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Utilizing Technology to Promote Active Learning in a Large Enrollment Course

This article discusses the use of technology to promote active learning in a large enrollment course, including the implementation of a teaching team and the addition of various technological tools. It also explores the benefits of active learning methods such as case studies, think-pair-share, and problem-based learning. The article provides examples of how technology can be utilized, such as Just-in-Time Teaching and online discussion platforms. The transformation of a traditional lecture-based course to an active learning format is also discussed.

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Utilizing Technology to Promote Active Learning in a Large Enrollment Course

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  1. Utilizing Technology to Promote Active Learning in a Large Enrollment Course Ann C. SmithCell Biology and Molecular Genetics

  2. General Microbiology • Large lecture course (250/lecture) • With associated lab (500 students in Fall) • Sophomore level • Pre-requisite General Biology • University CORE program • Active learning • Writing • Process of science

  3. Lab Lecture Transition to Active Learning Scientific Research Process Proven methods of active learning Address complex issues Peer Led Team Learning Solve problems Just in Time Teaching Research Think Pair Share Discuss Inquiry labs Case studies Present Problem based learning Receive Feedback http://www.cellbioed.org/article.cfm?ArticleID=150

  4. Active learning in the large lecture Challenges • Distribution/Organization of information • Communication • Time and place for discussion, presentation • Feedback opportunities • Group work

  5. Solution: Adding a Teaching Team Faculty instructors (3) Graduate teaching assistants (12) Undergraduate Teaching assistants (24) Undergraduate Technology Apprentices (2) UTAP program! http://www.courses.umd.edu/public/UTAP/

  6. Solution: Add Technology • WebCT • Technology class room • Teaching theater • Digital image capture • Clickers

  7. WebCT SyllabusPower PointLab ManualAssignmentsCase Studies • Distribution/organization • Communication • Between teaching team • Teaching team and students • Among students • Time and place -A New Learning Space • Opportunities for student engagement • Opportunities for individual • Opportunities for group work • Opportunities for presentation • Research Opportunities • Assessment/Feedback Open DiscussionPrivate Spaces for UTA’sfor Lab sectionsfor group discussions DiscussionsStudent Project SpaceVirtual Poster Session Link outLibrary Course PageLibrary ResearchGenomic data bases Lab QuizzesLab ExamsCase ProblemsSurveysGrades

  8. Lecture Lab On-line The tradition course is transformed to anActive Learning Course Format Active Learning Research Skills

  9. The ALCF allowed a shift in course emphasis to active learning. Case studies are the pedagogical link Assignment Case study PAKs Labs Lectures ELVIS Sample Analysis Teams perform Lab work, present data in online poster session 1.1 1.2 1.3 1.4 ELVIS space probe Microbes from another planet? Module 1 1-11 1-7 Content: Microbial structure/function, metabolism, diversity, ecology 3 Major Issues ~transgenic corn On-line discussion and group report A Farmer’s Dilemma Plant transgenic corn? Module 2 2.1 2.2 2.3 8-12 12-20 Content: Bacterial Genetics, Viruses, Biotechnology Wanda’s Woes Streptococcal infections Food-borne disease outbreak Lab analysis and oral presentation 3.1 3.2 3.3 Module 3 21-28 13-14 Content: Host-Pathogen interactions, Epidemiology, Immunology, Applications

  10. Examples of use of Technology • JITT with Case Studies • On-line Poster Session • On-line discussion • Lab Review Quizzes and Lab Practical

  11. 1. CASE STUDIES delivered in WebCt Case presented in WebCT Case problems delivered in WebCT are used to assess students/ guide learning. PAK Questions in WebCT Quiz Instructor views responses for mis-conceptions/understanding Instructor assesses student responses in WebCT Lecture discussion/ppt addresses student responses JITT Students discuss, self correct responses in lecture Case-PAK mode Clicker Questions for feedback, and assessment of final points.

  12. Example: Module 1 Assignment Case study PAKs Labs Lectures ELVIS Sample Analysis Teams perform Lab work, present data in online poster session 1.1 1.2 1.3 1.4 ELVIS space probe Microbes from another planet? Module 1 1-11 1-7 Content: Microbial structure/function, metabolism, diversity, ecology 3 Major Issues ~transgenic corn On-line discussion and group report A Farmer’s Dilemma Plant transgenic corn? Module 2 2.1 2.2 2.3 8-12 12-20 Content: Bacterial Genetics, Viruses, Biotechnology Wanda’s Woes Streptococcal infections Food-borne disease outbreak Lab analysis and oral presentation 3.1 3.2 3.3 Module 3 21-28 13-14 Content: Host-Pathogen interactions, Epidemiology, Immunology, Applications

  13. Hypothesis:The degradation of polyurethane products was caused by a microorganism or microorganisms present in the soil samples collected by ELVIS. Case 1 discusses what happened to the Space Probe ELVIS ? Extraterrestrial Landing Vehicle Integrated Sampler

  14. Instructor reads student responses to prepare for lecture, Students receive points –for “Participation Applied Knowledge” Each Student completes 7 Sets of 3 PAK questions Student Responses – Students are expected to cite sources – such as “from lecture”, “from Lab”, “from the text”, “from Fresh Bio”, or cite a url.

  15. Just in Time Teaching • After reviewing PAK responses instructor addresses misconceptions in lecture • Use Think-Pair-Share • Or Clicker questions

  16. 1 μm 8 Based upon your knowledge of earthly bacteria, How many types of bacteria can be seen in the soil? • One • Two • Three • Four • Five • Six • None Example of a Clicker question for Case 1

  17. Student Feedback on Case studies “I liked how they put the information we learned in class to use” “I liked how the case studies went along with the lecture and how each case study showed us how microbiology is used in the real world.” “There were vivid, useful in our everyday life, and very helpful to make us think critically about material we learned in the class.” “They related with the material and the information helped on the exams” “They helped me to understand the material of the course better” “I liked the fact that they allowed us to be more interactive in the class and work with other students in the class.” Data From Fall 2004. Overall students had positive feedback on the use of case studies.

  18. 2. On-line Poster Session Assignment 1 Students work in teams of 3 “Samples from Nearby Previously Invisible Planet contain extraterrestrial bacteria” Lab work from five labs periods. • Scientific Research Process • Address complex issues • Solve problems • Research • Discuss • Present • Receive feedback Students use Netscape Composer and Student project spaces in WebCT for the poster session

  19. See Poster Session Student authors

  20. Prior to taking BSCI 223 had you ever made a webpage before? Number of Students Responding In spring 2006 students were surveyed during lecture using clicker technology. Of the 98 students responding, 73.5% had never made a webpage prior to taking this class.

  21. 3. On-line Discussion Assignment 2 “Should organic farmers with corn borer problem plant Bt corn?” • Scientific Research Process • Address comples issues • Solve problems • Research • Discuss • Present • Receive feedback

  22. Issue #1 Issue #2 Issue #3 Six report writing groups You Pasteur Koch Guitan Patric Maurice Caleb Garth Tyler Alec Nico Zoe Bob Tim Julian Bernie Ethel Barry Three discussion groups each w/ an issue: Issue 1: Is Bt corn Safe for consumption? Issue 2: Does Bt corn effect the environment? Issue 3: Is there a market for Bt corn? Jigsaw

  23. See WebCT site

  24. On-line Discussion • Physical space • Time • Record of work • Allows thoughtful responses • Review/assess online resources • Instructor can observe unobtrusively • Manageable • Small groups of 6 facilitated by a UTA PLTL

  25. Student Comments on On-line Discussion: • “We could interact with other students.” • “I think the most positive experience was how I was able to cross discuss ideas and get back together with my lab group for the final assembly and how at the end all the discussions were made available.” • “You saw everyone's opinions and research.” • “quickest way to communicate with all” • “all of the information being put in one spot, rather than trying to track people and papers down” • “productive discussion since all people did research before hand and had knowledge on topic”

  26. 4. Lab Review Quizzes and Lab Practical • Review Quizzes • Limited time in lab • Lots of material to cover • Feedback • Lab Practical • Style of Review Quizzes • Easier to set up • Less stressful • Easy to grade!

  27. Student comments- On line exams • “Very helpful” • “Keep them online” • “Great way to study” • “Very useful and easy to access” • “I like the quizzes and the lab exams because of the pictures and different types of questions.” Average Grade increased 72% to 82%

  28. Table I. Description of online activities in the General Microbiology class (BSCI 223)

  29. Active Learning w/ use of Technology • JITT with Case Studies • Each student posts 9 sets of 3 responses • On-line Poster Session • Each group of 3 presents a poster • On-line discussion • Each student posts at least 5 times • Lab Review Quizzes and Lab Practical • 14 lab review quizzes • 2 online exams

  30. Technology has changed the way we teach! Our teaching team: CBMG faculty: Richard Stewart, Patricia Shields, Ann C. Smith, Daniel C. Stein, Robert Yuan Consultants from Science Education:Jennifer Hayes-Klosteridis, Gili Marbach-Ad Paulette Robinson, • Contact: Ann C. Smith asmith@umd.edu • Work has been Supported by Howard Hughes Medical Institute • Special thanks to all of the people in OIT • Ellen Borkowski • Paulette Robinson • Deb Mateik and Mike Landavere • Chris Higgins • Sharon Roushdy • Mike Cains • Jason White • UTAP students: Anne Tsang, Karen Lew, Allyson Morman, Maria Panglao, Fasika Woreta, Kathy Shahrokh, and Sonia Sharma, Alex White, Aileen Pan • CBMG IT support: Jimmy Church and Raju Shah

  31. References Active Learning Course Format for Large Enrollment Courses Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., and Yuan, R. (2005). Introductory biology courses: a framework to support active learning in large enrollment introductory science courses. Cell Biol. Educ. 4, 143–156. http://www.cellbioed.org/article.cfm?ArticleID=150 Call for Active Learning in Science Teaching National Research Council (2003). Bio2010: Transforming Undergraduate Education for Future Research Biologists. Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century. National Academies Press, Washington, DC. (http://www.nap.edu/books/0309085357/html) Use of Technology in course design Harasim, L. Ed. (1990). On-line education: Perspectives on a new medium, Praeger/Greenwood, New York. Active Learning Course Format for Large Enrollment Courses Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., and Yuan, R. (2005). Introductory biology courses: a framework to support active learning in large enrollment introductory science courses. Cell Biol. Educ. 4, 143–156. Peer Led Team Learning The Peer-Led Team Learning (PLTL). (2004). Workshop Project. http://www.sci.ccny.cuny.edu/~chemwksp/ (accessed 28 July 2004). Just in Time Teaching Marrs, K.A., and Novak, G. (2004). Just-in-time teaching in biology: creating an active learner classroom using the Internet. Cell Biol. Educ. 3, 49–61.6 Tanner, K, Liesl, S., Think-Pair-Share and Jigsaw Chatman, L.S., and Allen D. E. (2003). Approaches to cell biology teaching: cooperative learning in the science classroom—beyond students working in groups. Cell Biology Education 2: 1–5. Inquiry Labs Wood, W.B. (2003). Inquiry-based undergraduate teaching in the life sciences at large research universities: a perspective on the Boyer Commission Report. J. Cell Biol. Ed. 2, 112–116. http://www.cellbioed.org/articles/vol2no2/article.cfm?articleID=57 (accessed 28 July 2004). Case Studies Herreid, C.F. (1994). Case studies in science: a novel method for science education. J. Coll. Sci. Teach. 23(4), 221–229. Also available online at http://ublib.buffalo.edu/libraries/projects/cases/teaching/novel.html (accessed 28 July 2004). Problem Based Learning Allen, D.E. (1996). Bringing problem-based learning to the introductory biology classroom. In: Student-Active Science: Models of Innovation in College Science Teaching, ed. A.P. McNeal and C. D'Avanzo. Philadelphia: Saunders College Publishing, 259–278.

  32. Technology Resources: Course Management System WebCT Campus Edition http://www.webct.com/ Clickers Infrared Personal Response System. Turning Technologies http://www.turningtechnologies.com/ Microscope and cameraOlympus CX41 Digital CameraPixie Link High Resolution Digital Firewire Camera Sumsung SS-5500DX Video Presenter Software SCION Visi Capture Thumbs Up Digital Image Management System WebPage composer: Netscape 6.2 or 7.1

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