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Technology as a solution to implementing active-learning pedagogies...

Technology as a solution to implementing active-learning pedagogies. Ann C. Smith University of Maryland College Park MD. PKAL 2003 Boulder Colorado. What is Active learning?. In groups – introduce your self and give one example of active learning (5 minutes) Writing Discussion

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Technology as a solution to implementing active-learning pedagogies...

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  1. Technology as a solution to implementing active-learningpedagogies... Ann C. Smith University of Maryland College Park MD PKAL 2003 Boulder Colorado

  2. What is Active learning? In groups – introduce your self and give one example of active learning (5 minutes) • Writing • Discussion • Presentations • Inquiry projects • Problem Based Learning

  3. Our Goal- introduce more active learning in our large lecture course • General Microbiology (BSCI 223) • Introductory course General Bio Pre-requisite. • 250 students per lecture section • 1- 2 lecture sections per semester • Lab component • 1 Graduate TA/ 2 lab sections of 18 students • 1 faculty member/lecture section • 1 faculty member to oversee lab instruction

  4. What is involved in adding active learning? • Organization – • Distribution and collection of materials • Opportunities for individual and group participation • Communication • Faculty – student • Student - student • Time • Instructor time • Class time

  5. Barriers to Active learning in large classes? • Organization factor increases. • Communication opportunities decrease. • Time factor increases. Can the use of Technology provide solutions?

  6. Student Comments: Technology as a solutionWebCT • Organization • Distribution of course materials • Syllabus, • Assignments, • Lecture outlines, • Power points, • Lab Manual, • Grades

  7. Technology as a solution 2. Communication • Announcements • Public Discussion space for open question and answer • Private discussion space for group work or communication with specific groups • On-line quizzing to provide feedback and to assess student knowledge.

  8. Technology as a solution • Time • A new course learning environment • Lecture • Lab • On-line

  9. Technology ~Value added Outlines can be linked to online resources Availability 24 hours. Time release (Guide students) Exposure to technology Easy to update Opportunities to engage students with different learning styles Potential to engage students in new ways

  10. Active Learning Environment Can Traditionally Designed Courses Be Transformed Using Technology? Traditional lecture/lab course Technology

  11. Our biggest challenge: Discussion Assignment: Work in Groups to create parameters for a discussion supported by technology. The class: 250 students 2 – one hour lectures, 2 two hour labs/week 2 faculty: lecturer and lab coordinator, 1 TA for every 2 sections of 18 students. Online environment - WebCT

  12. Discussion parameters: • enriches learning experience • use of vocabulary • Reinforces content/concepts from lab and lecture and asks students to incorporate prior learning. • Supports a constructivist approach to learning • (requires students to research either in lab or in library) • in a manner that prepares students to be scientists

  13. Design • Must include methods to • motivate students to participate • measure participation • moderate/facilitate /model a fruitful discussion. • evaluate individual participation • evaluate success of discussion. • Assess learning.

  14. Evaluate Your Design • Rate 1 – 5 • Lecture or lab time requirement? • Student training? • Faculty intensive? • Technology support requirement? • Monetary cost? • Learning benefit?

  15. UM Design Two methods both employ Case Studies • In lecture discussion • Case study and Problems posted online • Students provide solutions to problems online • Lecturer reads answers, prepares discussion • Discussion in lecture – open class and think pair share. • Students receive participation points • Assessment via exam questions.

  16. 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 UM Design • On-line Discussion 3 groups of 6 students/ lab Discussion moderated by an Undergraduate TA • Over a one month period student are required to post 6 times to the discussion • Participation and quality of posts and group discussion are assessed • Coupled with writing assignment where students resort into 6 groups of 3.

  17. In Lecture Discussion - Evaluation • Time – 15 min/ lecture discussion students – one hour prep? Faculty – 2 hour prep, 2 hour initial set up • WebCT quiz tool • Student Training • Learning – Challenges misconceptions, supports learning goals, practice writing, use of vocabulary

  18. Online discussion - Evaluation • Time – references in lecture/lab • On –line – one month • Meet with UTA’s weekly for the semester • 8 hours to review UTA assessments • 8 hours set up • Additional personnel – 1 UTA/section, Tech TA’s • WebCT discussion space • Student Training • Learning – supports constructivist learning

  19. LAB LECTURE Presentation of Content Hands on Activities 250 students/instructor 18 students/TA a. Labs linked to lectures/cases LECTURE ON-line LAB b.

  20. LAB LECTURE Presentation of Content Hands on Activities 250 students/instructor 18 students/TA a. Labs linked to lectures/cases LECTURE ON-line LAB b.

  21. Traditionally Designed Course LAB LECTURE Presentation of Content Hands on Activities 250 students/instructor 18 students/TA a. Labs linked to lectures/cases ACTIVE LEARNING COURSE LECTURE ON-line LAB Lecture, lab and online goals are complementary b.

  22. LAB LECTURE Presentation of Content Hands on Activities 250 students/instructor 18 students/TA a. Team work, lab reports, presentations LAB Labs linked to lectures/cases Labs linked to lectures/cases Discussion Course information Lab quizzes and lab manual Directed Discussions LECTURE Surveys Lectures linked to labs/cases ON-line Grades Links: resources, lecture outlines Poster session PAK questions Case studies b.

  23. Concerns Access to computer Training Technology support on campus Students expectations for immediate feedback Faculty

  24. Acknowledgements • Robert Yuan, Rick Stewart, Patty Shields • Paulette Robinson • Department of Cell Biology and Molecular Genetics • College of Life Sciences • Undergraduate Technology Apprentice Program • Office of Information Technology

  25. Course Transformation? Assignment • Learning goal: role of microbes in production of a product via biotechnology • Bacterial genetics • Genetic engineering • Course time – 2 weeks, 4 lecture periods of 50 min each, 4 lab periods of 2 hours each • Student plays the role of a research scientist

  26. Outcome: student learns basic concepts as well as current notions and approaches • Resources for students: Lab, lecture, text, prior learning, access to online data bases and digital libraries +… • Incorporates Active learning • Discussion • Team work • Individual participation • Writing • Problem solving • Includes • Mechanism for feedback to the student • Assessment piece

  27. 3 On-line Discussion Groups per lab section

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