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Digital Field AssignmentsDigital Field Assignments
Course Projects for the Net Generation
Images from student projects or for which copyright clearance could not be obtained were deleted from the original presentation.
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.0/
Presenters
Mike ReeseAssistant DirectorCenter for Educational Resources
Richard Shingles Biology Faculty MemberScience Curriculum Design Consultant, Center for Educational Resources
Objectives
• Define Digital Fields Assignments
• Describe their origin and goals
• Demo examples
• Share student and faculty feedback
• Summarize best practices for implementation
Digital Field Assignments
Research assignments in which students collect and analyze field data using digital technologies.
Assignment Goals
• Ensure students apply knowledge from class
• Introduce undergraduates to research
• Encourage students to work in the field
Why?
Research is King
Research Teaching
Pres. Daniel Coit Gilman
Researcher Student
“Hear and you forget;
see and you remember;
do and you understand.”
~Confucius
Sound Familiar?
Active Learning
Problem-based Learning
Situated Learning
Obstacles
Time Class Size
FROM: Bonwell, Charles C., and James A. Eison. 1991. "Active Learning: Creating Excitement in the Classroom." ERIC Digest, EDO-HE-91-01.
Content
Today’s Learners
Millennials
Digital Natives
NetG’s
Student Characteristics
• Want to be engaged
• Enjoy working in groups
• Motivated!
• Always On
• Comfortable with new media
• Want to communicate with multiple media
Kids don’t want to play PlayStation; they want to go outside.
-Brenda Laurel
“The future of higher education liesoutside the classroom.”
Chronicle of Higher Education, c. 1999
Authentic Learner Tasks
• Ill-structured Problems
• Meaningful Context
• Time Required
• Multiple Solutions
Thomas C. Reeves, Educause 2007 - 10/24 @ 10:30 AM
Digital Field Assignments
Research assignments in which students collect and analyze field data using digital technologies.
Demos
Biology Faculty
Project Goals
• Ensure students apply knowledge from class• Introduce undergraduates to research• Encourage students to work in the field• Promote teamwork• Peer mentoring• Enrich the teaching experience for faculty
Interactive Map Tool
Overview:Flash-based Software ToolAllows for Student InteractivityFaculty Write Assignments On-lineStudents Respond On-lineAll Data Accumulated per Semester/Year
Digital Field Assignments
Research assignments for a Freshman Biology class involving
teamwork
Enrich the learning experience for students by adopting rich,
meaningful problem-based team assignments
Data Collection
• Observation
• Interaction
• Exploration
• Research
Equipment
Tools
Biomes of Homewood
• Students organized into teams
• Teams assigned areas of campus
• Catalogue flora and fauna
• Perform comparative studies
• Perform longitudinal studies
Roles
• Meeting Organizer
• Equipment Manager
• Compiler of Assignment
• Photographer
• Submitter of Assignment
Student Data
Cities
Course Design
• Readings
• Presentations
• Discussions
Objectives
• Analyze structural-cultural dynamics that affect cities
• Investigate how different disciplines conduct research
Final Assignment
• Group project (teams of 4-5)
• Explore urban issue
• Collect data
• Post to map tool
• Analyze data spatially
• NPR-news article/Final paper
Roles
• Sociologist
• Economist
• Artist
• Education Policy Maker
• Criminologist
• Political Scientist
Topics
• Public Health
• Public Art
• Crime
• Education
Gathering Data
• Observation
• Interviews
• Exploration
Images of Student Projects
Images of Student Projects
Images of Student Projects
Images of Student Projects
Interviews, Video, Photos
Public Health and Education
Final Project
Other Examples
• Museums Studies• French Language Instruction• History• Economics• Psychological & Brain Sciences
Evaluation
Surveys
Team Checkpoint
Personal Perception Indicator
Focus Groups
Team Checkpoint
PPI
Focus Group
“I’d rather create a map than a paper.”
– Student
Student started independent research assignment based on course project
“I can see what Dr. Fambrough was talking about when he said we should appreciate nature. These assignments actually get me out in the world, looking at trees, and enjoying the environment. I like them [the assignments].”
Faculty Perspectives
• Significant team collaboration experience
• Deeper understanding of biology content
• Opportunities for advanced biology students as mentors
• Model for other large enrollment lecture courses
Student Perspectives
• Students motivated!
• Students enjoy communicating and presenting with New Media
• Students apply knowledge
• Students tackle real world problems
Best Practices
• Planning
• Software/Hardware
• Support, Support, Support! - Technology
- Logistics
• Group Assignments/
- Team Building Activities
Mentors
Publications
Richard Shingles, Theron Feist and Rae Brosnan (2006) The Biomes of Homewood: Interactive Map Software. Bioscene 31(3) 17-24
Douglas M. Fambrough, , Richard Shingles, and Rae Brosnan (2005) Points of View: A Survey of Survey Courses: Are They Effective? Cell Biology Education 4: 123-137
Further Information
Center for Educational ResourcesJohns Hopkins University
www.cer.jhu.edu
Richard Shingles [email protected]
Mike Reese [email protected]