uwa chemisty
TRANSCRIPT
UNIS Template
Go tob.socrative.com and follow student loginRoom = CHEM1001
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Personalised learning and support in large chemistry classesProfessor Adam BridgemanDirector, Educational InnovationDeputy Vice Chancellor (Education) Portfolio
2015 Australian National Learning and Teaching Fellow
Page #A future of personalised learning and supportSupporting students transition to universityPersonalised online learning and supportActive and social learning with an inquiry focus
Page #Listening vs active learningBonwell, C.C., and J. A. Eison, Active Learning: Creating Excitement in the Classroom, ASHEERIC Higher Education Report No. 1, George Washington University, Washington, DC , 1991.
They must read, write, discuss, or be engaged in solving problems..to be actively involved, students mast engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
leads to better student attitudes and improvements in students thinking and writingsurpasses traditional lectures for retention of material, motivating students for further study and developing thinking skills
Page #Re-thinking the lectureWeaver, G. C., Sturtevant, H., (2015), Design, Implementation and Evaluation of a Flipped Format General Chemistry Course, J. Chem. Ed., 92(9), 1437-1448
Page #Attention spanJohnstone, A. H., Percival, F., (1976), Attention Breaks in Lectures, Education in Chemistry, 13(2), 49-50.
A general feature observed in most lectures was a period of non-attention at the start of a lecture, due to the class settling down. The next lapse in attention, usually occurred some 10-18 mins later, and as the lecture proceeded the attention span became shorter and often fell to 3 or 4 minutes towards the end of a standard lecture.
.lecturers who did not want to waste time with breaks almost certainly lost out in effective class learning.
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Writing vs typingMeuller P. & Oppenehimer D., (2014), The pen is mightier than the keyboard: Advantage of longhand over laptop notetaking, Psychological Science, 25(6), 1159-1168.
.students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.
Page #Multiple streams of lectures 20+ lecturers with varying styles, engagement and experienceRe-engaging students with lectures
StudentsLecturer
Page #Preparation encourages participation (including attendance)Pre-lecture videos made with screen capture softwareMastery quizzes which students can repeat (& repeat & repeat)Provides data before class on potential issues
The University of Sydney
firstyear.chem.usyd.edu.au/iChem/
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Social and active face-to-face time
The University of Sydney
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POGIL-style worksheets11Learning cycle of exploration, concept invention and applicationStudents work in a discovery team-based environmentMaximum length of 2 sidesInterspersed with mini-lectures, feedback and discussionInstant and constant feedback on level of understanding and misconceptions
Page #Formative assessmentFinding out students knowledge and misconceptions during learning activities to modify them and provide feedback
In class activities and polls:measure students understanding and misconceptionsidentify ways to engage and bring out ideasGo tob.socrative.com and follow student loginRoom = CHEM1001
Low stakes online and in-class formal quizzes
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Page #Designing assessments to give feedback and provide dataFast and personal feedback on in-class MCQ quizzes and assignments
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Personalising learning support
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Personalising learning support
Page #Active learning online: social learningUsing the online environment for what it is good atStudents can watch multiple timesComputer is a patient and anonymous markerAllows use of 3D models and simulations
Page #Active learning online: aggregating and tagging resources
Curating of resources by staff and students
Page #Active learning online: guided inquiry
Page #Using assessment data to personalise supportDiagnostic and formative assessments provides each teacher with data to support cohort and each individual:
provide remedial or additional academic support for classprovide evidence for academic interventions for individualstarget student support services
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Early warning system
Page #Early warning system
Page #CHEM1001 results 2008 2015
Page #Thank [email protected]
@AdamBridgemanQuestions?
@SydneyEduInnov
Page #Student comments on approachI actually genuinely looked forward to and was excited to attend (unlike most other classes I've taken this year).. so good I'm considering changing my degree to organic chemistry or biochemistry.They're great at keeping the subject matter interesting and make understanding the concepts super easyKeeps me on task throughout semester and means I come to lectures with a head startCreative and interactive environment that is engaging to learn in.They gave a good background/starting point into the content in the upcoming week, which made the content easier to learn since it wasnt the first time we were exposed to the content. They made me feel more prepared for lectures and were a nice summary for revision.
I think they were great because even in the weeks when I felt so busy, and other study plans had to be put aside, I felt motivated to make the time to watch the video and do the quiz. They helped with lecture content too.
By the end of semester I valued the extra exposure to content that the videos provided, and I wished that I had them in other subjects.
Page #Incentives to Attend Lectures* = Active Learning
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Perceptions of Online Learning MaterialsThe video lectures were useful to my learningThe pre-lecture quizzes were useful to my learning
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