Designing for Active Learning Class On-Line Linda M Grisham

1. Is Active Learning Online Possible?Christine Andrews, Joyce Cadwallader, Linda Grisham, and Stacey Kiser

2. Designing for Active Learning Class On-LineLinda M Grisham Retooling Teaching/Learning: An Opportunity to Change the Rules!! Students Don’t Know What to Expect from Online Courses Step 1: Forget technologies—focus on the backward design of an effective course with clear course outcomes & BioQUEST ideals. Step 2: Select engaging activities/assessments that align with course outcomes. Step 3: Work with an instructional designer to find appropriate technologies to implement Step 2 in the college’s LMS . Step 4: Design an attractive, easy to navigate course layout. Solicit student feedback! Step 5: Put EVERYTHING a student needs for a unit of work in one folder (assignments, readings, labs, quizzes, discussion forums, etc.) The Goal – An empowering learning experience on and off line in a community where students take responsibility for learning/sharing and expect frequent instructor & peer feedback

3. Method • The Question Formulation Technique • Q Focus • Rules of Producing Questions • Ask as many questions as you can. • Do not stop to discuss, judge, or answer any question. • Write down every question exactly as stated. • Change any statement into questions. • Open-ended/Closed ended exercise • Prioritize questions • Next steps • Reflection Curricular Usage SMWC Objectives: Students will become comfortable with asking questions and critically thinking Course: Science Communication I Question Focus: Scientific Research Scientific Ethics and Professionalism Critical Thinking LCC Objectives: Students will become comfortable asking questions, recognize areas they do not understand well and explore areas of genetics that most interest them. Course: Cellular Genetics Question Focus: Next Steps in (unit topic) Make Just One ChangeChristine Andrews and Joyce Cadwallader Introduction Asking questions is key not only to the scientific process but to decision making in general. While asking questions seems like a pretty simple task asking questions to help elicit the information you are actually seeking is a skill that is learned and takes practice. During the BIRDD presentation during the meeting, Kristin Jenkins introduced the book Make Just One Change. The book introduces a method for making asking questions more intentional. Although the method suggested is fixed as will be described in the method section, the authors claim good results. Our group is exploring implementing it into our classroom in the coming semester to help students learn to formulate meaningful questions. Although this method seems simple, the assertion of the authors is that the regular use of the technique makes the skill more apparent and intentional and thus builds the skill.

4. Compelling Question: Why are cheetahs unhealthy? Parallel Discussion Forum Moderated by rotating student teams. Possibly adopt “Make Just One Change” question model. Instructor involvement: moderator for social courtesy, incorrect biological information. Points for moderating and participating each week. Designing an Active Learning Class On-LineStacey Kiser and the Three Wise Women Weekly Module: Population Genetics Learning Outcomes: Describe a gene pool using the terms: alleles, genes, homozygous, heterozygous. Use Hardy-Weinberg equilibrium to analyze evolution in a population. Apply population genetics concepts to a real-world situation. Activities: Introduction to gene pools and genetic drift (beans in a bag). Population genetics simulations (popgen, suggestions?) Student Products: Which of the Hardy-Weinberg assumptions are cheetahs violating? Support your arguments. Suggest possible solutions. • Case Study • First Step: • Provide an article/video outlining cheetah health problems. • Know/Need to Know analysis. • Second Step: Learn content. • Third Step: Return to case, pose a solution backed up with content.

5. Curriculum SMWC Objectives: Students will become comfortable with asking questions and critically thinking Course: Principles of Biology I Question Focus: Scientific Method Inside the Cell Speciation LCC Objectives: Students will become comfortable asking questions, recognize areas they do not understand well and explore areas of genetics that most interest them. Course: Cellular Genetics Question Focus: Next Steps in (unit topic) Designing an Question Formulation Activity On-LineChristine Andrews, Joyce Cadwallader, and Stacey Kiser Can the QFT process be transformed to use online? QFT online First Step: Students take 5 minute quiz generating questions. Second Step: Open- and closed ended question exercise including changing questions and advantages and disadvantages. Third Step: Prioritize Questions Fourth Step: Reflection Introduction After using the QFT in the in-seats classroom as designed in groups, it is hoped the the process can be modified to use in the on-line format. The development of the skill of asking questions is important and desirable for all students regardless of learning format. Translating a group process into an online asynchronous activity maybe difficult and may require a number of changes to produce the anticipated behaviors in students. The QFT online procedure will be the first attempt to capture the critical elements of the procedure. If this activity is not working, we will modify the procedure until we capture the critical components of divergent and convergent thinking needed to help the students develop the requisite skills.