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Utilizing Technology to Promote Active Learning in a Large Enrollment Course. Ann C. Smith Cell Biology and Molecular Genetics. General Microbiology. Large lecture course (250/lecture) With associated lab (500 students in Fall) Sophomore level Pre-requisite General Biology

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Utilizing technology to promote active learning in a large enrollment course

Utilizing Technology to Promote Active Learning in a Large Enrollment Course

Ann C. SmithCell Biology and Molecular Genetics


General microbiology
General Microbiology Enrollment Course

  • 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


Transition to active learning

Lab Enrollment Course

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


Active learning in the large lecture
Active learning in the large lecture Enrollment Course

Challenges

  • Distribution/Organization of information

  • Communication

  • Time and place for discussion, presentation

  • Feedback opportunities

  • Group work


Solution adding a teaching team
Solution: Adding a Teaching Team Enrollment Course

Faculty instructors (3)

Graduate teaching assistants (12)

Undergraduate Teaching assistants (24)

Undergraduate Technology Apprentices (2)

UTAP program!

http://www.courses.umd.edu/public/UTAP/


Solution add technology
Solution: Add Technology Enrollment Course

  • WebCT

  • Technology class room

  • Teaching theater

  • Digital image capture

  • Clickers


WebCT Enrollment Course

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


The tradition course is transformed to an active learning course format

Lecture Enrollment Course

Lab

On-line

The tradition course is transformed to anActive Learning Course Format

Active Learning

Research Skills


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


Examples of use of technology
Examples of use of Technology learning.

  • JITT with Case Studies

  • On-line Poster Session

  • On-line discussion

  • Lab Review Quizzes and Lab Practical


1. CASE STUDIES delivered in WebCt learning.

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.


Example: Module 1 learning.

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


Hypothesis: learning. 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


Instructor reads student responses to prepare for lecture, learning. 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.


Just in time teaching
Just in Time Teaching learning.

  • After reviewing PAK responses instructor addresses misconceptions in lecture

  • Use Think-Pair-Share

  • Or Clicker questions


Based upon your knowledge of earthly bacteria how many types of bacteria can be seen in the soil

1 learning. 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


Student Feedback on Case studies learning.

“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.


2 on line poster session
2. On-line Poster Session learning.

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


See poster session
See Poster Session learning.

Student authors


Prior to taking bsci 223 had you ever made a webpage before
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.


3 on line discussion
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


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



On line discussion
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


  • 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”


4 lab review quizzes and lab practical
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!


Student comments on line exams
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%



Active learning w use of technology
Active Learning w/ use of Technology Microbiology class (BSCI 223)

  • 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


Technology has changed the way we teach
Technology has changed the way we teach! Microbiology class (BSCI 223)

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 [email protected]

  • 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


References Microbiology class (BSCI 223)

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.


Technology Resources: Microbiology class (BSCI 223)

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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