Using Technology to Increase Using Technology to Increase Engagement in Large(r) Engagement in Large(r)

CoursesCoursesMark A. Laumakis, Ph.D.Mark A. Laumakis, Ph.D.

Faculty in ResidenceFaculty in ResidenceInstructional Technology ServicesInstructional Technology Services

San Diego State UniversitySan Diego State University

What the …?What the …?

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Chickering and Gamson’s Chickering and Gamson’s (1987) Seven Principles of (1987) Seven Principles of

Good Practice Good Practice in Undergraduate Educationin Undergraduate Education

1.1. encourages contact between students and encourages contact between students and faculty faculty

2.2. develops reciprocity and cooperation among develops reciprocity and cooperation among students students

3.3. encourages active learning encourages active learning

4.4. gives prompt feedback gives prompt feedback

5.5. emphasizes time on task emphasizes time on task

6.6. communicates high expectations communicates high expectations

7.7. respects diverse talents and ways of learning respects diverse talents and ways of learning

Start with the SyllabusStart with the Syllabus

Effective syllabus should:Effective syllabus should: provide a clear map of the course provide a clear map of the course give clear and complete information give clear and complete information communicate clear goals for the course communicate clear goals for the course

and ways to meet these and ways to meet these relate assignments to course goals relate assignments to course goals be interesting and creative be interesting and creative communicate departmental, institutional, communicate departmental, institutional,

or legal regulations andor legal regulations and communicate positive expectations communicate positive expectations

Focus on Student Learning Focus on Student Learning Outcomes (SLOs)Outcomes (SLOs)

"Student learning outcome statements "Student learning outcome statements succinctly describe student capacities -- succinctly describe student capacities -- observable and measurable manifestations observable and measurable manifestations of knowledge, skills, and attitudes -- of knowledge, skills, and attitudes -- attained as a result of some learning attained as a result of some learning process or educational experience.  The process or educational experience.  The simplest form for outcome statements simplest form for outcome statements consists of an action verb and a noun consists of an action verb and a noun phrase" (p. 102 of SDSU Curriculum Guide).phrase" (p. 102 of SDSU Curriculum Guide).

SLO Examples from SLO Examples from Introductory PsychologyIntroductory Psychology

Describe the nature of psychology as a Describe the nature of psychology as a discipline (i.e., explain why psychology is a discipline (i.e., explain why psychology is a science). science).

Use the concepts, language, and major theories Use the concepts, language, and major theories of the discipline to account for psychological of the discipline to account for psychological phenomena. phenomena.

Explain major perspectives of psychology (e.g., Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural). humanistic, psychodynamic, and sociocultural).

Demonstrate knowledge and understanding Demonstrate knowledge and understanding representing appropriate breadth and depth in representing appropriate breadth and depth in selected content areas of psychology. selected content areas of psychology.

My Intro Psych Syllabus My Intro Psych Syllabus Also:Also:

1.1. explains how to access the course web siteexplains how to access the course web site2.2. identifies the dates, policies, and procedures for identifies the dates, policies, and procedures for

all in-class testsall in-class tests3.3. describes how to access and complete online describes how to access and complete online

quizzesquizzes4.4. explains how a classroom response system explains how a classroom response system

("clickers") will be incorporated into the course("clickers") will be incorporated into the course5.5. provides information for students with provides information for students with

disabilities, and disabilities, and 6.6. outlines the schedule of topics to be covered in outlines the schedule of topics to be covered in

the course, including specific SLOs for each topic the course, including specific SLOs for each topic

In-Class ActivitiesIn-Class Activities

““Chunking” Traditional LecturesChunking” Traditional Lectures Clicker ActivitiesClicker Activities Multimedia in the ClassroomMultimedia in the Classroom Lecture CaptureLecture Capture

““Chunking” Traditional Chunking” Traditional LecturesLectures

Attention waxes and Attention waxes and wanes within 50- or wanes within 50- or 75-minute class 75-minute class periodperiod

Break longer lecture Break longer lecture into shorter 10-15-into shorter 10-15-minute “chunks”minute “chunks”

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Clicker ActivitiesClicker Activities

ConceptCheck QuestionsConceptCheck Questions Peer Instruction Peer Instruction

QuestionsQuestions Anonymous PollingAnonymous Polling Predicting OutcomesPredicting Outcomes Taking AttendanceTaking Attendance

ConceptCheck QuestionConceptCheck Question

Clicker Results GraphClicker Results Graph

Peer Instruction Questions Peer Instruction Questions (Mazur, 1997)(Mazur, 1997)

1.1. The professor asks a conceptual or applied The professor asks a conceptual or applied multiple-choice question. multiple-choice question.

2.2. Students think about the question and answer Students think about the question and answer the question on their own. the question on their own.

3.3. The professor reveals the responses of the entire The professor reveals the responses of the entire class, but does class, but does notnot indicate the correct answer. indicate the correct answer.

4.4. Students then discuss the question and their Students then discuss the question and their answer choice in small groups with their answer choice in small groups with their neighbors.  This is why the approach is called neighbors.  This is why the approach is called Peer Instruction. Peer Instruction.

5.5. The professor asks the same question a second The professor asks the same question a second time and students respond, informed by their time and students respond, informed by their discussion with their peers. discussion with their peers.

6.6. The professor reveals the responses of the entire The professor reveals the responses of the entire class, including the correct answer. class, including the correct answer.

Multimedia in the Classroom: Multimedia in the Classroom: The Mindset of MillennialsThe Mindset of Millennials

1.1. Computers aren't Computers aren't technology. technology.

2.2. The Internet is better The Internet is better than TV. than TV.

3.3. Reality is no longer real. Reality is no longer real.

4.4. Doing is more important Doing is more important than knowing. than knowing.

5.5. Learning more closely Learning more closely resembles Nintendo resembles Nintendo than logic. than logic.

6.6. Multitasking is a way Multitasking is a way of life. of life.

7.7. Typing is preferred to Typing is preferred to handwriting. handwriting.

8.8. Staying connected is Staying connected is essential. essential.

9.9. There is zero There is zero tolerance for delays. tolerance for delays.

10.10. Consumer and Consumer and creator are blurring. creator are blurring.

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Demonstrations, Simulations, Demonstrations, Simulations, and Learning Objectsand Learning Objects

Neural SynapseNeural Synapse

Synapse AnimationSynapse Animation

Vs.Vs. Blah, blah, blah, synapse, blah, blah, Blah, blah, blah, synapse, blah, blah,

blah, neurotransmitter, blah, blah, blah, blah, neurotransmitter, blah, blah, blah, lunch?...lunch?...

Lecture CaptureLecture Capture Learning On-DemandLearning On-Demand iTunes U pilot at SDSUiTunes U pilot at SDSU

Outside-of-Class ActivitiesOutside-of-Class Activities

Online QuizzesOnline Quizzes Pre-Lecture QuizzesPre-Lecture Quizzes Mastery QuizzesMastery Quizzes

Generate a personalized study planGenerate a personalized study plan Automated gradingAutomated grading Good proxy for “homework” effortsGood proxy for “homework” efforts Provide useful measures when Provide useful measures when

computing final course gradescomputing final course grades

Revisiting the Seven Revisiting the Seven PrinciplesPrinciples

SyllabuSyllabuss

ClickerClickerss

MultimedMultimediaia

Lecture Lecture CapturCaptur

ee

Online Online QuizzeQuizze

ss

Encourages contact Encourages contact between students and between students and facultyfaculty

Develops reciprocity and Develops reciprocity and cooperation among cooperation among studentsstudents

Encourages active Encourages active learninglearning

Gives prompt feedbackGives prompt feedback

Emphasizes time on taskEmphasizes time on task

Communicates high Communicates high expectationsexpectations

Respects diverse talents Respects diverse talents and ways of learningand ways of learning

Contact InformationContact Information

Mark A. Laumakis, Ph.D.Mark A. Laumakis, Ph.D.

laumakis@sciences.sdsu.edulaumakis@sciences.sdsu.edu

619-594-1933619-594-1933