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
• Presentations
• Inquiry projects
• Problem Based Learning
11/22/03 PKAL
Our Goalintroduce more active learning in
our large lecture course
• General Microbiology (BSCI 223)
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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
11/22/03 PKAL
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
11/22/03 PKAL
Barriers to Active learning
in large classes?
1. Organization factor increases.
2. Communication opportunities decrease.
3. Time factor increases.
Can the use of Technology provide solutions?
11/22/03 PKAL
Technology as a solution
WebCT
1. Organization
• Distribution of course materials
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Syllabus,
Assignments,
Lecture outlines,
Power points,
Lab Manual,
Grades
11/22/03 PKAL
Student Comments:
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.
11/22/03 PKAL
Technology as a solution
3. Time
• A new course learning environment
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Lecture
Lab
On-line
11/22/03 PKAL
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
11/22/03 PKAL
Can Traditionally Designed Courses Be
Transformed Using Technology?
Traditional lecture/lab course
Technology
Active Learning Environment
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
11/22/03 PKAL
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
11/22/03 PKAL
Design
• Must include methods to
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motivate students to participate
measure participation
moderate/facilitate /model a fruitful discussion.
evaluate individual participation
evaluate success of discussion.
Assess learning.
11/22/03 PKAL
Evaluate Your Design
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Rate 1 – 5
Lecture or lab time requirement?
Student training?
Faculty intensive?
Technology support requirement?
Monetary cost?
Learning benefit?
11/22/03 PKAL
UM Design
Two methods both employ Case Studies
1. In lecture discussion
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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.
11/22/03 PKAL
UM Design
2. On-line Discussion
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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.
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
11/22/03 PKAL
Online discussion Evaluation
• Time – references in lecture/lab
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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
11/22/03 PKAL
LECTURE
Presentation of Content
a.
250 students/instructor
LAB
Hands
on Activities
Labs linked
to lectures/cases
18 students/TA
LECTURE
LAB
b.
ON-line
LECTURE
Presentation of Content
a.
250 students/instructor
LAB
Hands
on Activities
Labs linked
to lectures/cases
18 students/TA
LECTURE
LAB
b.
ON-line
Traditionally Designed Course
a.
LECTURE
Presentation of Content
250 students/instructor
LAB
Labs linked to lectures/cases
Hands on Activities
18 students/TA
ACTIVE LEARNING
COURSE
LECTURE
LAB
b.
ON-line
Lecture, lab and online goals
are complementary
LAB
LECTURE
Presentation of Content
a.
250 students/instructor
Hands
on Activities
Labs linked
to lectures/cases
18 students/TA
Discussion
Course information
Lab quizzes and lab manual
Directed Discussions
Lectures linked to labs/cases
Team work, lab reports, presentations
LECTURE
LAB
Labs linked to lectures/cases
Links: resources, lecture outlines
Poster session
PAK questions
Case studies
b.
Surveys
ON-line
Grades
Concerns
Access to computer
Training
Technology support on campus
Students expectations for immediate feedback
Faculty
11/22/03 PKAL
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
11/22/03 PKAL
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
11/22/03 PKAL
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
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Discussion
Team work
Individual participation
Writing
Problem solving
• Includes
– Mechanism for feedback to the student
– Assessment piece
3 On-line Discussion Groups
per lab section
11/22/03 PKAL