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Helping Faculty be Better Teachers – with a website

This website aims to empower faculty in making informed teaching choices by providing a scholarly basis and practical examples for designing learning experiences. It offers a wealth of resources and support to help faculty develop student-centered and interactive teaching approaches. The site features customizable pedagogic modules, disciplinary and interdisciplinary collections, and tips from experienced educators. Through easy navigation and engaging content, it strives to inspire and boost faculty confidence in adopting new teaching methods.

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Helping Faculty be Better Teachers – with a website

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  1. Helping Faculty be Better Teachers – with a website Cathy Manduca Sean Fox

  2. Design Goal • More faculty will make more informed choices about the methods they use in a specific situation • Understanding your Options • Confidence and Resources to Try

  3. Understanding your Options Why is something more needed? • Bridging literature and experience • Faculty speaking to faculty • Disciplinary perspectives What do faculty need to know? • Beyond opinion – a scholarly basis for designing learning experiences • A rational for picking • I just heard about X – what is it? • This can be done in . . .

  4. Confidence and Resources to Try • Supporting the First Use of a Method • How to start • Complete, ready to use examples that come close to what you want to do • Seeing the Path • Reducing barriers related to materials preparation • Building Confidence • Tips and How to • Example Specific

  5. Site Use Although the site content is largely duplicative across partner sites we see increased overall traffic to library content with each new partner (largely directly from Google rather than from existing partner content) 400,000 visits to library content August 07-08 (Pedagogy in Action went public November 07) 15% of traffic to pedagogic modules is through partner sites 30% of traffic to cooperative learning moduleis through the CAUSEweb clone

  6. Why users come to site Find something tangible to grab and use (teaching activity) Find supportive context to guide teaching and support student learning Look for interdisciplinary approaches to science Look for assessment tied to teaching strategies Help clarify teaching philosophy Support changes in teaching approach to more student-centered and interactive

  7. What value do they find on site Teaching tips from others - “show how to pull it off” Structure of teaching activity sheets to support “at a glance” decision-making What, How, and Whys behind the pedagogic modules

  8. Designed for Use: Top-Down/Bottom Up • Searching for help with class tomorrow • Google on specific technical term related to tomorrow’s content • Growing searches for examples • Designing a course • Developing a pedagogic approach • Learning about a method • For example

  9. How Visitors Move Across the Site Visitors with a topical interest come in from Google, land on an example activity and find their way ‘up’ to the pedagogic module and beyond. Manduca, C.A., Iverson, E.R., Fox, S.P., McMartin, F. (2005). Influencing User Behavior through Digital Library Design: An Example from the Geosciences, D-Lib, vol 11(5) (Data from October and November 2004.)

  10. How Visitors Move Across the Site Visitors interested in apedagogic topic come in from Google and make their way ‘down’ to the examples. (Data from November 2004.)

  11. Pedagogy in Action: Promoting Sharing, Reuse, and Redundancy • Pedagogic methods are similar across some disciplines • Save work • Cross Fertilize • If you hear the same thing from 2 very different sources you are more likely to pay attention • Making the Pedagogic Modules useable and customizable by different groups

  12. The Pedagogic Service • A Library • Customized Collections for Disciplines, Schools and Projects • Repurposing for a variety of uses • Disciplinary Collections- Econ, Geo, Physics, Stats, • Interdisciplinary Collections – PKAL signature pedagogies • Institutional Collections - Carleton • Thematic Collections – Quantitative Skills

  13. Cloning and Activity Distribution Clone and Reuse Activities across projects that are: Disciplinary (like this one) Institutional (Carleton) Pedagogically focused (NNN, Quirk) QSSDL/SSDAN

  14. Creating a Pleasant Experience • Not Frustrating • Navigation • Labeling • Worth reading • Browseable • Pleasing to the Eye • Learning about Teaching vs Dictating a Solution • Solved my problem and more

  15. How does it impact them Gives them: Inspiration to develop teaching activities using new pedagogy Confidence in adopting new teaching methods Connection to broader community of faculty who care of science education

  16. The Big Picture • For the introductory geoscience site since it’s inception in June 2003: • 1.8 million visits(1 million visitors?) • 15% of visits include 3 or more pages • 80% come from search engines (67% Google) • Steady growth

  17. How does it impact their students Students appear more engaged. Teaching methods foster greater curiosity by students. Assessments provided help capture just-in-time reactions to whether activity is working.

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