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 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 ContentHands on Activities a. b.

Labs linked to lectures/cases LECTURE LAB ON-line LAB 18 students/TA LECTURE 250 students/instructor Presentation of ContentHands on Activities a. b.

Labs linked to lectures/cases LECTURE LAB ON-line LAB 18 students/TA LECTURE 250 students/instructor Presentation of ContentHands 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 ContentHands 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