Presentation on theme: "USING A MOOC TO FLIP MY FRESHMAN BIOLOGY COURSE BRIAN WHITE UMB PROVOST FELLOW FOR EDUCATION AND TECHNOLOGY."— Presentation transcript:
USING A MOOC TO FLIP MY FRESHMAN BIOLOGY COURSE BRIAN WHITE UMB PROVOST FELLOW FOR EDUCATION AND TECHNOLOGY
PLAN Issues Transforming the course Key Features Dissemination Discussion Questions for each What more do you need to know? What questions/issues does this raise? What should we do next?
GENERAL BIOLOGY I AT UMASS BOSTON First semester majors’ course Less coverage; more depth Application and problem solving 334 students 68% Female 64% Non-White Average age 20.0
FLIPPED CLASS GOAL Students should come to class prepared.
FLIPPED CLASS GOALS Use the students’ and teacher’s time most effectively: At home (flexible time; no instructor) Read Watch Video Warm-up problems In class (fixed time; instructor) Discuss Apply Ask questions Fill in gaps Active Learning
MOOC VS SPOC Massively Open On-line Course ~ weekly units Lectures with graded “Test Yourself Questions” Graded Problem Sets and Exams Small Personalized On-line Course ~ daily units Lectures with ungraded “Test Yourself Questions” Ungraded Warm-up Problems
Which of the following best describes your experience with “clickers”? A.I have not heard of “clickers” until today B.I have heard of “clickers” but never used them C.I have used “clickers” as a student D.I have used “clickers” as a teacher ACTIVE LEARNING INTR0.
How would the following HTML appear on a web page? Hello world ! A.Hello World! B.Hello World! C.Hello World! D.Hello World! E.I don’t know how this would appear on a web page.
EVIDENCE FOR EFFECTIVENESS OF AL “Active learning increases student performance in science, engineering, and mathematics” Meta-analysis of 225 studies of AL: Increases exam scores Decreases failure rates Freeman et al. PNAS 111(23):8410 (2014)
Advantages of SPOC-based Class (289/334 students): “Can stop and rewind lectures” (46%) “Can watch at my own pace/time” (33%) “Practice questions help me understand” (25%) “Rapid feedback on problems is helpful” (18%) “Can go back and review material” (16%) “I come to class prepared” (13%) “Class time is used for application, etc” (12%)
“UNGRADED” PROBLEMS Must get correct but: After first try, they can click “Show answer” Goals: Low stakes => more exploration They might not “get it” from on-line materials Wrong answer = learning opportunity (≠ failure) Risks: Slacking Potential course collapse…
Consider this student’s log entries for one problem: 01:24:08 – loaded problem 4_2 01:24:11 – submitted incorrect answer to 4_2 01:24:12 – clicked 4_2’s “Show Answer” 01:24:26 – submitted correct answer to 4_2 How would you categorize this sequence? A.Never tried problem 4_2 (N) B.Tried 4_2 but never got it correct (I) C.Got 4_2 correct before looking at answer (C) D.Got 4_2 correct after looking at answer (P) E.Never got 4_2 correct even after looking at answer (W)
“WAIT ‘TILL NEXT YEAR” Show students the data Tighter integration Different types of before class problems Core – simple but cannot peek (2 tries) Challenge – harder and can peek (infinite tries)
DISCUSSION: KEY POINTS What more do you need to know? What questions/issues does this raise? What should we do next? Other questions/thoughts/ideas?
DISCUSSION: DISSEMINATION Adoption Who should do this? In which courses? Implementation What tools would they need? How would they find them? What more do you need to know? What questions/issues does this raise? What should we do next? Other questions/thoughts/ideas?
QUESTIONS? Brian.firstname.lastname@example.org Course home page: http://intro.bio.umb.eduhttp://intro.bio.umb.edu