1. AMICAL, June 2006 Redesigning Introductory Economics Techno-collaborative Learning Maha Bali Aziza Ellozy Herb Thompson

2. AMICAL, June 2006 The context Changing landscape in teaching and learning “Teach less, learn more” Learning technologies allow for innovations, can be powerful learning toolsToday’sLearners NewLearning Spaces SpacesLearningTechnologies Pedagogy LEARNING

3. AMICAL, June 2006 Introduction Aim of project was to create a learner- centered, formatively assessed course that used web-enabled technology Introductory Microeconomics chosen to be redesigned Has many sections and has “broad institutional impact”

4. AMICAL, June 2006 Research question Does computer-mediation, coupled with “active” learning pedagogy enhance student performance or student interest in the learning process?

5. AMICAL, June 2006 Commenting on the experiment, Dr Thompson says “ The experiment, carried out in conjunction with the Center for Learning and Teaching, compared two classes taught concurrently. In one class I used the “talking head” approach with examinations. In the other class I used the “active learning” approach in which groups of students interactively used computer sites, created projects, did the lecturing and used me as a facilitator to help guide them through the morass of information.”

6. AMICAL, June 2006 Commenting on the experiment, Dr Thompson’s says “ Had you walked into the first class you would have probably been as bored as the students. Had you walked into the second you would have probably been astonished by the chaos. Which group of students do you think did better?”

7. AMICAL, June 2006 Description and Methodology To gather comparative data: Two parallel sections: “traditional” and “innovative” were taught:  Same professor  Same semester  Same textbook  Same final exam  Same pre- and post- tests

8. AMICAL, June 2006 CharacteristicTRADITIONAL SECTION INNOVATIVE SECTION Population20 (mostly 1 st and 2 nd year)16 (mostly 1 st and 2 nd year) TextbookN. Gregory Mankiw, Principles of Economics Chapters 1-17 Class projector and screen for use by all. Each student supplied with a personal computer. Software (Timbuctu) allowed any of the computers to use projection screen. One computer, projector and screen for professor Class Environment Lectures by students using.ppt slides. Student centred, open class participation and interaction encouraged (e.g., peer instruction, group activities collaboration and sharing of computer searches to solve problems or discuss issues) Lectures by instructor with.ppt slides. Students were encouraged to ask questions before and during lectures. Lecture Syllabus, topic notes, glossary, ppt. slides, learning styles questionnaire, study guide, chapter links to relevant internet material, links to classical scholars in economics, calendar, bonus questions, discussion forum and quizzes. Student group projects and learning journals were uploaded for viewing by the entire class. Syllabus, topic notes, glossary, ppt slides, learning styles questionnaire, required and additional reading, assignments, calendar, bonus questions, discussion forum. Material Online Teaching/learning approaches in each section

9. AMICAL, June 2006 Pre- and Post-course tests, Student evaluations, a Small Group Instructional Diagnosis, Learning Styles questionnaire, WebCT tracking student activities Indirect Assessment 10 online quizzes – 10% Class/Web participation – 20% Class project – 30% Learning Journal – 15% Final Exam – 25% 2 pop quizzes – 20% Class participation – 20% Midterm – 20% 2 paper-based readings and summary analysis – 20% Final Exam – 20% Direct Assessment 10 online quizzes – one per week. Following quiz, peers discuss answers. Credit given simply for taking quiz 2 paper-based pop quizzes, with normal assessment of correct answers. Quizzes Group project; Learning journal uploaded on WebCT 2 readings and summary analysis uploaded on WebCT discussion forum Assignments CharacteristicTRADITIONAL SECTION INNOVATIVE SECTION Population20 (mostly 1 st and 2 nd year)16 (mostly 1 st and 2 nd year) TextbookN. Gregory Mankiw, Principles of Economics Chapters 1-17 Teaching/learning approaches in each section

10. AMICAL, June 2006 LLT Structure at AUC Libraries and Learning Technologies (LLT Dean) Main Library Rare Books & Special Collections Library Center for Learning and Teaching (CLT) Academic Computing Services (ACS) Classroom Technologies & Media Services (CTMS) Web Communications

11. AMICAL, June 2006 Collaboration in Stages Instructional Design WebCT Design Implementation Formative Assessment Data analysis Final Assessment Of course, the instructor was involved throughout

12. AMICAL, June 2006 Collaboration: Planning Planning StageCLTACSLibrary Planning and Instructional Design √√ WebCT Design √√ Implementation (CTMS classroom) √

13. AMICAL, June 2006 Collaboration: Assessment Assessment StageCLTACSLibrary Uploading WebCT Quizzes √ Analyzing quiz results √ Observation √ Weekly progress meetings √ √

14. AMICAL, June 2006 Collaboration: Assessment Assessment StageCLTACSLibrary Student Feedback (SGID) √ Pre/Post-test √ End of semester Evaluation √ Data Analysis and Reporting on Results √

15. AMICAL, June 2006 Available Data Learning Styles Questionnaire Pre- and Post- test results Final Exam and final grades Student course evaluations Small Group Instructional Diagnosis

16. AMICAL, June 2006 Learning Styles Questionnaire 1 Active vs. Reflective learners Sensory-based vs. Intuitive learners Visual vs. Verbal learners Sequential vs. Global learners Results more anecdotal than analytical. Provides room for consideration 1 Felder and Solomon available at http://www.ncsu.edu/felder-public/http://www.ncsu.edu/felder-public/

17. AMICAL, June 2006 Pre- and Post-Course test results Pre-test resultsMeanStandard deviation Traditional section27.25.3 Innovative section30.32.5 American sample24.77.9 Post-test results Traditional section13.43.9 Innovative section16.55.1 American sample16.676.3

18. AMICAL, June 2006 Final Exam and Final Grades Traditional Section Innovative Section Final Exam74%75% Final Grade78.7%83.8%

19. AMICAL, June 2006 Student evaluations A. Course QuestionTraditional section Innovative section Dept. of Economics overall School of Business Reading materials are challenging and stimulate my thinking 3.804.433.943.78 Tests and assignments reflect the purpose and content of the course 4.304.294.184.03 Tests and assignments challenge me to do more than memorize 4.404.573.973.86 The number and frequency of tests and assignments are reasonable 4.104.434.174.00 The working load is appropriate for the number of credits 4.304.434.083.91 Overall, this is a useful course4.404.574.183.99 Evaluation (Mean) of Course on a scale of 1-5 with 1 = Strongly Disagree; 5 = Strongly Agree

20. AMICAL, June 2006 Student evaluations B. Instructor QuestionTraditional section Innovative section Dept. of Economics overall School of Business Inspires student interest in course 4.294.334.083.94 Organised and prepared for class 4.434.564.454.23 Explains concepts clearly4.003.944.194.01 Emphasises conceptual understanding and critical thinking 4.294.414.153.99 Evaluation (Mean) of Instructor on a scale of 1-5 with 1 = Strongly Disagree; 5 = Strongly Agree

21. AMICAL, June 2006 Small Group Instructional Diagnosis: summary Innovative section:  Students more comfortable with speed of the course, the use of technology, and the material covered. Traditional section:  Students uncomfortable with the speed of instruction; felt their questions were not sufficiently answered and that the course was not sufficiently interactive.

22. AMICAL, June 2006 Small Group Instructional Diagnosis: summary Innovative section:  Students much more interested in taking more economics courses and/or majoring in economics Traditional section:  Students showed much less enthusiasm for the material covered, or for economics as a discipline

23. AMICAL, June 2006 Conclusions Insufficient quantitative and qualitative data to allow clear, undifferentiated judgements. Activity-based alternative vs. “talking head”/ conventional testing Sufficient evidence to show that the learning process (and economics) enjoyed much more by students when engaged in an open, active, collaborative manner.

24. AMICAL, June 2006 Publication This work has been presented at WEBIST 2006: International Conference on Web Information Systems and Technologies (in Portugal, April 2006) and appears in the refereed conference proceedings

25. AMICAL, June 2006