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tools and concepts to enhance student learning
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Harry C. Lord, PhD
Title V, Web 2.0 Tech Activities Dir.
East Los Angeles College
[email protected], Twitter: ELAC_hlord3,
* Increasing Student Engagement, Retention & Learning
Focus: Community Colleges
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Influences on Our Teaching at ELAC
*Achieving the Dream (National), http://www.achievingthedream.org/
*Refocusing CA Community Colleges Toward Student Success (State), http://bit.ly/ndB2W1
*Goals and Needs in Accelerated STEM (ELAC new 5 Yr DoEd Grant/Project)
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Common Threads
*Student-Centered Active Learning, extended with web-enhanced content;
*Data-driven course/pedagogy changes, with frequent formative and summative assessments; and
*Objective: Student engagement, retention, and acceleration; with higher transfer or completion rates.
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Chickering & Gamson
*1. encourages contact between students and faculty,
*2. develops reciprocity and cooperation among students,
*3. encourages active learning,
*4. gives prompt feedback,
*5. emphasizes time on task,
*6. communicates high expectations, and
*7. respects diverse talents and ways of learning.
Starting Point: 7 Principles for Good Practice in Undergraduate Education, http://bit.ly/r1w1Ey
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*Let’s Give It a Try!*Turn to the person beside you (or in front or back), exchange
thoughts on which one of these 7 principles you need to work on the most, and seek ideas about how to do that.
*1. encourages contact between students and faculty,
*2. develops reciprocity and cooperation among students,
*3. encourages active learning,
*4. gives prompt feedback,
*5. emphasizes time on task,
*6. communicates high expectations, and
*7. respects diverse talents and ways of learning.
* If we were in class I would now ask you to write a short reflection summarizing what you decided/learned
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Bloom’s Taxonomy (Updated)
http://bit.ly/SS2Qz
High Expectations, more than just parroting back….
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*Step One: Creating a Great Syllabus
*Typically the 1st contact for students with the class and instructor.
*Course Outline, SLOs, grading, schedule, etc, and
*Positive tone (engaging),
*Assisting students to be successful learners,
*Referencing available on-campus support services,
*See Coastline Syllabus Rubric, http://bit.ly/eeedlD
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*Student-Centered Learning
*Focuses on assisting the students to be successful learners, with whatever it takes: *Study skills, time management, setting achievable goals, note-taking, reading the book, asking for help, working in groups, working multiple problem sets, …..
*The Instructor becomes the Learning Facilitator,
*The goals are student outcomes, rather than the lecture.
*Example, Felder, UNC, http://bit.ly/qZQCgt
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Effective Practices
*Active Learning, where the student practices what he is learning, as part of the class;
*Cooperative Learning, working in small groups, both in-class and on-line, assisting and reinforcing each other;
*Frequent formative assessments with feedback, personalized (differentiated) instruction, and possibly course modifications;
*With the Instructor as the Coach/Facilitator.
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*But You May Protest…..!
*There isn’t enough time to do that and complete the lesson plan!
*Yes, there can be, if you add web-enhanced learning where the learning is extended outside of the classroom, between class meetings, by using an LMS.
*This results in More Time on Task, and a richer and deeper learning experience.
*Effective Learning PracticesWhy use an LMS? A Dept. of Ed. meta-analysis found
that, “Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction,”
http://1.usa.gov/cmNrwd
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*Possible Benefits of an LMS*So what is going on?
*The addition of an LMS to an existing course offers:
- Continued student learning outside of the classroom, from tutorials, worksheets, discussions, RLO’s, videos, and more.
- Creating a more active learning environment, with lectures posted before class
- Material available for review before tests,
- Allows online submission of assignments, online testing and online distribution of grades.
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*More Benefits of an LMS- Student to faculty interactions (outside of the
classroom), and student to student interactions, creating the possibility for small group interactions & learning; the instructor can set up threaded Discussion Forums or Wikis, and can require reflections on readings, lab work, and/or the student’s progress.
- Helps to create a sense of (a learning) community, where students and instructor are together creating and utilizing resources to facilitate the student’s learning.
-Preparing the students for transfer or the workplace.
- And today many students expect this support and learning enrichment.
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ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Web-Enhanced Learning
*Don’t try to teach ALL concepts in the classroom; select some for students to learn together online.
*Support the concepts that you DO teach in the classroom with modeling and multiple active & cooperative learning exercises.
*Support the concepts that you teach online, with cooperative active learning projects, tutorials, videos, and directed discussions.
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*Active Learning Activities
*Two useful listings of active learning activities to try in your classroom:
*Paulson & Faust, Cal St LA, www.calstatela.edu/dept/chem/chem2/Active/
Asaro, Great Active Learning Strategies, http://bit.ly/gUirqg
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*Cooperative Learning Support
*Frequent out of classroom interactions, such as Discussion Forums, class Facebook site, and/or small group meetings.
*CA Dept of Education, http://www.cde.ca.gov/sp/el/er/cooplrng.asp
*“Cooperative learning methods hold great promise for accelerating students' attainment of high academic standards and the development of the knowledge and abilities necessary for thriving in a multicultural world…..”
ACS 43rd Western Rregional Meeting, Pasadena, CA 11/11
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*Frequent Formative Assessments
*Frequent assessments with prompt feedback guides the student to figure out what he does not truly understand; and
*Guides the instructor to see what additional support he needs to offer, and/or what changes he needs to make to his instructional program.
Does This Process Work?Example:
Siemens STEM Academy Presents:“A Scientific Approach to Science and Engineering Education”
Presented by Dr. Carl Wieman,
Associate Director for Science at the White House Office of Science and Technology Policy
September 20, 2011, 7pm ET
Slide set available at http://bit.ly/oDZ1QZ
“In this global economy, we know the countries that out-educate us today will out-compete us tomorrow, and we know that our students are already falling behind their counterparts in places like China.”~ President Obama
Dr. Carl Wieman’s Siemens STEM Academy PresentationSeptember 20, 2011,
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standardlecture
experiment
Histogram of exam scores
Clear improvement for entire student population
Engagement 45±5% 85±5%
# s
tud
en
ts
Attendance higherEngagement much higher Deslauriers, et al
Science 332, 862 (2011)
What does such a class look like? teaching about current & voltage--
1. Preclass assignment--Read the pages in textbook on electric current. Learn basic facts and terminology. Short online quiz to check/reward (and retain).
2. Class built around series of questions & tasks,NOT INSTRUCTOR PRESENTING MATERIAL.
use technology to enhance
instructor
maybe not so different from goodmiddle & high school teaching, but radical in college
(%
)
A B C D E
When switch is closed, bulb 2 will a. stay same brightness, b. get brighterc. get dimmer, d. go out.
21 3
3. Individual answer with clicker(accountability, primed to learn)
4. Discuss with “consensus group”, revote. (prof listen in!)5. Elicit student reasoning, discuss. Show responses. Do “experiment” with CCK simulation. many questions
Jane Smithchose a.
Characteristics of expert tutors* (Which can be duplicated in classroom?)
Motivation major focus (context, pique curiosity,...)Never praise person-- limited praise, all for process
Understands what students do and do not know. timely, specific, interactive feedback
Almost never tell students anything-- pose questions.
Mostly students answering questions and explaining.
Asking right questions so students challenged but can figure out. Systematic progression.
Let students make mistakes, then discover and fix.
Require reflection: how solved, explain, generalize, etc.
*Lepper and Woolverton pg 135 in Improving Academic Perfomance
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*Learner Analytics, 1
*Most LMS suppliers offer tools to verify the frequency and duration of student visits to the LMS, and specific items / topics visited.
*We use SNAPP, a software tool that allows users to visualize the network of interactions
resulting from discussion forum posts and replies.
*SNAPP is activated through your beb browser the web browser, when in
the discussion.
http://www.snappvis.org/
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*Learner Analytics, 2*And also, Gismo, http://gismo.sourceforge.net/
*“Gismo is a graphical interactive student monitoring and tracking system tool that extracts tracking data from the Moodle Course Management….”
