Technology as a solution to implementing active-learning

pedagogies...

Ann C. Smith

University of Maryland

College Park MDPKAL 2003 Boulder Colorado

11/22/03 PKAL

What is Active learning?

In groups – introduce your self and give one example of active learning (5 minutes)

• Writing

• Discussion

• Presentations

• Inquiry projects

• Problem Based Learning

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Our Goal- introduce more active learning in

our large lecture course

• General Microbiology (BSCI 223)– Introductory course General Bio Pre-requisite.– 250 students per lecture section– 1- 2 lecture sections per semester– Lab component– 1 Graduate TA/ 2 lab sections of 18 students – 1 faculty member/lecture section– 1 faculty member to oversee lab instruction

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What is involved in adding active learning?

• Organization – – Distribution and collection of materials– Opportunities for individual and group participation

• Communication– Faculty – student – Student - student

• Time– Instructor time– Class time

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Barriers to Active learning in large classes?

1. Organization factor increases.

2. Communication opportunities decrease.

3. Time factor increases.

Can the use of Technology provide solutions?

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Technology as a solutionWebCT

1. Organization• Distribution of course materials

– Syllabus, – Assignments,– Lecture outlines, – Power points,– Lab Manual,– Grades

Student Comments:

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Technology as a solution

2. Communication– Announcements– Public Discussion space for open question and

answer– Private discussion space for group work or

communication with specific groups– On-line quizzing to provide feedback and to

assess student knowledge.

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3. Time

• A new course learning environment– Lecture– Lab– On-line

Technology as a solution

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Technology ~Value added

Outlines can be linked to online resources

Availability 24 hours.

Time release (Guide students)

Exposure to technology

Easy to update

Opportunities to engage students with different learning styles

Potential to engage students in new ways

Can Traditionally Designed Courses Be Transformed Using Technology?

Traditional lecture/lab course

Active Learning Environment

Technology

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Our biggest challenge: Discussion

Assignment: Work in Groups to create parameters for a

discussion supported by technology. The class: 250 students2 – one hour lectures, 2 two hour labs/week2 faculty: lecturer and lab coordinator, 1 TA

for every 2 sections of 18 students.Online environment - WebCT

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Discussion parameters:

• enriches learning experience– use of vocabulary– Reinforces content/concepts from lab and

lecture and asks students to incorporate prior learning.

– Supports a constructivist approach to learning• (requires students to research either in lab or

in library)• in a manner that prepares students to be scientists

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Design

• Must include methods to– motivate students to participate– measure participation– moderate/facilitate /model a fruitful discussion.– evaluate individual participation– evaluate success of discussion.– Assess learning.

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Evaluate Your Design

• Rate 1 – 5

• Lecture or lab time requirement?

• Student training?

• Faculty intensive?

• Technology support requirement?

• Monetary cost?

• Learning benefit?

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UM Design

Two methods both employ Case Studies

1. In lecture discussion• Case study and Problems posted online

• Students provide solutions to problems online

• Lecturer reads answers, prepares discussion

• Discussion in lecture – open class and think pair share.

• Students receive participation points

• Assessment via exam questions.

UM Design

2. On-line Discussion

1 1 1 1 1 12 2 2 2 2 23 3 3 3 3 3

3 groups of 6 students/ lab

Discussion moderated by an Undergraduate TA

•Over a one month period student are required to post 6 times to the discussion

•Participation and quality of posts and group discussion are assessed

•Coupled with writing assignment where students resort into 6 groups of 3.

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• Time – 15 min/ lecture discussionstudents – one hour prep?Faculty – 2 hour prep, 2 hour initial set up

• WebCT quiz tool• Student Training• Learning – Challenges misconceptions,

supports learning goals, practice writing, use of vocabulary

In Lecture Discussion - Evaluation

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• Time – references in lecture/lab– On –line – one month– Meet with UTA’s weekly for the semester– 8 hours to review UTA assessments– 8 hours set up

• Additional personnel – 1 UTA/section, Tech TA’s• WebCT discussion space• Student Training• Learning – supports constructivist learning

Online discussion - Evaluation

11/22/03 PKAL

Labs linked to lectures/cases

LECTURE

LABON-line

LAB

18 students/TA

LECTURE

250 students/instructor

Presentation of Content Hands on Activities

a.

b.

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Labs linked to lectures/cases

LECTURE

LABON-line

LAB

18 students/TA

LECTURE

250 students/instructor

Presentation of Content Hands on Activities

a.

b.

11/22/03 PKAL

Labs linked to lectures/cases

LECTURE

LABON-line

LAB

18 students/TA

LECTURE

250 students/instructor

Presentation of Content Hands on Activities

a.

b.

ACTIVE LEARNING COURSE

Lecture, lab and online goals are complementary

Traditionally Designed Course

11/22/03 PKAL

Labs linked to lectures/cases

Directed Discussions LECTURELectures linked to labs/cases

LABTeam work, lab reports, presentationsLabs linked to lectures/cases

ON-line

Discussion

Links: resources, lecture outlines

Course information

Case studies PAK questions

Lab quizzes and lab manual

Surveys

Grades

Poster session

LAB

18 students/TA

LECTURE

250 students/instructor

Presentation of Content Hands on Activities

a.

b.

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Concerns

Access to computer

Training

Technology support on campus

Students expectations for immediate feedback

Faculty

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Acknowledgements

• Robert Yuan, Rick Stewart, Patty Shields• Paulette Robinson• Department of Cell Biology and Molecular

Genetics• College of Life Sciences• Undergraduate Technology Apprentice

Program• Office of Information Technology

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Course Transformation?

Assignment • Learning goal: role of microbes in

production of a product via biotechnology– Bacterial genetics– Genetic engineering

• Course time – 2 weeks, 4 lecture periods of 50 min each, 4 lab periods of 2 hours each

• Student plays the role of a research scientist

Outcome: student learns basic concepts as well as current notions and approaches

• Resources for students: Lab, lecture, text, prior learning, access to online data bases and digital libraries +…

• Incorporates Active learning– Discussion– Team work– Individual participation– Writing– Problem solving

• Includes – Mechanism for feedback to the student– Assessment piece

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3 On-line Discussion Groups per lab section