pICT Innovations for Introduction to Psychology Mark A. Laumakis, Ph.D. Lecturer, Department of Psychology

The Course Two 500-student sections of Introduction to Psychology Section 1: MWF 8-8:50 a.m. Section 2: TTh 9:30-10:45 a.m. Both sections meet in ENS-280 Lectures are delivered via PowerPoint On-line backbone of course is Blackboard content provided by publisher Allyn & Bacon’s MyPsychLab (CourseCompass) CourseCompass

Two 500-student sections of Introduction to Psychology

Section 1: MWF 8-8:50 a.m.

Section 2: TTh 9:30-10:45 a.m.

Both sections meet in ENS-280

Lectures are delivered via PowerPoint

On-line backbone of course is Blackboard content provided by publisher

Allyn & Bacon’s MyPsychLab (CourseCompass)

CourseCompass

The Problem & The Goal The problem : student passivity in a large lecture course The goal : active learning by students, both during lecture and outside of class

The problem : student passivity in a large lecture course

The goal : active learning by students, both during lecture and outside of class

Tools to Increase Active Learning During lecture Audience response system in ENS-280 Answer “Concept Check” questions embedded in PowerPoint lectures

During lecture

Audience response system in ENS-280

Answer “Concept Check” questions embedded in PowerPoint lectures

Example of Concept Check Question

Tools to Increase Active Learning Outside of class Blackboard Discussion Board tool Answer posted questions in asynchronous threaded discussions

Outside of class

Blackboard Discussion Board tool

Answer posted questions in asynchronous threaded discussions

Example of Discussion Board Question Share some appropriate examples of classical conditioning and operant conditioning from your own experiences. In the classical conditioning example, identify the US, UR, CS, and CR. What other elements of classical conditioning can you identify – acquisition, extinction, spontaneous recovery, stimulus generalization, stimulus discrimination? In the operant conditioning example, specify whether your example demonstrates positive reinforcement, negative reinforcement, positive punishment, or negative punishment. What schedule of reinforcement was utilized – FR, VR, FI, or VI?

Share some appropriate examples of classical conditioning and operant conditioning from your own experiences.

In the classical conditioning example, identify the US, UR, CS, and CR. What other elements of classical conditioning can you identify – acquisition, extinction, spontaneous recovery, stimulus generalization, stimulus discrimination?

In the operant conditioning example, specify whether your example demonstrates positive reinforcement, negative reinforcement, positive punishment, or negative punishment. What schedule of reinforcement was utilized – FR, VR, FI, or VI?

Targeted Learning Gains Active learning in general Grasp of central concepts in Psychology Recognize and/or construct examples of applications of these concepts in their own lives Critical thinking skills Especially regarding research methods in Psychology

Active learning in general

Grasp of central concepts in Psychology

Recognize and/or construct examples of applications of these concepts in their own lives

Critical thinking skills

Especially regarding research methods in Psychology

Assessment of Gains Student Assessment of Learning Gains (SALG) SALG Students rate items on 1-5 scale 1: no help 2: a little help 3: moderate help 4: much help 5: very much help

Student Assessment of Learning Gains (SALG)

SALG

Students rate items on 1-5 scale

1: no help

2: a little help

3: moderate help

4: much help

5: very much help

SALG Data 4.0 4.0 Relevance to real world 3.9 3.9 Finding applications 3.4 3.3 Critical thinking 3.1 2.9 Discussion Boards 4.1 4.1 Concept Check Questions 4.5 4.4 PowerPoint lectures TTH Section MWF Section Question

SALG Data: Course Content 3.9 3.9 Mental Disorders 3.6 3.6 Operant Conditioning 3.8 3.7 Classical Conditioning 3.6 3.6 Biological Bases 4.0 4.0 Nature vs. Nurture 3.6 3.6 Research Methods TTH Section MWF Section Question

Future Plans Expand number and quality of Concept Check questions Reduce number and improve quality of Discussion Board questions Discuss explicitly the role of Concept Check questions and Discussion Board questions in enhancing student learning in these courses

Expand number and quality of Concept Check questions

Reduce number and improve quality of Discussion Board questions

Discuss explicitly the role of Concept Check questions and Discussion Board questions in enhancing student learning in these courses