Teaching with Technology - College of Computer, Mathematical ...

beefzoologistBiotechnology

Feb 21, 2013 (3 years and 9 months ago)

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Utilizing Technology to
Promote Active Learning in a
Large Enrollment Course

Ann C. Smith

Cell Biology and Molecular
Genetics

General Microbiology


Large lecture course (250/lecture)


With associated lab (500 students in Fall)


Sophomore level


Pre
-
requisite General Biology


University CORE program


Active learning


Writing


Process of science

Transition to Active Learning

http://
www.cellbioed.org/article.cfm?ArticleID=150

Peer Led Team Learning

Just in Time Teaching

Think Pair Share

Inquiry labs

Problem based learning

Solve problems

Address complex issues

Research

Discuss

Present

Receive Feedback

Proven methods
of active learning

Case studies

Scientific Research Process

Active learning in the large lecture

Challenges


Distribution/Organization of information


Communication


Time and place for discussion, presentation


Feedback opportunities


Group work

Solution: Adding a Teaching Team

Faculty instructors (3)

Graduate teaching assistants (12)

Undergraduate Teaching assistants (24)

Undergraduate Technology Apprentices (2)


UTAP program!

http://www.courses.umd.edu/public/UTAP/

Solution: Add Technology


WebCT


Technology class room


Teaching theater


Digital image capture


Clickers




Distribution/organization


Communication


Between teaching team


Teaching team and students


Among students


Time and place
-
A New Learning Space


Opportunities for student engagement


Opportunities for individual


Opportunities for
group work


Opportunities for presentation


Research Opportunities


Assessment/Feedback


WebCT

Syllabus

Power Point

Lab Manual

Assignments

Case Studies

Open Discussion

Private Spaces

for UTA’s

for Lab sections

for group discussions

Discussions

Student Project Space

Virtual Poster Session

Link out

Library Course Page

Library Research

Genomic data bases

Lab Quizzes

Lab Exams

Case Problems

Surveys

Grades

The tradition course is transformed to an

Active Learning Course Format

Active Learning

Research Skills

The ALCF allowed a shift in course emphasis to active learning.
Case studies are the pedagogical link

Module 1

Module 2

Module 3

Lectures

Labs

Case study

Assignment

ELVIS
space probe

Microbes from
another planet?

ELVIS Sample
Analysis

Teams perform Lab
work, present data in
online poster session

A Farmer’s
Dilemma

Plant transgenic
corn?

Wanda’s
Woes

Streptococcal
infections

3 Major Issues
~transgenic corn

On
-
line discussion and
group report

Food
-
borne
disease outbreak

Lab analysis and oral
presentation

1
-
11

12
-
20

21
-
28

1
-
7

8
-
12

13
-
14

PAKs

1.1

1.2

1.3

1.4

2.1

2.2

2.3

3.1

3.2

3.3

Content: Microbial structure/function,
metabolism, diversity, ecology

Content: Bacterial Genetics,
Viruses, Biotechnology

Content: Host
-
Pathogen interactions,
Epidemiology, Immunology, Applications

Examples of use of Technology

1.
JITT with Case Studies

2.
On
-
line Poster Session

3.
On
-
line discussion

4.
Lab Review Quizzes and Lab Practical

Case presented
in WebCT

PAK Questions in
WebCT Quiz

Instructor assesses student
responses in WebCT

Lecture discussion/ppt
addresses student responses

Students discuss, self
correct responses in lecture

Clicker Questions for
feedback, and assessment
of final points.

JITT

Case
-
PAK
mode

Case problems delivered in WebCT are
used to assess students/ guide learning.

1. CASE STUDIES delivered in WebCt

Instructor views responses for
mis
-
conceptions/understanding

Example: Module 1

Module 1

Module 2

Module 3

Lectures

Labs

Case study

Assignment

ELVIS
space probe

Microbes from
another planet?

ELVIS Sample
Analysis

Teams perform Lab
work, present data in
online poster session

A Farmer’s
Dilemma

Plant transgenic
corn?

Wanda’s
Woes

Streptococcal
infections

3 Major Issues
~transgenic corn

On
-
line discussion and
group report

Food
-
borne
disease outbreak

Lab analysis and oral
presentation

1
-
11

12
-
20

21
-
28

1
-
7

8
-
12

13
-
14

PAKs

1.1

1.2

1.3

1.4

2.1

2.2

2.3

3.1

3.2

3.3

Content: Microbial structure/function,
metabolism, diversity, ecology

Content: Bacterial Genetics,
Viruses, Biotechnology

Content: Host
-
Pathogen interactions,
Epidemiology, Immunology, Applications

Hypothesis:

The degradation of polyurethane products was
caused by a microorganism or microorganisms present in the
soil samples collected by ELVIS.

?

E
xtraterrestrial
L
anding
V
ehicle
I
ntegrated
S
ampler


Case 1
discusses
what
happened to
the Space
Probe ELVIS

Questions in Quiz Tool

pop up
Student
Information
Open Summary to reveal
student responses
Each Student completes

7 Sets of 3 PAK questions


Instructor reads student
responses to prepare for lecture,

Students receive points

for
“Participation Applied Knowledge”

Student Responses


Students are expected
to cite sources


such
as “from lecture”, “from
Lab”, “from the text”,
“from Fresh Bio”, or
cite a url.

Just in Time Teaching


After reviewing PAK responses instructor
addresses misconceptions in lecture


Use Think
-
Pair
-
Share


Or Clicker questions

Based upon your knowledge of
earthly bacteria, How many
types of bacteria can be seen in
the soil?

1
μ
m

1.
One

2.
Two

3.
Three

4.
Four

5.
Five

6.
Six

7.
None


Example of a
Clicker question
for Case 1

“I liked how they put the information we learned in class to use”


“I liked how the case studies went along with the lecture and how each
case study showed us how microbiology is used in the real world.”


“There were vivid, useful in our everyday life, and very helpful to make us
think critically about material we learned in the class.”


“They related with the material and the information helped on the exams”


“They helped me to understand the material of the course better”


“I liked the fact that they allowed us to be more interactive in the class and
work with other students in the class.”

Data From Fall 2004.

Overall students had positive feedback on the use of case studies.

Student Feedback on Case studies

2. On
-
line Poster Session

Assignment 1

Students work in teams of 3


Samples from Nearby Previously
Invisible Planet contain
extraterrestrial bacteria”

Lab work from five labs
periods.

Scientific Research Process


Address complex issues


Solve problems


Research


Discuss


Present


Receive feedback

Students use Netscape Composer and Student
project spaces in WebCT for the poster session

See Poster Session


Student authors


Prior to taking BSCI 223 had you ever
made a webpage before?

26
72
0
20
40
60
80
Yes
No
In spring 2006 students were surveyed during lecture using
clicker technology. Of the 98 students responding, 73.5% had
never made a webpage prior to taking this class.

Number of Students Responding

3. On
-
line Discussion

Assignment 2

“Should organic farmers
with corn borer problem
plant Bt corn?”

Scientific Research Process


Address comples issues


Solve problems


Research


Discuss


Present


Receive feedback

Issue
#1

Issue
#2

Issue
#3

Guitan




Patric




Maurice

Caleb




Garth




Tyler

Alec




Nico




Zoe

You




Pasteur




Koch

Bob




Tim




Julian

Bernie




Ethel




Barry

Six report writing groups

Issue 1: Is Bt corn Safe for consumption?

Issue 2: Does Bt corn effect the environment?

Issue 3: Is there a market for Bt corn?

Three discussion groups each w/ an issue:

Jigsaw

See WebCT site

On
-
line Discussion


Physical space


Time


Record of work


Allows thoughtful responses


Review/assess online resources


Instructor can observe unobtrusively


Manageable


Small groups of 6 facilitated by a UTA

PLTL

Student Comments on On
-
line Discussion:


“We could interact with other students.”


“I think the most positive experience was how I was able to
cross discuss ideas and get back together with my lab group
for the final assembly and how at the end all the discussions
were made available.”


“You saw everyone's opinions and research.”


“quickest way to communicate with all”


“all of the information being put in one spot, rather than trying
to track people and papers down”


“productive discussion since all people did research before
hand and had knowledge on topic”


4. Lab Review Quizzes and Lab Practical


Review Quizzes


Limited time in lab


Lots of material to cover


Feedback


Lab Practical


Style of Review Quizzes


Easier to set up


Less stressful


Easy to grade!



Student comments
-

On line exams


“Very helpful”


“Keep them online”


“Great way to study”


“Very useful and easy to access”


“I like the quizzes and the lab exams
because of the pictures and different types
of questions.”


Average Grade increased 72% to 82%

Table I. Description of online activities in the General Microbiology class (BSCI 223)






“I could pay attention more in class and
not worry
so much about writing”
“printing our own lecture
notes and lab manual allowed us to
save money”
10
Other: Visual Aids, Lecture
ppt
“The practice quizzes were really helpful before the
lab practical, because
WebCT
graded the quizzes
immediately so we could study the correct material”
103
Review
lab work w/ review
quizzes
It was convenient way to
contact TA’s

“..Responses from
course instructors
were very
prompt” “
Iliked
how the web was used for the
interactive discussion with
my peers

144
Communicate
w/ students and
teaching team
“I liked the quick time it took to submit answers from
home.” “..Better than turning in home work on a
sheet of paper.” “ I liked being able to save answers
and come back later to the task”
151
Submit answers to case study
problems
“..I could access this wonderful resource
24/7
”.” I
liked how we are able to check our
grades
online
so we know our progress. Also I like how
assignment directions
were on line so it was
easily accessible by all”
241
Easy access
to course materials
Examples of Student Responses
#
TABLE 1
What did you
like
re
WebCT
“I could pay attention more in class and
not worry
so much about writing”
“printing our own lecture
notes and lab manual allowed us to
save money”
10
Other: Visual Aids, Lecture
ppt
“The practice quizzes were really helpful before the
lab practical, because
WebCT
graded the quizzes
immediately so we could study the correct material”
103
Review
lab work w/ review
quizzes
It was convenient way to
contact TA’s

“..Responses from
course instructors
were very
prompt” “
Iliked
how the web was used for the
interactive discussion with
my peers

144
Communicate
w/ students and
teaching team
“I liked the quick time it took to submit answers from
home.” “..Better than turning in home work on a
sheet of paper.” “ I liked being able to save answers
and come back later to the task”
151
Submit answers to case study
problems
“..I could access this wonderful resource
24/7
”.” I
liked how we are able to check our
grades
online
so we know our progress. Also I like how
assignment directions
were on line so it was
easily accessible by all”
241
Easy access
to course materials
Examples of Student Responses
#
TABLE 1
What did you
like
re
WebCT
Active Learning w/ use of
Technology

1.
JITT with Case Studies


Each student posts 9 sets of 3 responses

2.
On
-
line Poster Session


Each group of 3 presents a poster

3.
On
-
line discussion


Each student posts at least 5 times

4.
Lab Review Quizzes and Lab Practical


14 lab review quizzes


2 online exams

Technology has changed the way
we teach!

Our teaching team:

CBMG faculty: Richard Stewart, Patricia Shields, Ann C. Smith, Daniel C. Stein, Robert
Yuan


Consultants from Science Education:Jennifer Hayes
-
Klosteridis, Gili Marbach
-
Ad
Paulette Robinson,



Contact: Ann C. Smith
asmith@umd.edu



Work has been Supported by Howard Hughes Medical Institute



Special thanks to all of the people in OIT


Ellen Borkowski


Paulette Robinson


Deb Mateik and Mike Landavere


Chris Higgins


Sharon Roushdy


Mike Cains


Jason White


UTAP students: Anne Tsang, Karen Lew, Allyson Morman, Maria Panglao, Fasika Woreta,
Kathy Shahrokh, and Sonia Sharma, Alex White, Aileen Pan


CBMG IT support: Jimmy Church and Raju Shah


References

Active Learning Course Format for Large Enrollment Courses


Smith, A.C., Stewart, R., Shields, P., Hayes
-
Klosteridis, J., Robinson, P., and Yuan, R. (2005). Introductory biology courses: a

framework to support
active learning in large enrollment introductory science courses. Cell Biol. Educ.
4,

143

156.
http://www.cellbioed.org/article.cfm?ArticleID=150


Call for Active Learning in Science Teaching

National Research Council (2003). Bio2010: Transforming Undergraduate Education for Future Research Biologists. Committee on
Und
ergraduate
Biology Education to Prepare Research Scientists for the 21st Century. National Academies Press, Washington, DC.
(
http://www.nap.edu/books/0309085357/html
)



Use of Technology in course design

Harasim, L. Ed. (1990).
On
-
line education: Perspectives on a new medium
, Praeger/Greenwood, New York.



Active Learning Course Format for Large Enrollment Courses


Smith, A.C., Stewart, R., Shields, P., Hayes
-
Klosteridis, J., Robinson, P., and Yuan, R. (2005). Introductory biology courses: a

framework to support
active learning in large enrollment introductory science courses. Cell Biol. Educ.
4,

143

156.



Peer Led Team Learning

The Peer
-
Led Team Learning (PLTL). (2004). Workshop Project.
http://www.sci.ccny.cuny.edu/~chemwksp/

(accessed 28 July 2004).



Just in Time Teaching


Marrs, K.A., and Novak, G. (2004). Just
-
in
-
time teaching in biology: creating an active learner classroom using the Internet. C
ell Biol. Educ.
3,

49

61.6 Tanner, K, Liesl, S.,



Think
-
Pair
-
Share and Jigsaw


Chatman, L.S., and Allen D. E. (2003). Approaches to cell biology teaching: cooperative learning in the science classroom

beyond

students working in
groups.
Cell Biology Education

2: 1

5.



Inquiry Labs


Wood, W.B. (2003). Inquiry
-
based undergraduate teaching in the life sciences at large research universities: a perspective on th
e Boyer Commission
Report. J. Cell Biol. Ed.
2,

112

116.
http://www.cellbioed.org/articles/vol2no2/article.cfm?articleID=57

(accessed 28 July 2004).



Case Studies

Herreid, C.F. (1994). Case studies in science: a novel method for science education. J. Coll. Sci. Teach.
23
(4), 221

229. Also available online at
http://ublib.buffalo.edu/libraries/projects/cases/teaching/novel.html

(accessed 28 July 2004).



Problem Based Learning


Allen, D.E. (1996). Bringing problem
-
based learning to the introductory biology classroom. In: Student
-
Active Science: Models of

Innovation in College
Science Teaching, ed. A.P. McNeal and C. D'Avanzo. Philadelphia: Saunders College Publishing, 259

278.




Technology Resources:

Course Management System

WebCT Campus Edition
http://www.webct.com/

Clickers

Infrared Personal Response System. Turning Technologies
http://www.turningtechnologies.com/



Microscope and camera

Olympus CX41

Digital Camera

Pixie Link High Resolution Digital Firewire Camera

Sumsung SS
-
5500DX Video Presenter



Software

SCION Visi Capture

Thumbs Up Digital Image Management System

WebPage composer: Netscape 6.2 or 7.1