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Use of original music videos and student karaoke exercises to teach ecology/evolution.*,**

Use of original music videos and student karaoke exercises to teach ecology/evolution.*,**. Gary D. Grossman Warnell School Forestry & Natural Resources University Georgia**. www.garygrossman.net. *IRB approved **financial support. Background - Outline.

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Use of original music videos and student karaoke exercises to teach ecology/evolution.*,**

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  1. Use of original music videos and student karaoke exercises to teach ecology/evolution.*,** Gary D. Grossman Warnell School Forestry & Natural Resources University Georgia** www.garygrossman.net *IRB approved **financial support

  2. Background - Outline Typical biology classes  passive learning  lecture/note taking Active learning (student created) everything posit little research univ. biology classes Multi-modal learning  increased retention (biology music videos) Active learning  Student karaoke videos

  3. Multimodal learning – instructor developed music videos • Concepts, animals, habitats • Use of Original Music Videos to teach Natural History. G. D. Grossman and C. E. Watson. 2015. J. Nat. Hist. Educ. & Exper. 9: 1-7 • Youtube channel www.youtube.com/user/AssortedPieces

  4. Student Responses • Two classes Natural History Georgia (GE non-science majors, science class) • 2012  120 students • 2013  98 students • Likert scale questionnaire (voluntary) • Improved attitude towards class • Improved attitude towards studying • Learning modality was enjoyable

  5. Original music videos for Natural History of Georgia Click to access music video channel

  6. Active learning karaoke video project • Karaoke video project  group or individual project • Topic  species, habitat, class concept • Students find video subject matter & music, write lyrics and sing/rap/talk produce video for class • Grade  amount information, scientific accuracy, technical quality, creativity

  7. Test Courses • FANR/ECOL 1200 Natural History GA (large lower division, non-science majors) (N=2) • FYO First year seminar natural history GA (N = 3) • WILD/ECOL 8680 Vertebrate Biodiversity & Conservation (grad)

  8. Student karaoke videos Click for Examples of Student Karaoke Videos

  9. No significant effects • # positive responses did not differ  six different classes • No preference of students for different aspects exercise (singing, writing lyrics, editing, etc.) • Accurate self reporting  # positive responses • Attendance no effect  no test, almost all attendance 100%

  10. Musical experience significantly affected # positive responses (# students) K-W P < 0.03

  11. Trend analysis triangulation interviews FANR 1200 2015

  12. Relevant Publications • Grossman, G. & E. Watson. 2015. The use of original music videos to teach natural history. J. Nat. Hist. Ed. & Exper. 9:1-7. • Grossman, G. & T. Richards. 2016. Active learning via student karaoke videos. Int. J. Teach. Learn. Higher Ed. 28:204-217. • Grossman, G.D., Orth, D. & J. Neuswanger. 2016. Innovative Approaches to Fisheries Education. Fisheries 41: 450-457.

  13. Summary • Original music videos) improve student attitudes  class & studying • Student active learning  karaoke videos  significantly more positive responses than negative responses. • No Effect on # positive responses • Class • Major • Aspect exercise • Musical experience affected positive responses • Triangulation interviews strongly positive, frequent comments • new, • creative, • facilitated deeper learning, • enjoyable. • Robust test  6 classes first year to graduate.

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