Are We There Yet? My Teaching and Learning Journey Mark A. Laumakis, Ph.D. Lecturer, Department of Psychology Faculty in Residence, Instructional Technology Services [email_address]

Our Roadmap Where I am now How I arrived there… Our Theme Music

Where I am now

How I arrived there…

Our Theme Music

Themes in My Story A journey from teaching to learning Measure, measure, measure Strive for continuous improvement Leverage what’s available Enjoy the journey

A journey from teaching to learning

Measure, measure, measure

Strive for continuous improvement

Leverage what’s available

Enjoy the journey

A Journey from Teaching to Learning “ In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction . Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning .” -- Barr and Tagg, 1995

“ In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction . Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning .”

-- Barr and Tagg, 1995

A Journey from Teaching to Learning Flashback to May 2005… pICT fellowship helped me to identify this problem: student passivity in a large lecture course

Flashback to May 2005…

pICT fellowship helped me to identify this problem: student passivity in a large lecture course

May 2005: First pICT Fellowship Goal: increase active learning Tools to achieve this goal In class : clickers Outside of class : Discussion Board

Goal: increase active learning

Tools to achieve this goal

In class : clickers

Outside of class : Discussion Board

CPS – Have you ever heard of clickers?

Clicker Activities Initially… Just ConceptCheck Questions Like this one

Initially…

Just ConceptCheck Questions

Like this one

CPS – Lori gets a backache…

Clicker Activities Eventually expanded from just ConceptCheck questions to include: Attendance Demonstrations Anonymous polling Predicting outcomes Peer instruction (Mazur)

Eventually expanded from just ConceptCheck questions to include:

Attendance

Demonstrations

Anonymous polling

Predicting outcomes

Peer instruction (Mazur)

CPS – Peer Instruction Example

Theme 2: Measure, measure, measure pICT fellowship taught me to assess and measure the effects of my course redesign efforts So, I evaluated those Fall 2005 innovations via the Student Assessment of Learning Gains (SALG) SALG

pICT fellowship taught me to assess and measure the effects of my course redesign efforts

So, I evaluated those Fall 2005 innovations via the Student Assessment of Learning Gains (SALG)

SALG

Theme 2: Measure, measure, measure What did the data show? 3.1 2.9 Discussion Boards 4.1 4.1 ConceptCheck Questions TTH Section MWF Section Question

What did the data show?

CPS – So, what would you do?

Even More Clicker Data – Spring 2008 Question % Agree or Strongly Agree Class clicker usage makes me more likely to attend class. 92% Class clicker usage helps me to feel more involved in class. 84% Class clicker usage makes it more likely for me to respond to a question from the professor. 92% I understand why my professor is using clickers in this course. 94% My professor asks clicker questions which are important to my learning. 92%

Theme 2: Measure, measure, measure Assessment, measurement, and evaluation efforts have flourished over time SDSU Evaluation Toolkit now includes: Week 7 “How’s It Going?” Online Survey In-class Observations IDEA Diagnostic Survey Student Focus Groups Departmental Course Evaluations Course Grades

Assessment, measurement, and evaluation efforts have flourished over time

SDSU Evaluation Toolkit now includes:

Week 7 “How’s It Going?” Online Survey

In-class Observations

IDEA Diagnostic Survey

Student Focus Groups

Departmental Course Evaluations

Course Grades

CPS – Do you want to see some more data?

Good, Here They Are… First, IDEA Diagnostic Survey data: Note: Top 10% = 63 or more 62 65 70 Fall 2006 Blended 72 68 73 Fall 2006 Traditional 71 73 Excellent course 68 69 Excellent teacher 77 77 Progress on objectives Spring 2007 Traditional Spring 2007 Blended

First, IDEA Diagnostic Survey data:

Evaluation Findings: Course Grades (Fall 2006)

Evaluation Findings: Course Grades (Spring 2007)

Evaluation Findings: Course Grades (Fall 2007)

Evaluation Findings: Course Grades (Spring 2008)

Theme 3: Strive for Continuous Improvement Course redesign is an iterative process Measurement permits you to make data-informed decisions about your course As my teaching and learning journey suggests, the road is a long one, so… Start with baby steps Dream big, but start small Course redesign is a gradual process, not a quick fix

Course redesign is an iterative process

Measurement permits you to make data-informed decisions about your course

As my teaching and learning journey suggests, the road is a long one, so…

Start with baby steps

Dream big, but start small

Course redesign is a gradual process, not a quick fix

Theme 4: Leverage What’s Available There may already be lots of material available to facilitate your course redesign efforts Web-based materials Anterograde Amnesia Utah Mouse Party Publisher-developed materials Worth Publisher’s PsychPortal I use these extensively because they help me reach my goals Increase active learning and student engagement

There may already be lots of material available to facilitate your course redesign efforts

Web-based materials

Anterograde Amnesia

Utah Mouse Party

Publisher-developed materials

Worth Publisher’s PsychPortal

I use these extensively because they help me reach my goals

Increase active learning and student engagement

Theme 5: Enjoy the Journey Course redesign is a lot like parenting It’s hard work It’s tiring It takes a lot of time AND… It’s incredibly rewarding when you do it right

Course redesign is a lot like parenting

It’s hard work

It’s tiring

It takes a lot of time AND…

It’s incredibly rewarding when you do it right

The End… Thanks for your time and attention! Here’s my contact information: Mark A. Laumakis, Ph.D. [email_address] 619-594-1933

Thanks for your time and attention!

Here’s my contact information:

Mark A. Laumakis, Ph.D.

[email_address]

619-594-1933