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20 Φεβ 2013 (πριν από 4 χρόνια και 1 μήνα)

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Technology as a solution to
implementing active
-
learning

pedagogies...

Ann C. Smith

University of Maryland

College Park MD

PKAL 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

11/22/03 PKAL

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

11/22/03 PKAL


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



11/22/03 PKAL

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?


11/22/03 PKAL


Technology as a solution

WebCT

1.
Organization


Distribution of course materials


Syllabus,


Assignments,


Lecture outlines,


Power points,


Lab Manual,


Grades


Student Comments:

11/22/03 PKAL


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.


11/22/03 PKAL



3.
Time


A new course learning environment


Lecture


Lab


On
-
line

Technology as a solution

11/22/03 PKAL


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

11/22/03 PKAL


Our biggest challenge:
Discussion

Assignment:

Work in Groups to create parameters for a
discussion supported by technology.


The class: 250 students

2


one hour lectures, 2 two hour labs/week

2 faculty: lecturer and lab coordinator, 1 TA
for every 2 sections of 18 students.

Online environment
-

WebCT

11/22/03 PKAL

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

11/22/03 PKAL

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.

11/22/03 PKAL

Evaluate Your Design


Rate 1


5


Lecture or lab time requirement?


Student training?


Faculty intensive?


Technology support requirement?


Monetary cost?


Learning benefit?


11/22/03 PKAL

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


1


2


2


2


2


2


2


3


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.


11/22/03 PKAL




Time


15 min/ lecture discussion

students


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

11/22/03 PKAL




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

Labs linked to lectures/cases

LECTURE

LAB

ON
-
line

LAB

18 students/TA

LECTURE

250 students/instructor

Presentation of Content

Hands on Activities

a.

b.

Labs linked to lectures/cases

LECTURE

LAB

ON
-
line

LAB

18 students/TA

LECTURE

250 students/instructor

Presentation of Content

Hands on Activities

a.

b.

Labs linked to lectures/cases

LECTURE

LAB

ON
-
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

Labs linked to lectures/cases

Directed Discussions

LECTURE

Lectures linked to labs/cases

LAB

Team work, lab reports, presentations

Labs 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.

11/22/03 PKAL


Concerns

Access to computer

Training

Technology support on campus

Students expectations for immediate feedback

Faculty

11/22/03 PKAL

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



11/22/03 PKAL

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


11/22/03 PKAL

3 On
-
line Discussion Groups

per lab section