1. Teaching & Learning in Large Classes: Enhancing Communication & Enabling Collaboration Mary Sanseverino Dept of Computer Science University of Victoria msanseve@uvic.ca http://www.csc.uvic.ca/~msanseve

2. GOALSGOALS n Examine three scenarios –low tech, medium tech, high tech n Look at the technical tools –email, listservs –web boards –virtual worlds –electronic learning platforms n Discuss assessment techniques –how do I know what I want/need? –how do I assess my time / commitment? –How do I get my students to participate? –How do I assess my students in this medium? n Mini-workshop –characterize your class –characterize your teaching/learning goals

3. Scenario 1 - low tech n Opportunity: Disparate levels of student experience/skill within a class. n Possibilities for dealing with this: –skill-based work –student mentor program n Concerns: –fair assessment –prep for future classes –coordination/time n My outcome: –very motivated students –developed future TAs –better understanding –time intensive

4. Scenario 2 - medium tech n Opportunity: No longer “sage on the stage”, but “guide on the side”. n Possibility: Enhance collaborative communication between sections and classes. –Develop critical thinking skills with inter- section group work. –Mediate the work with a web-board. –Internet: Others view the work.

5. Scenario 2 continued n Concerns: –technology: will it work, lead time for the students to learn tools lead time for instructor/TAs to learn tools –privacy extra marking time extra setup time –evaluation feedback is fast - via email possible peer evaluation (KISS)

6. Scenario 3 - high tech n Opportunity: communicate, collaborate and build a shared environment outside the classroom. n Possibility: use the Internet to build a virtual environment. –work with others from different universities –take on the duties and responsibilities of citizens -- build a sense of community

7. Scenario 3 continued n Concerns: –technology: will it work lead time for the students to learn tools lead time for instructor/TAs to learn tools lead time for prep of the virtual world –projects/work: what will we ask students to do here? –evaluation: who did what? evaluate more than content: structure, organization, community our evaluation skills will change.

8. Tools: “Relatively Low Tech” n Email –characterization: one-to-one, asynchronous –new web-based system at UVic –http://webmail.uvic.ca/getstarted.html n Listservs –characterization: one-to-many many-to-many

9. Tools: Listservs - Types n Types of lists: –An "open" listserv - anyone with email can use an automated means of subscribing to the list. –A "closed" listserv - all applications to subscribe to the list go to the list owner. The owner determines who can and can not join. –A "moderated" list - all postings to the list pass to the list owner, or a designate, for possible editing, approval and final posting. –A "non-moderated" list - all members of the list can post at any time.

10. Tools: “Medium Tech” n Newsgroups –characterization: many-to-many, asynchronous –use a browser to read –examples: news://news.uvic.ca/humanities.classics n Pros: –easy to create and access n Cons: –anyone can see the group –must learn a new tool in the browser

11. Tools: “Medium Tech” n Web-based bulletin boards –characterization: many to many, asynchronous –examples: WebCT, BlackBoard, WebBoard http://webct.uvic.ca:8900/SCRIPT/ise100/ scripts/student/serve_home n Pros: –makes use of technology students are familiar with (the browser). n Cons: –instructor creation time - setup & maintance –assessment concerns- privacy

12. Tools: “High Tech” n Virtual Worlds –characterization: many to many, synchronous (for the most part) –examples: Many worlds found at the Active Worlds site http://www.activeworlds.com n Pros: –can build/develop communities –innovative ideas n Cons: –very time consuming to build and maintain –students and instructors have a steep learning curve

13. Tools: “High Tech” n Electronic Learning Platforms –characterization: one to one, one to many, many to many, synchronous & asynchronous –examples: BlackBoard, WebCT n Pros –“relatively” easy to use for both the instructor and student –builds a sense of community n Cons –has an infrastructure behind it –not easy to make major look/feel changes

14. Assessment: What do I need / want? n Characterize your class –large/medium/small –first year, 2nd year, senior –required, elective, pre-req –team teach, master of all you survey n Characterize your learning/teaching goals vis a vis communication & collaboration –teacher to student(s), student to student, many student to many students –info dissemination, group work, discussion, problem solving

15. Assessment: Instructor Time and Commitment n Assess your prep time –how much time do you have to devote to developing new teaching material? –Now -- how much time do you REALLY have!!! n Assess your teaching assistance and when you have it. –Workstudy students –TAs –Professional Staff

16. Assessment: Finding Resources n Bring your data to a resource person as early as possible. n If you are new to this: –Learning and Teaching Centre –Educational Services Group –Humanities Computing n If you have some experience. –The facility (facilities) where you will deploy and support your project.

17. Assessment: How do I get my student to participate n Ease of use n Increase of “stature” amongst peers n The pleasure of finding things out and sharing with others n For-credit beginnings n Direct relationship between grades and use of technology n Discussion in class of material presented by students online

18. Assessment: How do I evaluate student work? n Content? n Contribution? n Problem Solving? n Changing the evaluation paradigm.