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Online Interactive Learning Modules to Enhance Active Learning in a Brick and Mortar Course

Online Interactive Learning Modules to Enhance Active Learning in a Brick and Mortar Course. Boston University Instructional Innovation Conference March 2, 2012 Wayne W. LaMorte, MD, PhD, MPH Boston University School of Public Health. c. 400 BC. 1832 Cholera Epidemic.

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Online Interactive Learning Modules to Enhance Active Learning in a Brick and Mortar Course

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  1. Online Interactive Learning Modules to Enhance Active Learning in a Brick and Mortar Course Boston University Instructional Innovation Conference March 2, 2012 Wayne W. LaMorte, MD, PhD, MPH Boston University School of Public Health

  2. c. 400 BC 1832 Cholera Epidemic

  3. Definition of a Lecture: A talk on some subject to an audience or class. Also: A long or tiresome scolding.“I recall once saying that when I had given the same lecture several times I couldn't help feeling that they really ought to know it by now.” — J. E. Littlewood (1885-1977) BUSM, 2007 Laurentius de Voltolina, late 1300s

  4. 10 problem sets;

  5. Assigned Reading Lecture Assigned Reading Homework (Active Learning) Exam

  6. A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink, PhD Director, Instructional Development Program University of Oklahoma Author of: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

  7. Key Components of Integrated Course Design Significant Learning Learning Goals Teaching & Learning Activities Feedback & Assessment Active Learning Educative Assessment Situational Factors (120 students; beginners; breakout rooms for only one class) From L. Dee Fink

  8. From L. Dee Fink

  9. 9 1 7 3 5 11 2 8 6 12 4 10 Surveillance; Frequency; Hypotheses; Strategies out out out out out out out out out out out out out out out out out out Measuring Association; Random Error RCT; Cohort; Case-Control Bias, Confounding Screening for Disease Critical Reading; Causal Inference

  10. Reading, Videos, Skill Building, Problems, Pre-Class Quizzes (interactive web pages + progressive problems; challenging problem [post your discussion online before class]) Open Discussion of Problem Q&A Mini-Lecture Individual & Team Exercises Progressive Disclosure Exercises Reading, Videos, Skill Building, Problem Sets (interactive web pages + progressive problems; challenging problem [post your discussion online before class])

  11. Navigation

  12. Hyperlinks Images “Text Poppers”

  13. Embedded Videos

  14. Embedded “iFrames”

  15. “Quiz Poppers”

  16. Link to class resources

  17. Results • The modules fostered engagement and invited exploration. • More classroom time was devoted to active learning, discussion of controversies, and problem solving (both individual and team-based). • Students were more accountable, came to class better prepared, and asked more and better questions. • Students appreciated access via computer, smart phone, iPad, etc. • Students viewed the modules as making an important contribution to their learning. A mid-course evaluation indicated that 98% of the students strongly agreed (75%) or agreed (23%) that the online modules are a significant aid to learning.

  18. LOVED the online sessions. Pre-and post-quizzes forced me to keep up in a really good way. • Prof. LaMorte's learning modules and PPTs are so comprehensive! Weekly pre-class and post-class problem sets were VERY helpful in solidifying concepts. This class is designed for you to succeed. • Online modules were excellent! They were interactive and provided me with strong foundation for the material. Although it was a lot of work, the pre and post quizzes strongly reinforced material learned in class. Additionally, the pre-quizzes motivated me to read the modules before class. • I really enjoyed the use of online modules as a preview for what was to come in class. The reiteration online and then in person contributed to having the knowledge 'stick.‘ • The modules were invaluable! Absolute life savers! Clear and uncomplicated. • The modules were especially useful.

  19. How would you rate the level at which the course was taught? Too easy About rightToo hard   4% 92% 3%

  20. Does it make sense for me to assume this? What is the most fundamental issue here? Are these two observations consistent with each other? What are the possible sources of error? How could I validate these data? What strategy would be best to test this? What can I conclude from the data in this graph? Is this a credible source of information? Freakin’ Monday Night Football…. zzzzzz

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