anatomy of a module: using lon-capa in biology jim smith hhmi core group michigan state university...
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Anatomy of a Module: Using LON-CAPA in Biology
Jim Smith
HHMI Core Group
Michigan State University
East Lansing, MI
The Overall Goal(s) of HHMI/LON-CAPA
• Create online learning modules– Supplement traditional presentation
• Rationale– "What should I do to study this stuff?"
• Module design– based on educational principles– use instructional technology to its best
advantage
Content Creation Driven by Educational Principles
• What’s the Big Idea?• Use of Multiple Representations• Use of Interleaved Questions of High
Quality
What’s the Big Idea?
• Our Goal is Conceptual Understanding– Deeper and better integrated than what one gains by
presentation of facts and memorization of terms
• Our modules attempt to focus on “Big Ideas”– De-emphasis on facts and terms
• Wandersee JH (2001) High School Biology Instruction: Targeting Deeper Understanding for Biological Literacy, Subject-Specific Instructional Methods and Activities 8: 187-214.
What is a Big Idea in Biology?
• Compare and Contrast Mitotic and Meiotic Cell Division Cycles
– A Mitotic Cell Division leads to the production of daughter cells that are identical to the original cell; all have the same number of chromosomes.
– A Meiotic Cell Division leads to the production of daughter cells that are not identical to the original cell; the daughter cells have half the number of chromosomes found in the original cell.
Use of Multiple Representations
• Content “Experts” move fluidly between alternative representations
• Able to use representations as cues to bring up other ideas
• “Novices” are constrained to the surface – Physics (Acceleration Diagram)– Biology (Punnett Square)
• Kozma RB (2000) The Use of Multiple Representations and the Social Construction of Understanding in Chemistry, pp. 11-46 in: Innovations in Science and Mathematics Education: Advanced Designs for Technologies in Learning (ML Jacobson & RB Kozma, Eds.), Lawrence Erlbaum, London.
Use of Interleaved Questions of High Quality
• Question pages interspersed with content pages– Questions appear immediately after the
introduction of a concept– Most LON-CAPA users put questions at “the
end of the chapter”
Use of Interleaved Questions of High Quality• High Quality as judged by Bloom’s Taxonomy
of Educational Objectives– Type I -
• Recall Questions
– Type II/III - • Comprehension• Application/Interpretation
• Bloom BS, Engelhart MD, et al. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, David McKay Co., New York.
Use of Interleaved Questions of High Quality
• In 14 modules, we have 58% Type II/III questions– Range from 0 - 100% within modules
• Campbell’s “Biology” has < 5% Type II/III questions– Analysis of End-of-Chapter Questions and Questions on
the Accompanying Student CD
Use of Interleaved Questions of High Quality
Module Question Pages (%) Type I Type II/III
Genetics I 15/32 (47%) 8 7
Genetics II 20/37 (54%) 2 18
Genetics III 9/16 (56%) 1 8
Genetics IV 17/21 (81%) 2 15
• Instructor, 2 Graduate TAs, 6 undergraduate TAs for 140 students• Lecture - two per week (TTh), 80 min.
– as active as possible– Lecture notes available online before class
• Recitation/Lab - 3 h per week– 6 sections of 24 each staffed by one grad TA and two UGTAs– multi-week investigations
• Honors Option• Textbook - Freeman's "Biological Science" • Lab Book - Self-produced (coursepack)• External Readings - 8-10 readings throughout the term (coursepack)• Exams and Lab Quizzes
– 50% extended responses• Group Lab Write-ups (Poster, Paper, Web Site) • Written Homework based on Readings• Minute Papers in class• LON-CAPA Study Guides
Components of LBS144 F02
LBS144 students thought that the HHMI modules helped them learn!
LBS144 F02 Evaluation
0 0.5 1 1.5 2 2.5 3
How Pieces Fit Together
Pace of Work
Class Meeting Presentations
Discussions in Class
Group Work in Class
Minute Papers
Picture-of-the-Week
Guest Lectures/Presentations
Review Sessions
# and Timing of Exams
Content of Exams
Mental Stretch
Feedback on Work
Fairness of Evaluation Scale
Bee Behavior HW
LON-CAPA
Hearts HW
Classnotes Online
Textbook
Objectives and Study Q's
Readings (Add'l)
Instructor Contact
TA Contact
Group Work Outside of Class
The Way the Course was Taught
Student Ranking
Enjoyment
Learning
Acknowledgments• Howard Hughes Medical
Institute (HHMI)• LITE Lab• HHMI Core Group at MSU
– Estelle McGroarty– John Merrill– Merle Heideman– Joyce Parker– Randy Russell– David Kirschtel– Janet Batzli
– Scott Harrison– Lissa Anderson– Marlene Cameron– Jiatyan Chen– Tammy Long– Heejun Lin– Mark Olson
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