Interactive, Web-Based Workshops on Educational Development Proposals and Projects

Russell Pimmel, Roger Seals and Stephanie Beard

Spring 2010, NSF/DUE Engineering PDs initiate IWBW Series; Spring 2011-CS PDs join

Overall goals of the IWBW Series◦ improve the quality and quantity of proposals

submitted to the TUES Program◦ Improve effectiveness and impact of TUES

projects

◦ Movement to IWB approach –improce cost and reach

Overview- I

Annual webinar (IWBW) series consists of 16 2-hour webinars on 4 different subjects

Subjects and content may vary from year to year

Invitations to participate sent via email to Engineering Deans and Associate Deans; CCLI/TUES ENG/CS Awardees; and CS Department Chairs

Overview- II

Materials and Workshops presented by ENG and CS PDs- adaptations from earlier facto to face

Logistical support for the workshops provided via NSF sponsored projects at LSU

A series of grants from NSF Workshops presented over Internet using

commercially available software

Overview- III

WebEx (Fall 2009 only)◦ NSF-controlled◦ Conference telephone audio (participant muting)

GoToWebinar ◦ PI-controlled (Program Technoical Coor)◦ VoIP and/or conference telephone (PI muting)◦ Registration scheme and “work-around”◦ Periodic but infrequent audio distortion/feedback◦ Local facilitation

Blackboard Collaborate (waite till end)◦ Virtual groups◦ Enhanced recording capabilities

Internet Conferencing Software-Features, Experiences, Issues

Registration is via a website

Institutional responsibilities◦ Provide local facilitator◦ Make arrangements for facilities◦ Promote participation

Directed at ENG and CS faculty but…(necessary?)◦ Institutions free to invite faculty, students and staff

from all STEM disciplines

Overview- IV

Overview of NSF R&D Programs with Emphasis on TUES Program

Proposal Writing Strategies and Reviewer Feedback

Project Evaluation

Making an Impact: Building Transportable and Sustainable Projects

Topics- Spring 2012

Learning must build on prior knowledge ◦ Some knowledge correct ◦ Some knowledge incorrect – Misconceptions

Learning is ◦ Connecting new knowledge to prior knowledge◦ Correcting misconceptions

Learning requires engagement◦ Actively recalling prior knowledge◦ Sharing new knowledge◦ Forming a new understanding

Framework for Workshops

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Effective learning activities ◦ Recall prior knowledge -- actively, explicitly◦ Connect new concepts to existing ones◦ Challenge and alter misconceptions

Active & collaborative processes◦ Think individually◦ Share with partner◦ Report to local and virtual groups ◦ Learn from program directors’ responses

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Preliminary Comments

Active & Collaborative Learning

Goal

Expected Outcomes

Think-Pair-Share-Report Activity

PD Responses

Project Evaluation Workshop- A Samplemake more general

The session will enable you to collaborate more effectively with evaluation experts in preparing credible and comprehensive project evaluation plans…. it will not make you an evaluation expert.

The PE IWBW Goal

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After the session, participants should be able to: Be able to write importance of goals, outcomes, and

questions in the evaluation process◦ Cognitive and affective outcomes

Describe several types of evaluation tools◦ Advantages, limitations, and appropriateness

Discuss data interpretation issues◦ Variability, alternative explanations

Develop an evaluation plan in collaboration with an evaluator◦ Outline a first draft of an evaluation plan

Sample activityExpected Outcomes

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Write expected measurable outcomes for each of the following goals:

◦ Improve the students’ understanding of the fundamental concepts in statics (cognitive)

◦ Improve the students’ self confidence (affective)

Long Exercise ---- 6 min◦ Think individually -------- ~2 min◦ Share with a partner ----- ~2 min ◦ Report in local group ---- ~2 min

Watch time and reconvene after 6 min Use THINK time to think – no discussion, Selected local facilitators

report to virtual group

Activity

Transforming Goals into Outcomes

”

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ExamplePDs’ Response: Expected Outcomes

Understanding of the fundamentals◦ By the end of the class, 70% of the students will be able to:

Correctly draw freebody diagrams of 2D truss structures Correctly write Newton’s laws when given a FBD Describe the effects on member force when one angle in a

2D truss is changed

Self-Confidence◦ By the end of the semester:

30% of the class volunteers to show the solution to any homework problem on the board

Self reported test anxiety reduces to 50% of the initial amount 80% will say the class was easier than they expected it would be 50% report they are excited about taking the follow-on course

14Handout 4

delete Feedback based on responses from PDs

(presenters and non-presenters)

Does not represent an official NSF position

Caveat to Participants

Several Q&A segments included Handouts provided to local facilitators for

distribution during workshop Assessment- Likert scale, open-ended and

demographic questions Presentations made available for

downloading at conclusion of workshopwww.nsflsu.com

(Feel free to download any presentations of interest)

Other Features (include earlier)

Establishing reliable 2-way communications Institutional filtering of emailed logon

instructions Individual vs. group participation Production of workshop video-casts Reaching the “right” institutional rep who will

take the necessary steps Representative completion of assessment

surveys Assessment of the impacts of the workshop

series

Continuing Challenges-separatre challenges from expansion plans

Data see notes

IWBWs can be an efficient and cost-effective means of transmitting content and achieving learning outcomes in faculty development

Anecdotally, IWBWs appear to be as effective as face-to-face workshops The available Internet conferencing software is

generally user friendly and reasonably inexpensive (combine)

Internet conferencing software provides another tool for dissemination of project results- currently, it seems under utilized

Conclusions

If you are interested in this approach, see paper which includes…

A brief literature survey of virtual approaches to faculty development

Assessment survey results for perceived achievement of expected outcomes

Participant demographic data Institutional demographic data Go to website

A Suggestion

Thanks….questions