2008 Cdi Presentation Laumakis
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1) The document describes the author's journey from focusing on teaching to focusing on student learning. It outlines his efforts to increase active learning and engagement in his large psychology courses through incorporating clicker questions, discussion boards, and ongoing assessment. 2) The author used various assessment tools, like student surveys and course grades, to evaluate the impact of incorporating active learning techniques into his courses. The data showed improvements in student attendance, involvement, and learning outcomes in the redesigned blended courses compared to traditional courses. 3) The author stresses the importance of continuous improvement through iterative redesign informed by measurement and assessment. He also emphasizes leveraging existing open resources and starting small with course redesign rather than attempting a big overhaul.
2008 Cdi Presentation Laumakis
- 1. 1 Are We There Yet? My Teaching and Learning Journey Mark A. Laumakis, Ph.D. Lecturer, Department of Psychology Faculty in Residence, Instructional Technology Services laumakis@sciences.sdsu.edu
- 2. 2 Our Roadmap • Where I am now • How I arrived there… • Our Theme Music
- 3. 3 Themes in My Story 1. A journey from teaching to learning 2. Measure, measure, measure 3. Strive for continuous improvement 4. Leverage what’s available 5. Enjoy the journey
- 4. 4 A Journey from Teaching to Learning “In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning.” -- Barr and Tagg, 1995
- 5. 5 A Journey from Teaching to Learning • Flashback to May 2005… • pICT fellowship helped me to identify this problem: student passivity in a large lecture course
- 6. 6 May 2005: First pICT Fellowship • Goal: increase active learning • Tools to achieve this goal – In class: clickers – Outside of class: Discussion Board
- 7. 7 CPS – Have you ever heard of clickers?
- 8. 8 Clicker Activities • Initially… – Just ConceptCheck Questions – Like this one
- 9. 9 CPS – Lori gets a backache…
- 10. 10 Clicker Activities • Eventually expanded from just ConceptCheck questions to include: – Attendance – Demonstrations – Anonymous polling – Predicting outcomes – Peer instruction (Mazur)
- 11. 11 CPS – Peer Instruction Example
- 12. 12 Theme 2: Measure, measure, measure • pICT fellowship taught me to assess and measure the effects of my course redesign efforts • So, I evaluated those Fall 2005 innovations via the Student Assessment of Learning Gains (SALG) • SALG
- 13. 13 Theme 2: Measure, measure, measure • What did the data show? Question MWF Section TTH Section ConceptCheck Questions 4.1 4.1 Discussion Boards 2.9 3.1
- 14. 14 CPS – So, what would you do?
- 15. 15 Even More Clicker Data – Spring 2008 Question % Agree or Strongly Agree Class clicker usage makes me more likely to attend class. 92% Class clicker usage helps me to feel more involved in class. 84% Class clicker usage makes it more likely for me to respond to a question from the professor. 92% I understand why my professor is using clickers in this course. 94% My professor asks clicker questions which are important to my learning. 92%
- 16. 16 Theme 2: Measure, measure, measure • Assessment, measurement, and evaluation efforts have flourished over time • SDSU Evaluation Toolkit now includes: 1. Week 7 “How’s It Going?” Online Survey 2. In-class Observations 3. IDEA Diagnostic Survey 4. Student Focus Groups 5. Departmental Course Evaluations 6. Course Grades
- 17. 17 CPS – Do you want to see some more data?
- 18. 18 Good, Here They Are… • First, IDEA Diagnostic Survey data: Fall 2006 Blended Fall 2006 Traditional Spring 2007 Blended Spring 2007 Traditional Progress on objectives 70 73 77 77 Excellent teacher 65 68 69 68 Excellent course 62 72 73 71 Note: Top 10% = 63 or more
- 19. 19 Evaluation Findings: Course Grades (Fall 2006) Fall 2006 Grade Distribution 43 8.1 13.5 14.7 35.3 7.9 7.5 33.4 32.9 3.7 0 10 20 30 40 50 F D C B A Grade %in Category Fall 2006 Blended Fall 2006 Traditional
- 20. 20 Evaluation Findings: Course Grades (Spring 2007) 10.8 13.7 31.7 34.6 9.3 13.6 14.8 28.4 33.6 9.6 0 10 20 30 40 F D C B A Grade %in Category Spring 2007 Blended Spring 2007 Traditional
- 21. 21 Evaluation Findings: Course Grades (Fall 2007) Fall 2007 Course Grades 12.8 15 34.6 35.8 3.9 15 12.1 33.1 31 8.9 0 10 20 30 40 F D C B A Grade %in Category Blended Traditional
- 22. 22 Evaluation Findings: Course Grades (Spring 2008) Spring 2008 Course Grades 14% 13% 29% 32% 13% 16% 28% 13% 30% 14% 0% 10% 20% 30% 40% F D C B A Grade %in Category Blended Traditional
- 23. 23 Theme 3: Strive for Continuous Improvement • Course redesign is an iterative process • Measurement permits you to make data- informed decisions about your course • As my teaching and learning journey suggests, the road is a long one, so… • Start with baby steps – Dream big, but start small • Course redesign is a gradual process, not a quick fix
- 24. 24 Theme 4: Leverage What’s Available • There may already be lots of material available to facilitate your course redesign efforts • Web-based materials – Anterograde Amnesia – Utah Mouse Party • Publisher-developed materials – Worth Publisher’s PsychPortal • I use these extensively because they help me reach my goals – Increase active learning and student engagement
- 25. 25 Theme 5: Enjoy the Journey • Course redesign is a lot like parenting – It’s hard work – It’s tiring – It takes a lot of time AND… • It’s incredibly rewarding when you do it right
- 26. 26 The End… • Thanks for your time and attention! • Here’s my contact information: Mark A. Laumakis, Ph.D. laumakis@sciences.sdsu.edu 619-594-1933
Editor's Notes
- #2: Why I like this picture There’s beauty on this road There is mystery on this road There is potential danger on this road
- #3: I teach two 500-student sections of Intro Psych One in a traditional face-to-face format One in a blended learning format (45% online) I use clickers in the face-to-face classes I use the Wimba Live Classroom to run synchronous online sessions My students take weekly online quizzes on the textbook publisher-provided web site All of these things that I do now developed over time, so let’s look at the story of how I arrived here… We’ll use the Lost theme music to set the tone and cue the backstory…
- #4: With apologies to my English teachers, I will tell you the themes BEFORE I tell you the story These themes will frame my story First one: a journey from teaching to learning Robert Barr and John Tagg, in 1995, noted a paradigm shift in higher education From “a college is an institution that exists to provide instruction” to “a college is an institution that exists to produce learning” This shift, as they said, changes EVERYTHING This shift, in many ways, summarizes my story
- #6: May 2005 – first pICT fellowship participation Little did I know that pICT, Cathie, Suzanne, James, Jim, and Brock would take over my life… These pictures help me to remember what was going on in May 2005 Passivity: operational definition = head bobbing as new bullet points are pushed out
- #7: Goal focused on increasing active learning and student engagement
- #8: I just used clickers to find out more about my audience, right? Now I know who I’m talking to
- #11: Go through each of these
- #13: This emphasis on measurement dovetailed nicely with my training as a scientific clinical psychologist Show me the numbers! Students rate course design elements on 1-5 scale 1 = no help 5 = very much help I continue to use the SALG every semester
- #14: So, what did I do? I expanded the number and quality of clicker ConceptCheck questions I tried to reduce the number and increase the quality of the Discussion Board questions Over time, continuous data collection over the next two semesters indicated that the Discussion Boards were NOT effective for STUDENT LEARNING Remember, our focus is on LEARNING, not so much TEACHING Consequently, I dumped the Discussion Boards and employed other strategies, including weekly online quizzes Again, with the initial focus of Discussion Boards being on increased active learning OUTSIDE of class For Fall 2007, online quiz SALG ratings were 3.9
- #16: Use clickers to get evaluation data about the clickers (Jim’s baby) Spring 2008
- #17: Multimethod approach in Evaluation Toolkit Thanks to Marcie Bober, Chair of the Ed Tech Department I’ll focus on #3 and #6, but I’d be happy to talk more about any of them if you have questions
- #19: Compared to classes in Psychology in the IDEA national database Scores: Top 10% = 63 or more Next 20% = 56-62 Middle 40% = 45-55 Next 20% = 38-44 Lowest 10% = 37 or less Not to toot my own horn, but these are clearly outstanding results
- #20: In Fall 2006, students in traditional section significantly outperformed students in the blended section 50 SAT difference in favor of the traditional section (nonequivalent groups) Always keep this in mind when comparing one section to another section (because we almost never do true random assignment of students to our courses) Grades = 700 points 4 tests = 120 points each (480 points) 12 online quizzes (homework) = 120 points Clicker points (attendance = 40, participation = 60)
- #21: Differences were negligible by Spring 2007
- #22: Basically indistinguishable at this point So, you get the idea about measure, measure, measure, right?
- #24: Here’s where I start to get preachy... And you’re thinking, “Start?...” “iterative process” is the official tatoo of ITS Data-informed decisions are saleable to important stakeholders (in your department, college, and SDSU more generally) Hopefully this talk hasn’t made it seem OVERLY long Baby steps = shaping = rewarding successive approximations Treat yourself the way Shamu gets treated at Sea World Go for the low-hanging fruit Tweaks, fixes, and overhauls
- #25: Depending on your discipline, there may be lots already available to you to assist your course redesign efforts So, don’t reinvent the wheel Show them PsychSim Neural Communication demo Mention schizophrenia videos built in to PsychPortal Also mention Student Video Toolkit and OCD mom All are geared towards increasing active learning and student engagement I use these in both the face-to-face and the online setting
- #26: Course redesign is a lot like parenting It’s hard work It takes time You won’t enjoy every second of it It’s incredibly rewarding when you do it right