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Transformation from

Lecture
-
based to Case
-
based course

Ann C. Smith, Robert T.Yuan,
Richard Stewart, Patricia Shields and
Jennifer Hayes
-
Klosteridis

2003 UM Teaching with Technology Conference

The Course


General Microbiology (BSCI 223)


Lecture and lab components


250 students per lecture section


Majors and non
-
majors


Solutions through technology

Established a learning center within WebCT


Organization


Communication


Technology competence for students


New learning opportunities

On
-
line Learning Center

organization/communication


Syllabus


Lecture outlines
with study questions/links to resources


Power Point Lecture Slides


Discussion Space
(Announcements, Student Questions)


Lab Manual (pdf)


Assignment Guidelines


Student grades






Comment

(350 students responding)


Example


Number


Negative response


I Don’t like Web Ct


7


Negative response


Live off campus, difficult to
down load or view pages


2


Positive Responses:








Access and organization of
information


24 hour access to everything!




152


Convenient, easy to use


Convenient to have everything


32


Options to communicate with
other students and course
instructors


A direct link to professors and
other students if I had a
problem




58


On
-
line quizzes,




I owe my fabulous lab practical
grade to


80


Lecture outlines


The best way to learn


allowed
me to back and review the notes


85


Grades


Great way to know what my
current grade is.


59


Lab manual


Saved money in not having to
buy a lab manual


25


On
-
line Learning Center

New Learning Opportunities


Increase active learning


Approach: transition to a case based course


We use Case studies as a framework for lecture and
lab



On
-
line Learning Center

organization/communication


Syllabus


Lecture outlines
with study questions/links to resources


Power Point Lecture Slides


Discussion Space
(Announcements, Student Questions)


Lab Manual (pdf)


Assignment Guidelines


Student grades

Goals


Case study


engaging with challenging
discussion problems


Individual work


Small group discussion


Complete class discussion with Instructor


A written component

Why use case studies?


Content rich course


New vocabulary


Challenging concepts


Diverse student population


Case studies


Engages students


Application of information to current/relevant
problems

Challenge of Implementation


Large lecture course


No time in lab


Grading


Approach


On
-
line discussion



Coupled with a report


Directed in class discussions



coupled with individual short answer “quiz”
questions submitted on
-
line


PAK


Participation/Application of Knowledge

On
-
line Discussion


For complicated multifaceted Topics

Set up:


Case study with Three major issues


Students work in two groups


One group where they work with others to
research and discuss one of the case issues


One group where students combine resources to
write a report.


Guitan




Patric




Maurice

Caleb




Garth




Tyler

Alec




Nico




Zoe

You




Pasteur




Koch

Bob




Tim




Julian

Bernie




Ethel




Barry

Issue #1

Issue #2

Issue #3

Group 2: Writing the report


6 groups/lab section

Report addresses Issues 1, 2, and 3.

Guitan




Patric




Maurice

Caleb




Garth




Tyler

Alec




Nico




Zoe

You




Pasteur




Koch

Bob




Tim




Julian

Bernie




Ethel




Barry

Issue #1

Issue #2

Issue #3

Group 1:
On
-
line Discussion Group


3 per lab section

On Line Discussion


Requires


Guidance


Structured Assignment


Oversight


UTA’s


Method for Assessment


On
-
line discussion


Report

Advantages online discussion:

-
Students develop technology competency

-
Learn to communicate in on line environment

-
Learn to navigate web

-
Learn to evaluate web sources.

-
No meeting time is required

-
Can log in at any time

-
All discussions can be monitored

-
Grading

-
There is a record

-
Can compile and print the discussion

350 Students Surveyed

What should be improved in the discussion?


24 negative responses


58


fabulous keep it as is


Remainder suggest to keep the discussion along with
improvements

What do you like about the on
-
line discussion?


79 the opportunity to discuss with students! “so many
different ideas and tangents to explore and learn about”


30 liked that they learned new information


Additional comments about the positive aspects about
working in a group, meeting new people and being
online provided flexibility in space and time

Steps toward the Goals

On
-
line discussion


1999 use of case study to stimulate small group
discussions


Discussion topics served as basis for written assignment


Faculty impressions:


Good for issues that required outside research


Good opportunity for in depth discussion.


Requires significant time.


Wanted another mechanism that incorporated active
learning in the lecture hall that related to case studies.


Case studies linked to lecture learning goals

Fall 2002


Case Study in the lecture


Case Study Distribution/Intro case


Paper handouts in lecture


Power point presentation


Case study questions


answered in lecture journals


Small group discussion


in lecture hall


Large group discussion


in lecture hall

Fall 2002

Problems Encountered


Case Study Distribution/Intro case


Time


Organization


Case study questions/Journals


Difficult to collect on a regular basis


Difficult to read


Lost journals


Small group discussion/Lecture hall


Unfocused, students were often unprepared


Large group discussion


Unfocused, students were often unprepared

350 Students Surveyed

What did you like about case studies?


179


described case studies as allowing them to
see the application of course material to real world
situations


138


indicated by there response that the case
study engaged them in learning


29


responded negatively ( they confused me)

Regarding format for presentation
-



57


“good as is”


Remaining students suggested improvements such
as posting on line! And finding an alternate to
lecture journals

Results from CORE survey

Participate Actively in Learning,
Significant increase since 1993
review and All LL reviewed over
time

Spring 2003


case study: lecture/on
-
line


Case Study Distribution/Intro case


Delivery via WebCT prior to in class Introduction


Case study questions


Use of quiz tool with delivery on a regular basis


Small group discussion


In lecture hall


directed discussion


Large group discussion


in lecture hall


directed discussion

CASE/PAK

Participation & Application of Knowledge
(PAK)


3 question sets/Case that required students to
apply information from lecture/lab/text/resources


Use of Quiz to capture individual responses


Opportunity for writing

PAK

Advantages


Control of delivery


Record of responses in WebCT


Record of participation in WebCT


(automatic “grading”)


Easy to scan


Instructor can asses problem areas and set up topics for
directed in class discussions (small and large group)


Students are prepared for discussions


Students can print and self assess knowledge


Go to PAK


www.courses.umd.edu


Contact
asmith@umd.edu

for access


Use of technology

transition to a case
-
based course

Structure/function/
Metabolism

Genetics/
Biotechnology

Clinical/Applied

Part 1

Part 2

Part 3

Case 1

Case 2

Case 3

Course Transformation:

Resources required


Start with available resources



Instructors


Graduate Teaching Assistants


Undergraduate Teaching Assistants


College Support


UTAP students


University Support


OIT


WebCT


CTE

Teaching
Team

End here