Fall CUE 2013 presentation


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • USE about “proving it! Involuntary curiosity
  • 1st two years actively discourage students from pursuing STEM degrees http://www.tvworldwide.com/events/pcast/120207/globe_show/default_go_archive.cfm?gsid=1966&type=flv&test=0&live=0
  • http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1201698/table/i1536-7509-4-3-189-t01_1/
  • https://sites.google.com/site/fallcuebarral/formative-assessments/formative-assessment-my-topic
  • Fall CUE 2013 presentation

    1. 1. NON-MAJORS ONLINE BIOLOGY: how to make it work? (applicable for any online science class) Fall CUE 2013 #fallcue Ana Maria Barral & Denise Tolbert National University Costa Mesa, CA
    2. 2. Sounds familiar? You haven't faced students like mine. They have already lost the spark of curiosity, if they ever had it. They have already decided that biology is uninteresting and irrelevant. They have already learned that it is too hard for them to master. They would not even be here unless they had to meet their Gen Ed requirements.” We want students to LOVE biology! Spark curiosity, track curiosity, and quench curiosity (Ramsey Musallam)
    3. 3. Report: Engage to Excel • By 2018, STEM jobs = 5.3% of U.S. jobs • Increase = 1 million jobs • 92% will require college education/training • Retaining more STEM majors is the lowest-cost, fastest policy option to meet the labor force needs Most students abandon STEM during the first 2 years of undergraduate studies. We NEED to engage them!
    4. 4. Vision and Change  After extensive conversations with faculty, administrators, students and policymakers, the AAAS and the NSF released in 2011 the Vision and Change Report for a 21st century view of biology education.  http://visionandchange.org/files/2011/03/Revised-Visionand-Change-Final-Report.pdf  Core concepts and competencies were recommended.  Later, detailed rubrics for the adoption of the recommendations were developed.
    5. 5. “Effective power in action is the true end of education, rather than the storing up of information.” Charles Eliot, president of Harvard, 1898
    6. 6. What is National University?  Second-largest private, nonprofit institution of higher education in California. Founded in 1971.  Includes: Schools of Business and Management; Education; Engineering, Technology and Media; Health and Human Services; and Professional Studies; and the College of Letters and Sciences.  Undergraduate and graduate programs.  Mainly non-traditional students, minorities, veterans, adult learners.  Strong online presence.  In each of the past 13 years, National University has prepared more credentialed teachers than any other single institution of higher education in the state, according to the Commission on Teaching Credentialing.
    7. 7. NU Bio100 Survey to Biosciences course  Part of the GE curriculum  Very high enrollment, mostly online  4 week curriculum  Open enrollment: variable level of previous science education Sum of Total Enrolled Instruction Mode Row Labels Onsite Online Grand Total FY09 130 560 690 FY10 207 514 721 FY11 198 567 765 FY12 280 688 968 FY13 322 714 1036 1137 3043 4180 Grand Total
    8. 8. Course LMS: eCollege
    9. 9. Problems  Course developed more than 5 years ago, no major revisions  Students:     high workload, especially in written assignments lack of recorded lectures difficulty finding answers to questions textbook cost high  Instructors:  materials plagiarized  difficulty to customize course  textbook did not offer online/electronic supplements
    10. 10. Assignments could be found on the internet
    11. 11. Revamping the course  New textbook:  Good quality  Fresh, easy to read  Extensive companion material, including animations, videos, case studies, recommended readings (updated)  Extensive assessment testbank, with a variety of question types/choices, customizable.  Dashboard for evaluation of student performance  Instructional design based on educational research & learning theories  New course shell  Assignments & assessments
    12. 12. Supporting learning theories  Cognitivism “knowledge acquisition =mental activity that entails internal coding and structuring by the learner. Emphasis is on the building blocks of knowledge (e.g. identifying prerequisite relationships of content) (Instructional Design Knowledge Base, 2013).  Constructivist theory => people construct their own understanding and knowledge of the world through experiencing the world and reflecting on those experiences” (Harasim, 2012, p. 60).
    13. 13. Principles of human learning, and implications for non-majors biology courses
    14. 14. Assessments: interactive lessons and game-like quizzes  Formative  Scaffolded  Include multimedia and quizzes with feedback  LearningCurve (game-like quizzes)  PrepU mastery-level quizzes  Interactive study guides  Not graded  Allow instructors to identify weaknesses & misconceptions in the class and individuals
    15. 15. LearningCurve
    16. 16. Quick overview of class performance, strength & weaknesses
    17. 17. PrepU: robust dashboard
    18. 18. PrepU: allows comparison with classes nationwide
    19. 19. Interactive study guides  Developed with Softchalk  Contain quizzes, activities (drag/drop, ordering, labeling), videos, etc.
    20. 20. Assessment: “My topic”  Authentic learning  Based on Keller’s ARCS Model of Motivation: students choose their own topic  Formative, plenty of feedback (peers & instructor)  Students analyze the topic from levels of increasing complexity  Require higher Bloom’s skills  Final presentation: poster Collaboration, communication, cooperation, creativity!
    21. 21. Real life student-instructor conversation Good day, Professor. I am having a little bit of trouble choosing a topic for this class. I like to hunt deer, and I was wondering if would be a good topic if I discussed about how the formation of deer antlers are determined and how to identify a deer's age or class by the size and shape of antlers. Hi J, wow those are all good topics! I really like the deer antler one, as on week 2 you could concentrate on the materials that make up the antlers (proteins probably with some kind of hardening component), then the week after you could look into the hormones or other factors involved, and at the end you could wrap it up nicely with animal behavior (the whole sexual selection thing).
    22. 22. Other course elements  Summative assessments: exams  Mainly multiple choice questions, but planning to add short answer/short essay in the future.  Practice quizzes provided in advance  Recorded lectures (audio)  Live chats via Elluminate  2x week  Material to review based on LearningCurve report & student feedback  Weekly surveys via Google forms
    23. 23. Preliminary results  Positive feedback about book and practice quizzes I would have to say that the most interesting thing about this course is the Discussion Board because I think it's great that we can interact with and learn from each other. I found that looking for a topic to discuss for the weeks to come was very interesting. I have never tried to break down a topic like that.
    24. 24. Still lots to do…  We need data to compare student satisfaction and learning  Optimize course design so the basics are the same for all courses but allowing academic freedom for individual instructors  Adapt the approach to onsite classes
    25. 25. Thank you! abarral@nu.edu also @Bio_prof dtolbert@nu.edu 3390 Harbor Boulevard, Costa Mesa CA 92626