Cyber Peer-Led Team Learning (cPLTL) Lin Zhu, Ph. D. IUPUI Department of Chemistry Pratibha...
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Cyber Peer-Led Team Learning (cPLTL) Lin Zhu, Ph. D. IUPUI Department of Chemistry Pratibha Varma-Nelson, Ph. D. IUPUI Center for Teaching and Learning IUPUI Department of Chemistry Sloan-C International Conference on Blended Learning, Beauna Vista, FL October 10, 2012
Cyber Peer-Led Team Learning (cPLTL) Lin Zhu, Ph. D. IUPUI Department of Chemistry Pratibha Varma-Nelson, Ph. D. IUPUI Center for Teaching and Learning
Cyber Peer-Led Team Learning (cPLTL) Lin Zhu, Ph. D. IUPUI
Department of Chemistry Pratibha Varma-Nelson, Ph. D. IUPUI Center
for Teaching and Learning IUPUI Department of Chemistry Sloan-C
International Conference on Blended Learning, Beauna Vista, FL
October 10, 2012
Slide 2
Why Cant an Undergraduate Think More Like a Ph.D? First Person
The Chronicle, Monday, October 17, 2005 Johnathan Malesic
Slide 3
Retention After 24 Hours Sousa, D. A. (2001) How the brain
learns : a classroom teacher's guide (2 nd ed.). Thousand Oaks, CA:
Corwin Press.
Slide 4
CONE OF LEARNING (Edgar Dale)
Slide 5
Why Team Learning Works Combines well-established areas of
educational design and research Group Learning Reciprocal Teaching
Vygotsky Model Varma-Nelson, P. and Coppola, B.P. 2005,"Team
Learning." Chapter 13. In The Chemists' Guide to Effective
Teaching" Pienta N Cooper, M.M., Greenbowe,T (Eds). 2005, Prentice
Hall Publishing. Upper Saddle River, NJ
Slide 6
Vygotskys Model Problems designed to press the learner to a
reasonable expectation of achievement in his/her Zone of Proximal
Development (ZPD) under the guidance of a More Knowledgeable Other
(MKO).
Slide 7
PLTL Model 2 - 3 hours of lecture per week 1.5 - 2 hours of
PLTL workshop per week 3 hour lab facilitated by faculty and/or a
TA
Slide 8
Three Types of Implementations PLTL workshop replaces part of a
lecture replaces a TA-led recitation is an added component of the
course
Slide 9
Peer-Led Team Learning (PLTL) Peer: A more experienced
undergraduate student who has recently completed the course with a
good grade. Led: Refers to leadership. A leader is a guide to
others. Goes through extensive training to assume this role. Team:
A group of 6-8 people who work together to achieve a common goal.
Learning: The goal of the team is to learn chemistry.
www.pltl.org
Slide 10
What is a PLTL Workshop? 6-8 students Materials with problems
slightly above the level of standard end-of-chapter questions and
specifically designed for group work. A well-trained leader
Compliment to the lecture Gosser, D.K., M.S. Caroline, J.A.
Kampmeier, V. Roth, V. Strozak, and P. Varma-Nelson 2001 The
Workshop Model: Peer Leadership and Learning. A Guidebook. Prentice
Hall, Upper Saddle River, NJ.
Slide 11
PLTL Partnership between faculty and students Ownership of new
ideas asking questions Communicating knowledge Having the
opportunity to REVISE Peer interactions feedback and mentoring
being part of a community of learners
Slide 12
Critical Components for a Successful Workshop Program Integral
part of the course Challenging materials (no answer keys) Trained
and closely supervised leaders Supportive faculty Appropriate
physical arrangement Supportive Administration Gafney Evaluation of
PLTL, Peer-Led Team Learning: A Guidebook. Eds Gosser, D.,
Cracolice, M., Kampmeier, J., Roth, V., Strozak, V., Varma-Nelson,
P. (2001). Upper Saddle River, NJ: Prentice Hall.
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2008
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LEADER KEY ROLE INDIVIDUALSCONTENT LEADERSHIP
Slide 22
Evaluation of PLTL Exploration of the attitudes and experiences
of all those concerned with PLTL: Students, peer leaders, faculty
and administrators. Methods: Surveys and interviews Evidence of
success, particularly regarding comparisons of PLTL groups and
non-PLTL groups. Methods: Comparative studies of classes with and
without workshops Uses of the PLTL model and in particular the
relevance of the critical components to successful implementation
and institutionalization Methods: Site visits, standard surveys,
interviews, observations, correlations and comparisons Leo Gaffney
in Peer-Led Team Learning: A Guidebook Prentice Hall, 2001
Slide 23
Evaluation of PLTL 82% of students stated that they would
recommend the workshop course to their peers. Students who
participate in PLTL Workshops earn better grades than those who do
not. Leo Gaffney in Peer-Led Team Learning: A Guidebook Prentice
Hall, 2001
Slide 24
City College of New York, (1-2), St. Xavier Chicago, (3), U. of
Pittsburgh (4), Penn State Schuykill, (5), U. of Kentucky (6), U.
of Ohio Athens (7), U. of Miami Ohio (8), U. of Rochester, Org (9),
U. of West Georgia (10), and NYC Technical (11). 12-15 (Independent
studies ) Blue = Non PLTL Red = PLTL
Slide 25
Tien, Roth, Kampmeier J. Res. Sci. Teaching (2002) U. Rochester
Organic Chemistry Blue = Non PLTL Red = PLTL
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Impact of PLTL at IUPUI
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Former Peer Leader Quotes I gained the knowledge and confidence
I needed to pursue a career in pharmacy. During many medicinal
chemistry courses in pharmacy school I became known as the group
leader. useful in my work, in acknowledging that sometimes when
people dont understand a concept, its simply because of the way it
is being presented to them. It was the first time I realized how
many gaps there are in my own understanding of chemistry. Gafney,
L. and Varma-Nelson, P. (2008) Peer-Led Team Learning: Evaluation,
Dissemination and Institutionalization of a College level
Initiative, Dordrecht, The Netherlands: Springer
Slide 29
Why cyber PLTL (cPLTL)? Untapped opportunities Community
College-University Non-traditional and working students Allows new
ways to capture data for discourse analysis and do research on how
students learn in these environment. Understand leader
styles-useful for peer leader training
Slide 30
Advantages of PLTL online (cPLTL) Flexibility for students and
peer leaders No need to locate appropriate classrooms Community
College University connection Ability to monitor students more
closely in real time Ability to capture data for discourse analysis
to learn - how students learn - how leaders lead
Slide 31
Current cPLTL Setup
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Main Room
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Group Room
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Workshop Session
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Basic Requirements for cPLTL Participation High speed Internet
access Internet browser Access to a computer with a web based video
conferencing service
Training Peer leaders: - Pre-semester orientation - weekly
training course Students: - Pre-semester orientation - Workshop
Zero - Technical Support
Slide 38
Student Comments It was convenient No commuting Liked being
able to share work Easy to communicate
Slide 39
Leader quotes The model is the same, but the way it is done is
different; online you cant pick up on body language cues like you
can in face-to-face.
Slide 40
Leader quotes The same amount gets accomplished, but
differently; cPLTL gets fewer problems done but more in depth.
cPLTL requires choosing which problems are more attainable.
Slide 41
Leader quotes Running a cPLTL workshop is initially draining
and nerve wracking because of all the voices and its hard to pick
out what each person is saying. cPLTL is a success. This last week
I had a student in Floridaattend(ed) my class without any problem.
[S]uccess! I was actually pretty amazed that it went off without a
hitch.
Slide 42
Discussion What components are essential to implement cPLTL on
your campus?
Slide 43
Critical Components of cPLTL Supportive faculty Integral part
of the course Challenging materials (no answer keys) Trained and
closely supervised peer leaders Supportive administration
Appropriate technological arrangements
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Discussion What challenges or barriers impede implementation at
your campus?
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Challenges & Barriers for Implementation Appropriate
Materials Proper Peer Leader Training Peer Leader Compensation
Faculty Involvement IT Support Implementation Funding Institutional
Culture Faculty Reward Systems
Slide 46
References http//www.pltl.org. Varma-Nelson,P., M. Cracolice
and D.K. Gosser. January 2005. Peer-Led Team Learning: A
Student-Faculty Partnership for Transforming the Learning
Environment. Invention and Impact: Building Excellence in
Undergraduate Educatio, Proceedings of an April 2004 Conference
Co-sponsored by the NSF-DUE and the AAAS Directorate for EHR
http://www.ccliconference.org/bookInfo.cfm Varma-Nelson, P. and
Coppola, B.P., 2005,"Team Learning." Chapter 13. In "The Chemists'
Guide to Effective Teaching" Pienta N Cooper, M.M., Greenbowe,T
(Eds). 2005, Prentice Hall Publishing. Upper Saddle River, NJ PLTL
Series: www.prenhall.com Peer-Led Team Learning: A Guidebook David
Gosser, Mark Cracolice, Jack Kampmeier, Vicki Roth, Victor Strozak
and Pratibha Varma-Nelson, 2001 Peer-Led Team Learning: General,
Organic and Biologic Chemistry (GOB) Pratibha Varma-Nelson and Mark
Cracolice, 2001 Peer-Led Team Learning: General Chemistry 2nd Ed.
David Gosser, Victor Strozak and Mark Cracolice, 2001. Second
edition now available. Peer-Led Team Learning: Organic Chemistry
2nd Ed. Jack Kampmeier, Pratibha Varma-Nelson and Donald
Wedegaertner, 2001 Second edition available July 15,2005 Peer-Led
Team Learning: Handbook for Team Leaders Vicki Roth, Ellen
Goldstein and Gretchun Marcus, 2001
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Can PLTL be effectively implemented in a synchronous/online
environment? What are the similarities and differences between
face-to-face and online implementation in regards to technology,
deep learning, and academic achievement? 48
Slide 49
Joshua Smith, Ph. D. IUPUI Center for Urban and Multicultural
Education (CUME) Julianna Banks, Ph.D. IUPUI Center for Teaching
and Learning Nadrea Njoku, M. A. IUPUI Center for Urban and
Multicultural Education (CUME) Shanna Stuckey, M. A. IUPUI Center
for Urban and Multicultural Education (CUME) Jake Stuckey, M. A.
IUPUI Center for Urban and Multicultural Education (CUME) 49
Slide 50
Evaluation Measures Initial IUPUI Results Early Challenges and
Solutions Preliminary Dissemination Results IUPUI Longitudinal
Results Current Participation and Future Directions 50
Slide 51
Course Grades American Chemical Society Exam Student Technology
Survey Student Perception Survey Student-to-Student Discourse
Analysis Peer Leader Journals Focus Groups and Interviews
Observations 51
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52 No statistically significant difference in mean grades
Slightly more cPLTL students earned a grade of C or better
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53 No statistically significant difference in mean grades More
PLTL students earned a grade of C or better
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What about the quality of student interactions? Is anything
being compromised? What are the benefits of conducting the
workshops in the online environment? 55
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You can , not turn anything on [and] see what they are talking
about....You can kind of hear what they are really struggling on
without any bias for you being in the room. I was more intrusive
than I had ever been in face to face because I was watching what
they were doing at all times.In online I think Ive butted in more
than I ever had in face to face. The whole workshop I listened in
on both groupsI jumped in when either I heard them struggling a
lot, when they asked for help, or if I saw their work needed some
help. 56 Leader Quotes
Slide 57
You just pull the screen online. Ill show them something. Ill
just pull up paint and Ill just use that as my whiteboard. You have
the entire web at your fingertips. If you need something whether it
is a conversion doctor or something very small or you want a visual
aid, you can pull it off and have it there in a second. you can
find a YouTube video that demonstrates something and share that.
You can even pull in the lecture and notes and put it right there
in a pod for them to see. 57 Leader Quotes
Slide 58
This was a difficult unit, but I felt like I didn't have much
to do, I spent more time than normal just observing...I don't think
this is bad necessarily, just different! They work collaboratively
on their own so I dont think I have to force it with a CoLT. It
seems the students need less of me these days and more of
themselves. 58 Peer Leader Quotes
Slide 59
online, you might be able to cover them slightly more in depth.
They are willing to talk about it a little bit more...You might get
them to explore a concept more deeply or to explore a term more
deeply. They stayed after in workshop nearly twenty minutes to get
everything straight which I thought was great. Face to face gets
out when it is supposed to get out. Online, I would say we stay
laterI would say it is usually like they will go as long as they
need to finish up their problem. 59 Peer Leader Quotes
Slide 60
I constantly hear them talking about thing other than chemistry
while they are doing a problem, and I think this is a good thing.
PLTL has never been something where we dont want students to have
fun. The most amazing part of this online class is that I feel like
I know my online students just as well, if not better, than my face
to face workshops. 60 Leader Quotes
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61
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62 Become familiar with the subject matter Learn the language
of the discipline Practice core communication skills Develop
teamwork and collaboration skills Apply knowledge and theory in
problem-solving
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63 Student Quotes What does it meanits not sayingIm looking at
the formulawhats that dot in there? Its not saying multiply is it?
Let me Google what that little dot means. Well Im looking at the
power point right now andit says100 grams, divide each by the molar
massSee it saysyeah we got everythingthis exact process done in
thethats in the power point for chapter 3 Im going to Google
thisCan you hear it? NO, but I can see it. Now I can hear it, yeah.
(YouTube video playing) We got that part. Wow, thats like from our
notes exactly.
Slide 64
Referenced electronic course notes, manuals and texts posted on
Oncourse Used the internet to quickly access resources to define,
support, or refute conclusions Took screen shots of work completed
in the workshop to reference later Easily shared work and resources
with peers Used other interactive online tools to connect with
groups Talked more about course content online 64
Slide 65
Audio lag Microphone volume settings Trouble using the stylus
pen and tablet Audio distortion Xournal (third party software)
caused freezing and crashes Lost and deleted work in Xournal
65
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Can cPLTL retain its effectiveness in other disciplines and
with different student populations? 67
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IUPUI: 20% non-White and 75% qualify for financial aid. FIU:
60% Hispanic and 13% African American Purdue University: 32%
non-White with low- income students from rural (12%) and urban
areas (9%) 68
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71 A, B, C Grades Earned
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72 A, B, C Grades Earned
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ItemcPLTLPLTL My knowledge and understanding of the material
taught in this course increased as a result of the PLTL workshop
3.77 (1.31) 4.19* (1.07) I enjoyed my participation in the PLTL
workshops 3.72 (1.28) 4.00** (1.02) *p