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Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
Jane Hindman & Melody Kilcrease University Seminar
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Jane Hindman & Melody Kilcrease University Seminar

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Redesigning University Seminar: Webquests for 1st year students

Redesigning University Seminar: Webquests for 1st year students

Published in: Economy & Finance, Education
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  • 1. Assessing the pICT project: Technological Innovations in the Redesigned Curriculum for University Seminar Jane E. Hindman January 10, 2006
  • 2. Assessment Methods of learning gains resulting from new curriculum and webquests <ul><li>SALG instrument – student attitudes </li></ul><ul><li>Instructor Feedback – faculty attitudes </li></ul><ul><li>Rubrics – student performance </li></ul><ul><li>Multi media Presentations– student performance </li></ul>
  • 3. Benefits of chosen assessment methods <ul><li>Webquest Rubric </li></ul><ul><ul><li>ease of use for instructor (embedded) </li></ul></ul><ul><ul><li>unified criteria across sections of course (webquest creator determines skills to be evaluated) </li></ul></ul><ul><ul><li>clear presentation of instructors’ criteria and expectations for evaluation of student performace </li></ul></ul><ul><li>SALG instrument </li></ul><ul><ul><li>measures crucial aspect to course success, i.e. student attitude (since course is elective) </li></ul></ul><ul><ul><li>similar to primary method of course evaluation in other courses </li></ul></ul><ul><ul><li>tool itself easily collects &amp; compiles data </li></ul></ul><ul><ul><li>easily revised to reflect contextual changes from semester to semester </li></ul></ul>
  • 4. Benefits of chosen methods (cont) <ul><li>Instructor Feedback </li></ul><ul><ul><li>number of instructors very small so extensive feedback possible </li></ul></ul><ul><ul><li>emphasizes crucial feature of course success (all faculty are volunteers) </li></ul></ul><ul><ul><li>informal and frequent responses allows </li></ul></ul><ul><ul><ul><li>“ venting” </li></ul></ul></ul><ul><ul><ul><li>timely troubleshooting </li></ul></ul></ul><ul><ul><ul><li>coordination of efforts among faculty </li></ul></ul></ul><ul><li>Multi media Presentations </li></ul><ul><ul><li>Provides tangible evidence of learning gains available to multiple audiences at variety of times </li></ul></ul><ul><ul><li>Facilitates more sophisticated and intricate student interaction with research materials </li></ul></ul><ul><ul><li>Facilitates student “buy-in” to research process vis a vis their pride in creation and immediate feedback via audience’s reactions </li></ul></ul>
  • 5. Positive aspects of curricular innovations <ul><li>Students really like working together to collaborate on projects and evaluate each others’ work </li></ul><ul><li>50% of students who did so thought the opportunity to present a research project gave “very much help” to their learning </li></ul><ul><li>Majority of students perceive that class helped them understand how to [i.e. reach these learning goals]: </li></ul><ul><ul><ul><li>evaluate bias of research sources </li></ul></ul></ul><ul><ul><ul><li>use technology to conduct research </li></ul></ul></ul><ul><ul><ul><li>use same research materials in various contexts </li></ul></ul></ul><ul><ul><ul><li>Collaborate w/ classmates </li></ul></ul></ul><ul><ul><ul><li>Read and understand how to use complex texts </li></ul></ul></ul><ul><ul><ul><li>Participate in academic community </li></ul></ul></ul>
  • 6. Negative aspects of curricular innovations <ul><li>Webquests more time-consuming than expected for in-class completion </li></ul><ul><li>Group work less easily coordinated than expected </li></ul><ul><li>Technological SNAFUs!!! (links not aligned properly) </li></ul><ul><li>Integrating webquests with summer reading book necessitates new quests annually </li></ul><ul><li>Students rebel against inequity of rigorous academic content for pilot compared to less rigor in standard sections or course </li></ul><ul><li>Little to no coordination/linkage of seminar w/ study skills course </li></ul><ul><li>One unity not nearly enough for academically focused seminar course </li></ul>
  • 7. Implementation Problems <ul><li>Tragic illnesses resulted in little to no </li></ul><ul><ul><li>Instructor support </li></ul></ul><ul><ul><li>Coordination of library and instructor efforts </li></ul></ul><ul><ul><li>Coordination of study skills timing and tasks with seminar </li></ul></ul><ul><ul><li>Inconsistency across sections of pilot </li></ul></ul><ul><li>Misalignment of links w/ webquest </li></ul><ul><li>Assigned classrooms not conducive to group work on computer </li></ul>
  • 8. Ad hoc Solutions (a few) <ul><li>Plan B ad infinitum </li></ul><ul><ul><li>Suzanne’s powerpoint and visual literacy workshops </li></ul></ul><ul><ul><li>Two sections of seminar combined and academic curriculum abandoned </li></ul></ul><ul><ul><li>Cathie and Estralia’s commitment and dedication </li></ul></ul><ul><ul><li>Marilyn’s commitment to students’ research skills </li></ul></ul><ul><ul><li>Final presentation on linked course content rather than summer reading book </li></ul></ul>
  • 9. Probable Revisions <ul><li>Create webquests that allow students to explore SDSU rather than summer reading book </li></ul><ul><li>Link final presentations to Integrated Curriculum content course </li></ul><ul><li>Figure out how to separate SALG data by course sections </li></ul><ul><li>Find creative methods for combining study skills and University Seminar to create a 3 unit course </li></ul><ul><li>Create more in-depth “Instructor Guides” for webquest group projects </li></ul><ul><li>Provide students with larger audience for their presentations </li></ul><ul><li>Enhance coordination of Instructor and librarian re: students research projects </li></ul>

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