Pedagogy of hybrid learning colloquy penn state berks may 11 2010
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Pedagogy of Hybrid Learning Colloquy Penn State Berks May 11, 2010. Hybrid Statistics Clicks Janet Winter Penn State Berks. Why hybrid statistics?. Move lower level learning outside of class and use class time to engage students in higher level educational experiences. Goals:.

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Pedagogy of hybrid learning colloquy penn state berks may 11 2010

Pedagogy of Hybrid Learning ColloquyPenn State BerksMay 11, 2010

Hybrid Statistics Clicks

Janet Winter

Penn State Berks


Why hybrid statistics
Why hybrid statistics?

Move lower level learning outside of class and

use class time to engage students in higher

level educational experiences.


Goals
Goals:

  • Increase the effectiveness & efficiency of the learning experience

  • Address student needs:

    Provide additional time for more difficult concepts in class

    Provide review workshops outside of class


Benefits for the students
Benefits for the students:

1. Decreased time in class and trips to campus

2. Guided practice with immediate feedback

3. Opportunity for continuous Improvement

4. Accommodate different learning styles

5. Accommodate non-traditional learners

6. Increased in class student engagement

7. Increased access to the instructor from anywhere and almost anytime

8. Structure provides assistance with organizational and learning skills


Changes for the faculty
Changes for the faculty:

1. Decreased scheduled class time

2. Increased time with individual & groups of students in workshops & office hours

3. Increased on line time

Number of e-mails

4. Increased time creating on line materials


Interactive model
Interactive model

All registered hybrid stat students are required to complete a series of questions to determine if they were ready for a hybrid class

Students are able to switch to a non-hybrid section most semesters


Several hybrid stats models
Several Hybrid Stats Models

Project I – summer 2008 50% class time vs 100% class time

Project II – spring 2009 75% class time vs 100% class time

Project III – fall 2009 & spring 2010 75% class time + optional extra class vs 100% class time


Project i 50 100 class time
Project I – 50% & 100% class time

Both met during the same 6 week summer session with the same instructor

Both took the same final exam and took the same tests at the same time and in the same location

Both did the same paper and pencil projects


Class comparisons
Class Comparisons

50% Class time: Regular Class:

  • on line homework written homework

  • video prof N/A

  • e-prof N/A

  • detailed notes traditional power

  • on line chapter quizzes point class notes

  • Content modules

  • weekly linked checklist weekly checklist

  • review projects review projects

    Items in red were not available for regular class that met during the same session.


Why detailed power point notes
Why Detailed Power Point notes?

  • To organize concepts for students

  • To guarantee students have accurate and carefully stated information

  • To optimize the use of class time

  • To provide accurate problems and solutions for students to self check their work


Hybrid student survey results
Hybrid Student Survey Results:

91.7% said they took the class because they could only attend class two evenings per week

83.3% said they would have learned more in the regular class

75% said they would have earned a higher grade in the regular class

77% said they would take another hybrid course


Exam comparisons
Exam Comparisons

*Test 3 had the only statistically significant difference .


Comparison of hybrid and regular
Comparison of Hybrid and Regular

Scale: 0 (no help) – 5 (excellent help)

  • Classes 4.7 4.7

  • Textbook 3.3 2.3

  • Power Point Notes 4.4 4.1

  • Modules 2.7 N/A

  • ANGEL site 4.0 4.1

  • Weekly Calendar 3.5 3.9

  • Formulas Sheets 5.0 4.9

  • Homework 3.2 3.8

  • Projects 3.9 4.6*

  • E-mail Reminders 4.1 4.2

    *Regular class remained after class to work on projects in groups while hybrid group worked independently

    None were statistically significantly different.


Comments from hybrid class
Comments from Hybrid class:

  • “I don’t think that my grade entirely resulted from the effectiveness or ineffectiveness of the hybrid course because I had an overwhelming amount of outside distractions.”

  • “What a crush of work! I’m amazed I survived.

    -------------------------------------------------

  • None of the students in the regular class complained about the amount of work even though both groups had 6 weeks to complete the same amount of course work and homework.


Conclusion tweek but do not abandon the hybrid model
Conclusion: “Tweek” but do not abandon the Hybrid model

  • Students want the hybrid experience

  • Students learned (almost as well)

  • Gas prices were high

  • It is an opportunity to engage students in meaningful ways.

  • It is a way to address different learning styles.


Project ii and projects iii
Project II and Projects III

  • Project II: 75% class time with improved materials

  • Project III: 75% class time with applets and an optional extra class


Project II: 75% Class timeItems in red were not available for the control group that met during the previous year.

Technology: Paper and pencil:

Homework Review projects

Video prof Tests

E-prof

Weekly clicker questions

Interactive Course Guide

Printable Course Guide

Qn line Quizzes

Learning Modules



Changes clicker questions interactive and printable course guides
Changes: Clicker Questions + Interactive and Printable Course Guides

  • Clicker Questions:

    • Class time used for problem solving and experiences

    • Class time is more engaging for students

    • Students “own” their mistakes

  • Course guides:

    • Improve concept organization for students

    • Usable with text and in class


Importance of clickers
Importance of clickers: Course Guides

1. Assess class preparation

  • Encourage daily class preparation

  • Immediate feedback from all students

  • Responses are private in class

  • Responses are corrected and tallied in a grade book

    2. Adjust the pace and content of the class based on feedback from the entire class

    3. Engage students

  • Create an interactive class for all students


Purpose of questions
Purpose of Course GuidesQuestions

1. Assess concept mastery

2. Emphasize important concepts

3. Review previous class work

4. Prompt start of the class – students arriving late miss the first few questions



Ladies and gentlemen start your clickers
Ladies and Gentlemen Course Guides Start your Clickers!

1. Use the 0-1 slide on the left side of your clicker. Advance the slide to 1 to turn it on.

2. Join the class by:

a. pressing the letter or number located in the top left side of my next screen and then

b. pressing the green enter arrow in the center of the your clicker


Question 1
Question Course Guides1

If we are taking a test and we wish to score in the upper half of the students, then we wish to be higher than the

A) the mean of the test scores.

B) the median of the test scores.

C) the mode of the test scores.

D) do not know.


Question 2
Question Course Guides2

The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that a senior owes at least $1000. What is the z score?


Question 3 Course Guides

0.67

The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that the senior owes more than $4000



Issues with clickers
Issues with clickers Course Guides

  • How much time for everyone to respond?

  • How much re-teaching before moving forward?


Clicker survey results scale 0 no help to 10 big help
Clicker Survey Results Course Guidesscale 0 (no help) to 10 (big help)

1. Practicing concepts 7.68 7.27 (8.14)

2. Measuring learning 7.24 6.31 (8.71)

3. Keeping you involved 8.24 7.75 (8.14)

4. Encouraging class Preparation 7.73 6.16 (4.43)

Note: Hybrid class in italics, Regular class in black, Teachers in parentheses (2008 survey at Berks)


Value of clickers
Value of Clickers: Course Guides

In a hybrid class where time is limited, clicker questions:

  • encourage preparation for class

  • evaluate class preparation

  • keep students’ engaged in learning

  • Permit instructors to expediently respond to students’ needs


Project ii and projects iii1
Project II and Projects III Course Guides

  • Project II: 75% class time with improved materials and clickers

    (Approximately 1/3 of the students needed extra help during office hours!)

  • Project III: 75% class time with revised materials, clickers, applets and an optional extra class


Project iii tweek the model
Project III: “ Course GuidesTweek” the Model

  • Revise course guides based on students’ error patterns

  • Applets – interactive simulations rather than static reading

  • Optional – extra class each week for questions and problem solving



Who attends the optional class
Who attends the optional class? Course Guides

  • The students who attend 50% of more of the extra classes are:

    • A students – 43.0%

    • B students – 21.4%

    • C students – 21.4%

    • D students – 7 .1%

    • F students – 7.1 %


Model tweeking continues with
Model “ Course GuidesTweeking” continues with

  • ANGEL quizzes for the applets

  • Online reviews

  • Online course review


I hope you will experiment with various models of hybrid learning (and clickers) in your classes.I hope you will keep track of data and use it to evaluate your models.


Questions
Questions: learning (and clickers) in your classes.

Janet Winter

Penn State University

Berks College

[email protected]


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