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Information Literacy in a Large 1 st Year Class: Can a “Quirky Assignment” Effectively Engage Students?. Presented at UBCO’s 10 th Annual Learning Conference, May 7-8, 2014. Elizabeth Rennie, Instruction & Outreach Librarian Susan Purdy, Lecturer Department of Biological Sciences.
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Presented at UBCO’s 10thAnnual Learning Conference, May 7-8, 2014
Elizabeth Rennie, Instruction & Outreach Librarian
Susan Purdy, Lecturer Department of Biological Sciences
Relate abstract concepts in biology to real-world situations, and make biology content relevant
Integrate multiple forms of assessment to track student learning
Engage students as active participants
Introduce fewer concepts, but present them in greater detail
Ensure that courses are active, outcome orientated, inquiry driven and relevant
Stimulate the curiosity students have about learning for the natural world
“With a group, the whole is often equal to or less than the sum of its parts; with a team, the whole is always greater”
Why does dwarf mistletoe resemble a cannon?
How does a Vancouver Island marmot find a date these days?
Why are bluebirds blue?
Why does this flower smell like a rotting corpse?
How do Canadian monarchs find their way to Mexico?
Why do female hyenas have a penis?
Will adding iron to the ocean help the planet escape from heating up?
Introduce the project, choose questions and teams
Teams develop videos (4-5 min in length) to answer their question. Must use accurate and complex scientific content but be entertaining
Prepare an individual article
Excellent – 100
Good – 87
Satisfactory – 75
Ordinary – 63
Marginal – 50
Poor – 25
Nothing - 0
Only multiply up to 1.05
“I did not enjoy this project!”
“Thank you! Very fun learning the topic this way!”
“It was an interesting way to develop knowledge on biology subjects.”
“Good way to learn in groups – seemed scary at first, but overall a good experience.”
Elizabeth Rennie, firstname.lastname@example.org
Susan Purdy, email@example.com