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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
2
Our Roadmap
• Where I am now
• How I arrived there…• Our Theme Music
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
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
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
May 2005: First pICT Fellowship
• Goal: increase active learning
• Tools to achieve this goal– In class: clickers– Outside of class: Discussion Board
7
CPS – Have you ever heard of clickers?
8
Clicker Activities
• Initially…– Just ConceptCheck Questions– Like this one
9
CPS – Lori gets a backache…
10
Clicker Activities
• Eventually expanded from just ConceptCheck questions to include:– Attendance– Demonstrations– Anonymous polling– Predicting outcomes– Peer instruction (Mazur)
11
CPS – Peer Instruction Example
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
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
CPS – So, what would you do?
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
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 Survey2. In-class Observations3. IDEA Diagnostic Survey4. Student Focus Groups5. Departmental Course Evaluations6. Course Grades
17
CPS – Do you want to see some more data?
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
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
Gra
de
% in Category
Fall 2006 Blended
Fall 2006 Traditional
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
Gra
de
% in Category
Spring 2007 Blended
Spring 2007 Traditional
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
Gra
de
% in Category
Blended
Traditional
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
Gra
de
% in Category
Blended
Traditional
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
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
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
The End…
• Thanks for your time and attention!
• Here’s my contact information:
Mark A. Laumakis, Ph.D.
619-594-1933