Using Technology To Increase Engagement In Larger Courses
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Using Technology To Increase Engagement In Larger Courses
- 1. Using Technology to Increase Engagement in Large(r) Courses Mark A. Laumakis, Ph.D. Faculty in Residence Instructional Technology Services San Diego State University
- 2. What the …? http://www.princeton.edu/main/images/news/2007/08/IMG_8299-mcc5.jpg
- 18. Revisiting the Seven Principles Respects diverse talents and ways of learning Communicates high expectations Emphasizes time on task Gives prompt feedback Encourages active learning Develops reciprocity and cooperation among students Encourages contact between students and faculty Online Quizzes Lecture Capture Multimedia Clickers Syllabus
Hinweis der Redaktion
- Imagine this scene. Looking out across a sea of nameless faces in the 500-seat lecture hall, you wonder to yourself, "What have I done? How am I going to teach this class effectively? Is it possible for students to learn in this type of classroom environment?" As you dim the classroom lights and get ready to introduce yourself and your course to this mass of humanity, you think, "Here goes nothing..."
- This model provides a valuable framework for the design of any large-enrollment course. Faculty members can use these seven principles to shape in-class and out-of-class activities that will foster student learning. Faculty can also identify various technological tools that might help them achieve these goals, even in a class of 500, 1,000, or more students. We will use these principles to illuminate how technology can enhance teaching and learning in large courses.
- an effective syllabus should (OTRP Project Syllabus): provide a clear map of the course give clear and complete information communicate clear goals for the course and ways to meet these relate assignments to course goals be interesting and creative communicate departmental, institutional, or legal regulations and communicate positive expectations.
- My approach to the use of SLOs for Introductory Psychology involves providing two different types of SLOs. The first set of SLOs identifies what students should be able to do upon completion of the course. These more general SLOs for the course, adopted from the undergraduate psychology major learning goals and outcomes from the American Psychological Association (2006), include, among others, the following: Describe the nature of psychology as a discipline (i.e., explain why psychology is a science). Use the concepts, language, and major theories of the discipline to account for psychological phenomena. Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural). Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology.
- Let's be honest. Very few instructors are talented enough (and/or entertaining enough) to engage an audience for 50 or 75 minutes straight. In fact, research evidence indicates that attention waxes and wanes within typical 50- or 75-minute class sessions (Ericksen, 1978)). Such tendencies may be even more pronounced in 500-seat lecture halls, which are characterized by high levels of potentially distracting stimuli, including laptops, cell phones, and the other students packed around you. Given this reality, it is likely to a very ineffective practice for the instructor to plan on standing in front of the class and to lecture non-stop for the entire class period. Thus, a typical best practice for teaching large-enrollment courses is to "chunk" the lecture into smaller parts. This simply involves breaking a longer lecture of 50 or 75 minutes into shorter pieces of 10-15 minutes each. Such "mini-lectures" have the potential to ameliorate the negative effects of limited attention spans.
- A final in-class strategy to enhance teaching and learning involves the use of lecture capture technology. A variety of software and hardware options exist that permit instructors to capture in-class lectures and other activities for later review by students in the course. Many of these options are relatively simple to employ, some requiring the instructor to press just one button to initiate the lecture capture process. At San Diego State University, I have been involved in a pilot project testing out the feasibility of lecture capture in our 500-student classrooms. Specifically, we have used Podcast Producer from Apple, a product that streamlines the production of high-quality video podcasts. All in-class lectures are recorded by the Podcast Producer software, capturing not only the sound of the instructor's voice but also any on-screen activity, including PowerPoint presentations, web site reviews, or any multimedia utilized during the class session. The video podcasts of these in-class activities are then delivered to the course web page in the campus course management system, in this case Blackboard, typically within one day. To view a class session, students simply click a button within the Blackboard course and the video podcast from that class session is downloaded to their computer. These files can then be exported to their iPod or other mp3 player. Student response to this lecture capture technology has been almost uniformly positive. International students, in particular, rave about the ability to review in-class presentations as many times as necessary for them to be able to understand the material. Finally, it is important to note that, given the attendance points that are awarded via clickers (as described above), making class lectures available via lecture capture technology has had no discernible negative effect on in-class attendance.