Mark Laumakis - Psychology


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Large Lecture Halls: Increasing student engagement in and out of class

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Mark Laumakis - Psychology

  1. 1. pICT Innovations for Introduction to Psychology Mark A. Laumakis, Ph.D. Lecturer, Department of Psychology
  2. 2. The Course <ul><li>Two 500-student sections of Introduction to Psychology </li></ul><ul><ul><li>Section 1: MWF 8-8:50 a.m. </li></ul></ul><ul><ul><li>Section 2: TTh 9:30-10:45 a.m. </li></ul></ul><ul><li>Both sections meet in ENS-280 </li></ul><ul><li>Lectures are delivered via PowerPoint </li></ul><ul><li>On-line backbone of course is Blackboard content provided by publisher </li></ul><ul><ul><li>Allyn & Bacon’s MyPsychLab (CourseCompass) </li></ul></ul><ul><ul><li>CourseCompass </li></ul></ul>
  3. 3. The Problem & The Goal <ul><li>The problem : student passivity in a large lecture course </li></ul><ul><li>The goal : active learning by students, both during lecture and outside of class </li></ul>
  4. 4. Tools to Increase Active Learning <ul><li>During lecture </li></ul><ul><ul><li>Audience response system in ENS-280 </li></ul></ul><ul><ul><li>Answer “Concept Check” questions embedded in PowerPoint lectures </li></ul></ul>
  5. 5. Example of Concept Check Question
  6. 6. Tools to Increase Active Learning <ul><li>Outside of class </li></ul><ul><ul><li>Blackboard Discussion Board tool </li></ul></ul><ul><ul><li>Answer posted questions in asynchronous threaded discussions </li></ul></ul>
  7. 7. Example of Discussion Board Question <ul><li>Share some appropriate examples of classical conditioning and operant conditioning from your own experiences. </li></ul><ul><li>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? </li></ul><ul><li>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? </li></ul>
  8. 8. Targeted Learning Gains <ul><li>Active learning in general </li></ul><ul><li>Grasp of central concepts in Psychology </li></ul><ul><li>Recognize and/or construct examples of applications of these concepts in their own lives </li></ul><ul><li>Critical thinking skills </li></ul><ul><ul><li>Especially regarding research methods in Psychology </li></ul></ul>
  9. 9. Assessment of Gains <ul><li>Student Assessment of Learning Gains (SALG) </li></ul><ul><ul><li>SALG </li></ul></ul><ul><li>Students rate items on 1-5 scale </li></ul><ul><ul><li>1: no help </li></ul></ul><ul><ul><li>2: a little help </li></ul></ul><ul><ul><li>3: moderate help </li></ul></ul><ul><ul><li>4: much help </li></ul></ul><ul><ul><li>5: very much help </li></ul></ul>
  10. 10. 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
  11. 11. 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
  12. 12. Future Plans <ul><li>Expand number and quality of Concept Check questions </li></ul><ul><li>Reduce number and improve quality of Discussion Board questions </li></ul><ul><li>Discuss explicitly the role of Concept Check questions and Discussion Board questions in enhancing student learning in these courses </li></ul>