Pharmacy and Pharmaceutical Sciences

Ensuring students' engagement
in pre-class activity when
moving to blending learning...
Unit CONTEXT: Semester “authentic”
meta-problem:
 Therapeutic Goods Administration (TGA) requires our company
(UniPharm) ...
We expect the 7 compounds to be
separated in 7 peaks
1
300

2

3 4

6= Ibuprofen

5

7

mAU
Ch1-254nm,4nm (1.00)
Ch2-220nm...
But in the first analysis we obtain this…
2
1

3

Only 3 peaks
so the 7 compounds
actually overlap

How can we separate th...
Semester Sequence

Week
1
Week
2

Initial material
delivered by
TGA

Material week
2 delivered by
TGA

Application of
expe...
What could allow a
better separation?
What information is needed?

Week
x
Create
corresponding
rules
Hypotheses
validation...
Week
x

100% attendance
Learning
objectives
(class)
Minilecture

simplifies
Accountability

Hypotheses
validation
(class)
...
Team Based Learning
Team problem

MCQs

Michaelsen- 70’s

Collaborative Learning

2 recall

3 applied

questions

question...
These MCQs are actually not called MCQs
but:

R eadiness
Assurance

Test
quiz
The sequence:
1
MCQ No feedback
Directions for pre-class
The sequence:
In class
1

2
Same MCQ
Immediate
feedback

Collaborative
learning

Negotiation
Decision-making
The sequence:
1

2

Challenge of the questions
Challenge of the answers
3
Evidence based
Sound arguments
Defend

Misconcep...
The sequence:
1

2

3

4
Final consolidation
Application of new
knowledge

Learning
objectives
Minilecture

Rules
establishment

Pre-class
activity
Peer
assessed

Expe...
Students feedback along the way…
 How did this process help me learn?
– Mini lecture: “A mini lecture to explain weekly S...
Students feedback along the way…
– Process: “It actually made me study on a weekly basis.
Though it is very time consuming...
Students feedback along the way…
– “When I doing the SDL by myself, (…)there are some
sections I don't understand. I get i...
In Conclusion:
Individual
work

X

Small group
discussion

X

Total class
discussion

Impact on

=

LEARNING

Adapted from...
In Conclusion:
 I tested TBL in a class of 25 students because
next year this unit becomes a core unit for 100
students
...
Your turn…
 The TBL sequence can be implemented only once
or twice in an otherwise “normal unit” to try it (not
necessari...
 Thank you for your attention
QUESTIONS?
Assessment scheme
Assignment task 1

Assignment task 2

Assignment task 3

KNOWLEDGE CONSTRUCTION

PRACTICAL ACTIVITIES

F...
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Learning Lunch Box Oct 2013 - Laurence Orlando presentation

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  • If you have moved to some blended learning activities I had that dream too…so, what strategy can we put in place to encourage students to do it?
  • The teaching approach of the unit is based on a semester meta problem: TGA requires ….We prepare a sample containing the 7 compounds and The only way of we inject it in the analytical equipment that students are learning about during the semesterWe need to see the 7 separated p[eaks that proves to TGA that there was contaminantys
  • Rather than 7 s[aced [eaks 3 overlapping peaks
  • In week 1, “TGA” provides initial material that enables students to apply a specific associated strategy that will lead to a partialsolution to the problem. in week 2, material pf week 2 is delivered and strategy 2 is applied . Etc until last week of the programme where we reach a complete separation. This process is the actual strategy used in industry to develop a HPLC method so that students are job-ready in HPLCThis programme is conducted in teams all along the semester
  • How are the weeksorganised?What if this step is not done? It ruins the whole processWhat can we do to encourage students to do it?SDL is the preclass activity
  • Aminilectureis given to introduce the main concepts that they will encounter during their self directed learning. 100% attendance the more they engage with material and the questions, the easier the subsequent SDL will beThen students have to summariseand post their SDL on “workshops” on Moodle to be peer assessed. students are therefore accountable as they know that if they don’t do their SDL properly, they will let the rest of the group down so the there is a very important shift here where students start to work for themselves and their teams instead of for the teacher
  • I Came across TBL only this year with the GCAP module on team work Catherine Barratt recommended me to read michaelsen books and this was a revelation you need a Team problem which engages collaborative learning procesesYou need MCQs this is the core of the strategy
  • Stduents have access to the home RAT while they are completing their SDL to test their understanding of the topic and get directions for the SDL but they don’t get any feedback or correct response
  • When they have to decide which response is right or notI will leave the videos for now we will see if we have time
  • If the group of student don’t agree with the right responsesThey have the Opportunity to challenge the questions if they interpret the sentences in a different way, if they think it could be written differently etc.
  • Same RAT but in a very short time, a random order of questions and responses which forces them to think about the questions once again.
  • And then we can continue to apply the new knowledge in [practical experiments and we establish the rules that governthe strategy of the weekCATME is here to allow for the peer assessemnt of the teamwork and is backed up by the SDL being posted in case of conflict.
  • Learning Lunch Box Oct 2013 - Laurence Orlando presentation

    1. 1. Pharmacy and Pharmaceutical Sciences Ensuring students' engagement in pre-class activity when moving to blending learning . …you probably had this dream: all students had done their pre-class activity and it all ran smoothly and efficiently…
    2. 2. Unit CONTEXT: Semester “authentic” meta-problem:  Therapeutic Goods Administration (TGA) requires our company (UniPharm) to develop an analytical method (HPLC) to confirm that a batch of ibuprofen tablets has been contaminated by 6 other products due to inadequate production practice. 6 Shimadzu image
    3. 3. We expect the 7 compounds to be separated in 7 peaks 1 300 2 3 4 6= Ibuprofen 5 7 mAU Ch1-254nm,4nm (1.00) Ch2-220nm,4nm (1.00) 275 250 225 200 175 150 125 100 75 50 25 0 -25 -50 -75 -100 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 min
    4. 4. But in the first analysis we obtain this… 2 1 3 Only 3 peaks so the 7 compounds actually overlap How can we separate those overlapping peaks ?
    5. 5. Semester Sequence Week 1 Week 2 Initial material delivered by TGA Material week 2 delivered by TGA Application of experimental strategy 1 Partial separation Application of strategy 2 Etc M e th o d d e v el o p m e nt Better but still partial 300 mAU Ch1-254nm,4nm (1.00) Ch2-220nm,4nm (1.00) 275 250 225 200 Last week 175 150 Final Material Complete separation 125 100 75 50 25 0 -25 -50 TEAM WORK -75 -100 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 min
    6. 6. What could allow a better separation? What information is needed? Week x Create corresponding rules Hypotheses validation (class) Learning objectives (class) Generate Collect Analyse data Experiments (group) Find information Online interactive resource Self-Directed Learning= pre-class activity (individual) Info processed >Hypotheses (group) Plan of action (class) Create Experimental Protocol to study the parameters What will happen if we change this parameter?
    7. 7. Week x 100% attendance Learning objectives (class) Minilecture simplifies Accountability Hypotheses validation (class) Pre-class activity (indiv) peer assessed Experiments (group) Hypotheses (group) Plan of action/ Protocol (class)
    8. 8. Team Based Learning Team problem MCQs Michaelsen- 70’s Collaborative Learning 2 recall 3 applied questions questions Multiple right answers Open book
    9. 9. These MCQs are actually not called MCQs but: R eadiness Assurance Test quiz
    10. 10. The sequence: 1 MCQ No feedback Directions for pre-class
    11. 11. The sequence: In class 1 2 Same MCQ Immediate feedback Collaborative learning Negotiation Decision-making
    12. 12. The sequence: 1 2 Challenge of the questions Challenge of the answers 3 Evidence based Sound arguments Defend Misconceptions
    13. 13. The sequence: 1 2 3 4 Final consolidation
    14. 14. Application of new knowledge Learning objectives Minilecture Rules establishment Pre-class activity Peer assessed Experiments Hypotheses Plan of action
    15. 15. Students feedback along the way…  How did this process help me learn? – Mini lecture: “A mini lecture to explain weekly SDL is incredibly useful. It outlines the key aspects of focus and introduces the key concepts (with the ability to ask questions) allowing for a starting point in learning and accepting any new information discovered during the SDL.” – Peer assessment : “Also going through my peers SDL has been helpful although it takes a lot of time to go through each one thoroughly”
    16. 16. Students feedback along the way… – Process: “It actually made me study on a weekly basis. Though it is very time consuming, the hours that we spend on studying on a weekly basis would pretty much be the same as when studying towards the end of the semester” – “SDL forces us to learn on our own. Any lesson learned on your own is better retained than anything that you are told directly”, – Process: “I must admit that being in charge of my own learning probably helped more than having to sit through lectures”
    17. 17. Students feedback along the way… – “When I doing the SDL by myself, (…)there are some sections I don't understand. I get involve and understand more after finish RATs sections.” – “It is important to be able to apply what you learn to actual questions.” – “I like doing the TEAMRAT because my group is very good at helping me understand concepts” – “Repetition reinforces the concepts covered.” – “This approach is time consuming but efficient.”
    18. 18. In Conclusion: Individual work X Small group discussion X Total class discussion Impact on = LEARNING Adapted from Michaelsen  100% attendance throughout the semester  Students understand the course content  Students apply the course content to problem solving  Students develop teamwork skills  STUDENT CENTERED
    19. 19. In Conclusion:  I tested TBL in a class of 25 students because next year this unit becomes a core unit for 100 students  This strategy is designed for large classes and will reduce the problems of anonymity and passivity in large classes and will allow the principles of collaborative learning to occur even in large classes
    20. 20. Your turn…  The TBL sequence can be implemented only once or twice in an otherwise “normal unit” to try it (not necessarily as a structure for the whole semester)  Applicable in engineering, sciences, but also in humanities, social sciences, arts where group discussion is important as Michaelsen has shown in his research  … and the last conclusion: I am actually going to use these slides as the introductory lecture next year!
    21. 21.  Thank you for your attention
    22. 22. QUESTIONS?
    23. 23. Assessment scheme Assignment task 1 Assignment task 2 Assignment task 3 KNOWLEDGE CONSTRUCTION PRACTICAL ACTIVITIES FINAL ASSESSMENT individual (Moodle) 10 team 30 SDL wk2 1 tRAT/appeal wk2 (Moodle) 1 iRAT wk2 1 weekly reports wk 2 development (Moodle) 2 SDL wk3 1 tRAT/appeal wk 3 (Moodle) 1 iRAT wk3 1 weekly reports wk 3 development (Moodle) 2 SDL wk4 1 tRAT/appeal wk 4 (Moodle) 1 iRAT wk4 1 weekly reports Wk4 development (Moodle) 2 SDL wk10 1 tRAT/appeal wk 10 (Moodle) 1 iRAT wk10 1 weekly reportswk wk 10 (Moodle) validation 2 SDL wk11 1 tRAT/appeal wk 11 (Moodle) 1 iRAT wk11 1 weekly reportswk 11 (Moodle) validation SOP HPLC including pump maintenance (Google Drive)WK12 individual (Moodle) 60 plan of action (Moodle) 2 5 SOP software basic use (Google Drive)-WK12 5 method (Google Drive)-WK12 3 chromatograms (Moodle Database)WK12 2 Not marked but weekly hurdles (Moodle) Learning objectives (Moodle) individual reflections (Moodle) teambuilding activities (Moodle) METHOD DEVELOPMENT STRATEGY FLOW CHART SDL BOOKLET OF KNOWLEDGE USABLE IN YOUR FUTURE EMPLOYMENT CONCEPT MAP OF INFLUENCE OF PARAMETERS ON RESPONSES 25 25 10

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