slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
USING ONLINE PEER FEEDBACK TO IMPROVE STUDENT AUDIO PRESENTATIONS PowerPoint Presentation
Download Presentation
USING ONLINE PEER FEEDBACK TO IMPROVE STUDENT AUDIO PRESENTATIONS

Loading in 2 Seconds...

play fullscreen
1 / 21

USING ONLINE PEER FEEDBACK TO IMPROVE STUDENT AUDIO PRESENTATIONS - PowerPoint PPT Presentation


  • 124 Views
  • Uploaded on

USING ONLINE PEER FEEDBACK TO IMPROVE STUDENT AUDIO PRESENTATIONS. How I did it series October 31, 2008 Derek McLean Department of Animal Sciences Center for Reproductive Biology. Outline. AS 350/351 Reproductive Physiology Lecture – AS 350 (3 credits) Laboratory – AS 351 (1 credit).

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'USING ONLINE PEER FEEDBACK TO IMPROVE STUDENT AUDIO PRESENTATIONS' - breanna


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

USING ONLINE PEER FEEDBACK TOIMPROVE STUDENT AUDIO PRESENTATIONS

How I did it series

October 31, 2008

Derek McLean

Department of Animal Sciences

Center for Reproductive Biology

slide2

Outline

  • AS 350/351 Reproductive Physiology
  • Lecture – AS 350 (3 credits)
  • Laboratory – AS 351 (1 credit)

2. Integrate WSU learning goals

3. Development of Audio-cast student project

  • Implementation, outcomes & assessment
slide3

AS 350/351 – Reproductive Physiology

Goals of classes - understand the direct relationship of physiology to animal function

Develop critical thinkers who can evaluate products, use scientific arguments and perceive relationships between science and issues in animal sciences

Lecture portion (AS 350) limitations for non-traditional learning methods

Constrained by the amount of material

Large (60-70 student) lecture

slide4

Six Learning Goals of the Baccalaureate

  • Critical and Creative Thinking
  • 2. Quantitative and Symbolic Reasoning
  • 3. Information Literacy
  • 4. Communication
  • 5. Self in Society
  • 6. Specialty/Disciplinary
  • Knowledge

AS 350

AS 350

AS 350

AS 350

AS 350

AS 350

Integrate Learning goals in AS 351 - Lab

slide5

Value – added assignments in Reproductive Physiology Laboratory (AS 351)

Group project discussing Diseases that impact reproductive performance

Livestock & companion animal

Veterinary medicine approach

Presentation skills

Snake Oil versus Solid Science

Individual project

Critical thinking skills

Lab reports, in lab assignments, etc

slide6

Value – added assignments in Reproductive Physiology Laboratory (AS 351)

Improve coverage of six learning goals

Information literacy

Communication

Self in society

Assessment of group projects and presentations

Real time – questions

Suggestions after presentation

Grade

No opportunity for students to modify project

slide7

Assessment of group projects and presentations

Add audiocast (reprocast) assignment – why?

Summary of disease presentation ~5 minutes

Group project

Creativity

Technology

Provides a means for peer assessment and opportunity for groups to modify outcome

slide8

Reprocast – How to put an idea into practice

Develop a web-based portal

1. Created myClass Sharepoint website

2. Students create and upload mp3 files of summary of group presentation to website

3. Students evaluate other group audio summary by completing online survey

4. Provide the evaluations to the students so they can modify the summary

slide12

Assessment survey

COVERAGE: background, species, prevalence, & economic impact

COVERAGE: Causative agent of the disease

COVERAGE: Systemic effects & treatment

Discussion Quality

Opportunity for entry of comments for coverage and discussion quality

slide13

Coverage

  • Background, species, prevalence, & economic impact
  • Skillfully communicates a clear, concise information about species affected, prevalence of the disease and economic impact of the disease with organization and descriptive language
  • Organization clearly communicates information about the disease
  • Satisfactorily communicates the information about the disease
  • Communicates the information but lacks overall coherence
  • Confusing organization to the point that communication is impaired
slide14

DISCUSSION QUALITY

  • Excellent, smooth flow from one point to another, efficient transitions provided the listener with a complete understanding of how talking points were connected to overall subject
  • Smooth flow from one point to the next point, even transitions provided the listener ……
  • Satisfactory flow of information throughout the discussion, transitions from one point to the were connected …….
  • Flow from one point to the next was disjointed and transitions did not connect information …….
  • No consistent flow from one topic to the next, confusing transitions that disrupted the understanding of the impact of the information and connection with the subject
slide15

Student survey comments

“I would maybe go into more signs and symptoms and clearly explain why this is such a bad disease for the bovine industry.”

“I really liked how the presentation was like a conversation and it made it easy to listen to ……”

“Even with the volume all the way up on my computer and in a quiet room I still had a really hard time hearing and understanding what was being said….”

“The only thing that was unclear to me was why the cost of vaccinating a healthy herd was so much less than an infected herd. I did not hear a difference …..”

slide17

Student Outcomes of Audio file assignment

Course evaluations

“enjoyed making audio files, cool technology, will use in other classes”

“I used the podcast summary for a Spanish class project”

“too much work for a 1 credit course”

“I learned a lot about one disease but not the others”

slide18

Assessment

Does this promote student learning and comprehension of the subject?

Is peer feedback effective?

Is this a different way to learn?

Connect with students in a new way?

We need to develop a way(s) to assess the outcome of the audiocast project

slide19

Yes and no

Assessment

Did students actually use the feedback to modify their podcast?

slide20

Issues

Logistics

computers, microphones, software

Increases work load

One Teaching Assistant in charge

Student groups

grade group members

Assessment

slide21

Reprocast

Improve coverage of six learning goals

Information literacy

Communication

Self in society

Learning Outcomes – students can:

think like a scientist

evaluate the validity and limitations of products (scientific evidence)

assess the importance and use of science in everyday life

Should WSU be an iTunes U?