal or collaborative annotation. An added benefit is the ability to add links and videos. All additions are hyperlinked in one place and can be downloaded and used as study notes.
Other Integrations
There are also other tools that once embedded, allow the users to complete tasks with the ability to show and | or submit to the instructor. Padlet is one such tool. It can be a living prompt for integration as well as a review document. Students may spend a few pages reading about a new concept, but then pause to confirm understanding and | or make connections.
It may also be as simple as using sidebars and | or shaded text boxes to periodically stop the flow of text and inject a challenge question | point to ponder.