1 / 24

Dissemination of On-Campus ALN: Successes and Misconceptions

Dissemination of On-Campus ALN: Successes and Misconceptions. Michael Thoennessen, Ed Kashy, Guy Albertelli, Felicia Berryman,. Supported by :. Alfred P. Sloan Foundation. Andrew W. Mellon Foundation. Michigan State University. National Superconducting Cyclotron Laboratory.

kineks
Download Presentation

Dissemination of On-Campus ALN: Successes and Misconceptions

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dissemination of On-Campus ALN: Successes and Misconceptions Michael Thoennessen, Ed Kashy, Guy Albertelli, Felicia Berryman, Supported by : Alfred P. Sloan Foundation Andrew W. Mellon Foundation Michigan State University National Superconducting Cyclotron Laboratory

  2. Off-campus ALN Small course enrollment Selfmotivated students Content delivery General problems and exams, identification for exams Only study-focussed Student-Student communication On-campus ALN Large class sizes Introductory courses Supplemental topic specific help Individualized problems and exam, prevent copying, promote collaboration Many non-study related student-student interactions On-campus vs Off-campus ALN’s

  3. Concerns in Large Lecture Classes • Impersonal nature of instruction • Large differences in student preparation • Achieving and maintaining high standards • Large human resources required for grading • Timely recognition of students’ problems and difficulties • Copying assignments - cheating on exams

  4. Computer-Assisted Personalized Approach • Individualized homework, quizzes and exams • Comprehensive networked system • Emphasis on conceptual understanding • Automatic grading and record keeping • Online statistical analysis and feedback • Communications with students on their performance

  5. CAPA Courses at MSU

  6. Simon Fraser ,Canada • Dalhousie, Canada • McMaster, Canada • Brandon, Canada • McGill, Canada • Selwyn School, Canada • Helsinki, Finland • Vienna, Austria • Canberra, Australia • Tamkang, Taiwan • Tel Aviv, Israel • U. of Jerusalem, Israel • Jerusalem Coll. of Eng. • University of South Africa Central Michigan University, MI Michigan State University, MI Hope College, MI University of Michigan, MI Wayne State University University of Notre Dame, IN University of Indiana at South Bend, IN University of Ohio, OH University of Toledo, OH University of Akron, OH University of Kentucky, KY University of Washington, WA Washington State University, WA University of Oregon, OR Oregon State University, OR Iowa State University, IA University of Kansas, KS Idaho State University, ID Milwaukee School of Engineering, WI University of Illinois at Chicago Rensselaer Polytechnic Institute, NY Colgate University, NY University of Rochester, NY University of Buffalo, NY SUNY-Geneseo, NY SUNY-Binghampton, NY SUNY-Stony Brook, NY SUNY-Farmingdale. NY Suffolk Community College, NY Allegheny College, PA Pennsylvania State University, PA George Washington University, DC University of North Carolina, NC University of South Carolina, SC Morris College, SC East Tennessee State, University, TN University of Colorado, CO Colorado School of Mines, CO University of Nevada Reno, NV Truckee Meadows Community College, NV Northern Arizona University, AZ University of Oklahoma, OK Texas A&M University, TX University of Houston, TX University of Texas at El Paso, TX Pasadena City College, CA San Diego State University, CA University of Alabama at Birmingham, AL Lyon College, Arkansas Florida State University, FL University of Florida, FL University of Central Florida, FL Florida International University, FL

  7. CAPA for the Instructor • Shift of staff time to interaction with students • On-line feedback and analysis: • Pinpoint difficulties with current material • Monitor student progress to detect early problems • Objective assessment of overall student performance • E-mail communication with students • On-line up-to-date records

  8. Instructor Motivation • See that the students learn the material • Instructor effort well repaid as students spend increased time on the course • Large initial start-up effort for long lasting value; • Manpower savings, cost effectiveness • Continued use by other instructors

  9. Implications of Technology • Redistribution of responsibility • Reduced of control by faculty, more dependence on system administrator and technology infrastructure • Increased knowledge about student performance and areas of difficulty • More interactions with students (face-to-face, e-mail and online discussions) ==> POSITIVE and NEGATIVE • Instructors who perceive the added work do not adopt the technology • If you want to use it because it makes life easier, -- don’t

  10. Phy183 Grade Distributions: 1992 - 1999

  11. Gender Dependence

  12. Gender Differences C

  13. Catching-Up

  14. Instructors Use of Technology • Individualized homework problems • Computer graded • Immediate feedback • Implement ALN for student–instructor and student–student interaction==> • A versatile educational tool and an opportunity to enhance student success. …the Web clearly has the potential to make terrible instruction that much more available (M.D. Milliron, Oracle Corp., June 1999)

  15. Student Use of Technology CAPA FOR FREE Sponsored by: Jack L. Daniels http:www.angelfire.com/pa/capa2 This week it’s on the house! Next week I need some help. If you have answers that are not posted then send them to … jdaniels@goplay.com

  16. Numerical Problem, No Plug & Chug msucapa.net

  17. More Individualized Graphics Version I Version II

  18. Use of Websites • Course related help site, monitored by instructor or teaching assistants • Commercial websites • “Anonymous” e-mail questionnaire about use of commercial site • Analyze correlation between course performance and web-site use.

  19. Influence of Websites

  20. Accuracy is Important Thu 10/26/00 9:00 PM Dear Dr. Kashy, I did exactly what you said in class but I still can not get the right answer, I have tried 12 times and I just don't know what else to do. Is the code incorrect? I was just wondering. Please let me know what is going on. Sincerely, Sarah XXXXXX Thu 10/26/00 9:40 PM Dear Dr. Kashy, Please disregard the first email. I was putting the wrong information in. Sorry to waste your time. Thanks, Sarah Powell.

  21. Further Information Visit the CAPA webpage: http://capa.msu.edu Article in the Journal of Engineering Education 87, 385 (1998): http://www.nscl.msu.edu/~thoennes/personal/papers/jee87_385.pdf Contribution to the Frontiers in Education 2000 Conference: http://www.nscl.msu.edu/~thoennes/personal/papers/fie2000.pdf

More Related