Utilizing Technology to Promote Active Learning in a

Large Enrollment Course

Ann C. SmithCell Biology and Molecular

Genetics

General Microbiology

• Large lecture course (250/lecture)

• With associated lab (500 students in Fall)

• Sophomore level

• Pre-requisite General Biology

• University CORE program– Active learning– Writing– Process of science

Transition to Active Learning

http://www.cellbioed.org/article.cfm?ArticleID=150

Lecture

Lab

Peer Led Team Learning

Just in Time Teaching

Think Pair Share

Inquiry labs

Problem based learning

Solve problems

Address complex issues

Research

Discuss

Present

Receive Feedback

Proven methods of active learning

Case studies

Scientific Research Process

Active learning in the large lecture

Challenges• Distribution/Organization of information• Communication • Time and place for discussion, presentation• Feedback opportunities• Group work

Solution: Adding a Teaching Team

Faculty instructors (3)

Graduate teaching assistants (12)

Undergraduate Teaching assistants (24)

Undergraduate Technology Apprentices (2)

UTAP program!

http://www.courses.umd.edu/public/UTAP/

Solution: Add Technology

• WebCT

• Technology class room

• Teaching theater

• Digital image capture

• Clickers

• Distribution/organization• Communication

– Between teaching team– Teaching team and students– Among students

• Time and place -A New Learning Space – Opportunities for student engagement– Opportunities for individual – Opportunities for group work– Opportunities for presentation

• Research Opportunities• Assessment/Feedback

WebCT SyllabusPower PointLab ManualAssignmentsCase Studies

Open DiscussionPrivate Spaces for UTA’sfor Lab sectionsfor group discussions

DiscussionsStudent Project SpaceVirtual Poster Session

Link outLibrary Course PageLibrary ResearchGenomic data bases

Lab QuizzesLab ExamsCase ProblemsSurveysGrades

The tradition course is transformed to anActive Learning Course Format

Lecture

Lab

On-line

Active Learning

Research Skills

The ALCF allowed a shift in course emphasis to active learning. Case studies are the pedagogical link

Module 1

Module 2

Module 3

Lectures Labs Case study Assignment

ELVIS space probeMicrobes from another planet?

ELVIS Sample AnalysisTeams perform Lab work, present data in online poster session

A Farmer’s DilemmaPlant transgenic corn?

Wanda’s WoesStreptococcal infections

3 Major Issues ~transgenic cornOn-line discussion and group report

Food-borne disease outbreakLab analysis and oral presentation

1-11

12-20

21-28

1-7

8-12

13-14

PAKs

1.11.21.31.4

2.12.22.3

3.13.23.3

Content: Microbial structure/function, metabolism, diversity, ecology

Content: Bacterial Genetics, Viruses, Biotechnology

Content: Host-Pathogen interactions, Epidemiology, Immunology, Applications

Examples of use of Technology

1. JITT with Case Studies

2. On-line Poster Session

3. On-line discussion

4. Lab Review Quizzes and Lab Practical

Case presented in WebCT

PAK Questions in WebCT Quiz

Instructor assesses student responses in WebCT

Lecture discussion/ppt addresses student responses

Students discuss, self correct responses in lecture

Clicker Questions for feedback, and assessment of final points.

JITT

Case-PAK mode

Case problems delivered in WebCT are used to assess students/ guide learning.

1. CASE STUDIES delivered in WebCt

Instructor views responses for mis-conceptions/understanding

Example: Module 1

Module 1

Module 2

Module 3

Lectures Labs Case study Assignment

ELVIS space probeMicrobes from another planet?

ELVIS Sample AnalysisTeams perform Lab work, present data in online poster session

A Farmer’s DilemmaPlant transgenic corn?

Wanda’s WoesStreptococcal infections

3 Major Issues ~transgenic cornOn-line discussion and group report

Food-borne disease outbreakLab analysis and oral presentation

1-11

12-20

21-28

1-7

8-12

13-14

PAKs

1.11.21.31.4

2.12.22.3

3.13.23.3

Content: Microbial structure/function, metabolism, diversity, ecology

Content: Bacterial Genetics, Viruses, Biotechnology

Content: Host-Pathogen interactions, Epidemiology, Immunology, Applications

Hypothesis: The degradation of polyurethane products was caused by a microorganism or microorganisms present in the soil samples collected by ELVIS.

?

Extraterrestrial Landing Vehicle Integrated Sampler

Case 1 discusses what happened to the Space Probe ELVIS

Questions in Quiz Tool – pop up

Student Information

Open Summary to reveal student responses

Each Student completes

7 Sets of 3 PAK questions

Instructor reads student responses to prepare for lecture, Students receive points –for “Participation Applied Knowledge”

Student Responses – Students are expected to cite sources – such as “from lecture”, “from Lab”, “from the text”, “from Fresh Bio”, or cite a url.

Just in Time Teaching

• After reviewing PAK responses instructor addresses misconceptions in lecture

• Use Think-Pair-Share

• Or Clicker questions

Based upon your knowledge of earthly bacteria, How many

types of bacteria can be seen in the soil?

1 μm

1. One

2. Two

3. Three

4. Four

5. Five

6. Six

7. None

Example of a Clicker question for Case 1

“I liked how they put the information we learned in class to use”

“I liked how the case studies went along with the lecture and how each case study showed us how microbiology is used in the real world.”

“There were vivid, useful in our everyday life, and very helpful to make us think critically about material we learned in the class.”

“They related with the material and the information helped on the exams”

“They helped me to understand the material of the course better”

“I liked the fact that they allowed us to be more interactive in the class and work with other students in the class.”

Data From Fall 2004.

Overall students had positive feedback on the use of case studies.

Student Feedback on Case studies

2. On-line Poster Session

Assignment 1

Students work in teams of 3“Samples from Nearby Previously

Invisible Planet contain extraterrestrial bacteria”

Lab work from five labs periods.

Scientific Research Process

•Address complex issues

•Solve problems

•Research

•Discuss

•Present

•Receive feedback

Students use Netscape Composer and Student project spaces in WebCT for the poster session

See Poster SessionStudent authors

Prior to taking BSCI 223 had you ever made a webpage before?

26

72

0 20 40 60 80

Yes

No

In spring 2006 students were surveyed during lecture using clicker technology. Of the 98 students responding, 73.5% had never made a webpage prior to taking this class.

Number of Students Responding

3. On-line Discussion

Assignment 2

“Should organic farmers with corn borer problem plant Bt corn?”

Scientific Research Process

•Address comples issues

•Solve problems

•Research

•Discuss

•Present

•Receive feedback

Issue #1

Issue #2Issue #3

Guitan

Patric

Maurice

Caleb

Garth

Tyler

Alec

Nico

Zoe

You

Pasteur

Koch

Bob

Tim

Julian

Bernie

Ethel

Barry

Six report writing groups

Issue 1: Is Bt corn Safe for consumption?

Issue 2: Does Bt corn effect the environment?

Issue 3: Is there a market for Bt corn?

Three discussion groups each w/ an issue:

Jigsaw

See WebCT site

On-line Discussion

• Physical space• Time• Record of work• Allows thoughtful responses• Review/assess online resources• Instructor can observe unobtrusively• ManageableSmall groups of 6 facilitated by a UTA

PLTL

Student Comments on On-line Discussion:

“We could interact with other students.”

“I think the most positive experience was how I was able to cross discuss ideas and get back together with my lab group for the final assembly and how at the end all the discussions were made available.”

“You saw everyone's opinions and research.”

“quickest way to communicate with all”

“all of the information being put in one spot, rather than trying to track people and papers down”

“productive discussion since all people did research before hand and had knowledge on topic”

4. Lab Review Quizzes and Lab Practical

• Review Quizzes– Limited time in lab– Lots of material to cover– Feedback

• Lab Practical– Style of Review Quizzes– Easier to set up– Less stressful– Easy to grade!

Student comments- On line exams

• “Very helpful”

• “Keep them online”

• “Great way to study”

• “Very useful and easy to access”

• “I like the quizzes and the lab exams because of the pictures and different types of questions.”

Average Grade increased 72% to 82%

“I could pay attention more in class and not worry so much about writing” “printing our own lecture notes and lab manual allowed us to save money”

10Other: Visual Aids, Lecture ppt

“The practice quizzes were really helpful before the lab practical, because WebCTgraded the quizzes immediately so we could study the correct material”

103Review lab work w/ review quizzes

It was convenient way to contact TA’s” “..Responses from course instructors were very prompt” “ Iliked how the web was used for the interactive discussion with my peers”

144Communicate w/ students and teaching team

“I liked the quick time it took to submit answers from home.” “..Better than turning in home work on a sheet of paper.” “ I liked being able to save answers and come back later to the task”

151Submit answers to case study problems

“..I could access this wonderful resource 24/7”.” I liked how we are able to check our grades online so we know our progress. Also I like how assignment directions were on line so it was easily accessible by all”

241Easy access to course materials

Examples of Student Responses#TABLE 1What did you like re WebCT

“I could pay attention more in class and not worry so much about writing” “printing our own lecture notes and lab manual allowed us to save money”

10Other: Visual Aids, Lecture ppt

“The practice quizzes were really helpful before the lab practical, because WebCTgraded the quizzes immediately so we could study the correct material”

103Review lab work w/ review quizzes

It was convenient way to contact TA’s” “..Responses from course instructors were very prompt” “ Iliked how the web was used for the interactive discussion with my peers”

144Communicate w/ students and teaching team

“I liked the quick time it took to submit answers from home.” “..Better than turning in home work on a sheet of paper.” “ I liked being able to save answers and come back later to the task”

151Submit answers to case study problems

“..I could access this wonderful resource 24/7”.” I liked how we are able to check our grades online so we know our progress. Also I like how assignment directions were on line so it was easily accessible by all”

241Easy access to course materials

Examples of Student Responses#TABLE 1What did you like re WebCT

Active Learning w/ use of Technology

1. JITT with Case Studies• Each student posts 9 sets of 3 responses

2. On-line Poster Session• Each group of 3 presents a poster

3. On-line discussion• Each student posts at least 5 times

4. Lab Review Quizzes and Lab Practical• 14 lab review quizzes • 2 online exams

Technology has changed the way we teach!

Our teaching team: CBMG faculty: Richard Stewart, Patricia Shields, Ann C. Smith, Daniel C. Stein, Robert

Yuan

Consultants from Science Education:Jennifer Hayes-Klosteridis, Gili Marbach-Ad Paulette Robinson,

• Contact: Ann C. Smith asmith@umd.edu • Work has been Supported by Howard Hughes Medical Institute

• Special thanks to all of the people in OIT– Ellen Borkowski– Paulette Robinson– Deb Mateik and Mike Landavere– Chris Higgins– Sharon Roushdy– Mike Cains– Jason White– UTAP students: Anne Tsang, Karen Lew, Allyson Morman, Maria Panglao, Fasika Woreta,

Kathy Shahrokh, and Sonia Sharma, Alex White, Aileen Pan– CBMG IT support: Jimmy Church and Raju Shah

ReferencesActive Learning Course Format for Large Enrollment Courses Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., and Yuan, R. (2005). Introductory biology courses: a framework to support active

learning in large enrollment introductory science courses. Cell Biol. Educ. 4, 143–156. http://www.cellbioed.org/article.cfm?ArticleID=150

Call for Active Learning in Science TeachingNational Research Council (2003). Bio2010: Transforming Undergraduate Education for Future Research Biologists. Committee on Undergraduate Biology

Education to Prepare Research Scientists for the 21st Century. National Academies Press, Washington, DC. (http://www.nap.edu/books/0309085357/html)  Use of Technology in course designHarasim, L. Ed. (1990). On-line education: Perspectives on a new medium, Praeger/Greenwood, New York. Active Learning Course Format for Large Enrollment Courses Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., and Yuan, R. (2005). Introductory biology courses: a framework to support active

learning in large enrollment introductory science courses. Cell Biol. Educ. 4, 143–156. Peer Led Team LearningThe Peer-Led Team Learning (PLTL). (2004). Workshop Project. http://www.sci.ccny.cuny.edu/~chemwksp/ (accessed 28 July 2004). Just in Time Teaching

Marrs, K.A., and Novak, G. (2004). Just-in-time teaching in biology: creating an active learner classroom using the Internet. Cell Biol. Educ. 3, 49–61.6 Tanner, K, Liesl, S.,

 Think-Pair-Share and Jigsaw Chatman, L.S., and Allen D. E. (2003). Approaches to cell biology teaching: cooperative learning in the science classroom—beyond students working in groups.

Cell Biology Education 2: 1–5.  Inquiry Labs Wood, W.B. (2003). Inquiry-based undergraduate teaching in the life sciences at large research universities: a perspective on the Boyer Commission Report. J.

Cell Biol. Ed. 2, 112–116. http://www.cellbioed.org/articles/vol2no2/article.cfm?articleID=57 (accessed 28 July 2004). Case StudiesHerreid, C.F. (1994). Case studies in science: a novel method for science education. J. Coll. Sci. Teach. 23(4), 221–229. Also available online at http://ublib

.buffalo.edu/libraries/projects/cases/teaching/novel.html (accessed 28 July 2004). Problem Based Learning Allen, D.E. (1996). Bringing problem-based learning to the introductory biology classroom. In: Student-Active Science: Models of Innovation in College Science

Teaching, ed. A.P. McNeal and C. D'Avanzo. Philadelphia: Saunders College Publishing, 259–278.•  

Technology Resources:

Course Management System

WebCT Campus Edition http://www.webct.com/

Clickers

Infrared Personal Response System. Turning Technologies http://www.turningtechnologies.com/

 

Microscope and cameraOlympus CX41

Digital CameraPixie Link High Resolution Digital Firewire Camera

Sumsung SS-5500DX Video Presenter

 

Software

SCION Visi Capture

Thumbs Up Digital Image Management System

WebPage composer: Netscape 6.2 or 7.1