20240429 Calibre April 2024 Investor Presentation.pdf
2008 Cdi Presentation Laumakis
1. 1
Are We There Yet?
My Teaching and Learning Journey
Mark A. Laumakis, Ph.D.
Lecturer, Department of Psychology
Faculty in Residence, Instructional Technology Services
laumakis@sciences.sdsu.edu
3. 3
Themes in My Story
1. A journey from teaching to learning
2. Measure, measure, measure
3. Strive for continuous improvement
4. Leverage what’s available
5. Enjoy the journey
4. 4
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
5. 5
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
6. 6
May 2005: First pICT Fellowship
• Goal: increase active learning
• Tools to achieve this goal
– In class: clickers
– Outside of class: Discussion Board
12. 12
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
13. 13
Theme 2: Measure, measure, measure
• What did the data show?
Question MWF
Section
TTH
Section
ConceptCheck Questions 4.1 4.1
Discussion Boards 2.9 3.1
15. 15
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%
16. 16
Theme 2: Measure, measure, measure
• Assessment, measurement, and evaluation
efforts have flourished over time
• SDSU Evaluation Toolkit now includes:
1. Week 7 “How’s It Going?” Online Survey
2. In-class Observations
3. IDEA Diagnostic Survey
4. Student Focus Groups
5. Departmental Course Evaluations
6. Course Grades
18. 18
Good, Here They Are…
• First, IDEA Diagnostic Survey data:
Fall 2006
Blended
Fall 2006
Traditional
Spring
2007
Blended
Spring
2007
Traditional
Progress on
objectives
70 73 77 77
Excellent
teacher
65 68 69 68
Excellent
course
62 72 73 71
Note: Top 10% = 63 or more
19. 19
Evaluation Findings:
Course Grades (Fall 2006)
Fall 2006 Grade Distribution
43
8.1
13.5
14.7
35.3
7.9
7.5
33.4
32.9
3.7
0 10 20 30 40 50
F
D
C
B
A
Grade
%in Category
Fall 2006 Blended
Fall 2006 Traditional
20. 20
Evaluation Findings:
Course Grades (Spring 2007)
10.8
13.7
31.7
34.6
9.3
13.6
14.8
28.4
33.6
9.6
0 10 20 30 40
F
D
C
B
A
Grade
%in Category
Spring 2007 Blended
Spring 2007 Traditional
21. 21
Evaluation Findings: Course Grades
(Fall 2007)
Fall 2007 Course Grades
12.8
15
34.6
35.8
3.9
15
12.1
33.1
31
8.9
0 10 20 30 40
F
D
C
B
A
Grade
%in Category
Blended
Traditional
22. 22
Evaluation Findings: Course Grades
(Spring 2008)
Spring 2008 Course Grades
14%
13%
29%
32%
13%
16%
28%
13%
30%
14%
0% 10% 20% 30% 40%
F
D
C
B
A
Grade
%in Category
Blended
Traditional
23. 23
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
24. 24
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
25. 25
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
26. 26
The End…
• Thanks for your time and attention!
• Here’s my contact information:
Mark A. Laumakis, Ph.D.
laumakis@sciences.sdsu.edu
619-594-1933
Editor's Notes
Why I like this picture
There’s beauty on this road
There is mystery on this road
There is potential danger on this road
I teach two 500-student sections of Intro Psych
One in a traditional face-to-face format
One in a blended learning format (45% online)
I use clickers in the face-to-face classes
I use the Wimba Live Classroom to run synchronous online sessions
My students take weekly online quizzes on the textbook publisher-provided web site
All of these things that I do now developed over time, so let’s look at the story of how I arrived here…
We’ll use the Lost theme music to set the tone and cue the backstory…
With apologies to my English teachers, I will tell you the themes BEFORE I tell you the story
These themes will frame my story
First one: a journey from teaching to learning
Robert Barr and John Tagg, in 1995, noted a paradigm shift in higher education
From “a college is an institution that exists to provide instruction” to “a college is an institution that exists to produce learning”
This shift, as they said, changes EVERYTHING
This shift, in many ways, summarizes my story
May 2005 – first pICT fellowship participation
Little did I know that pICT, Cathie, Suzanne, James, Jim, and Brock would take over my life…
These pictures help me to remember what was going on in May 2005
Passivity: operational definition = head bobbing as new bullet points are pushed out
Goal focused on increasing active learning and student engagement
I just used clickers to find out more about my audience, right?
Now I know who I’m talking to
Go through each of these
This emphasis on measurement dovetailed nicely with my training as a scientific clinical psychologist
Show me the numbers!
Students rate course design elements on 1-5 scale
1 = no help
5 = very much help
I continue to use the SALG every semester
So, what did I do?
I expanded the number and quality of clicker ConceptCheck questions
I tried to reduce the number and increase the quality of the Discussion Board questions
Over time, continuous data collection over the next two semesters indicated that the Discussion Boards were NOT effective for STUDENT LEARNING
Remember, our focus is on LEARNING, not so much TEACHING
Consequently, I dumped the Discussion Boards and employed other strategies, including weekly online quizzes
Again, with the initial focus of Discussion Boards being on increased active learning OUTSIDE of class
For Fall 2007, online quiz SALG ratings were 3.9
Use clickers to get evaluation data about the clickers (Jim’s baby)
Spring 2008
Multimethod approach in Evaluation Toolkit
Thanks to Marcie Bober, Chair of the Ed Tech Department
I’ll focus on #3 and #6, but I’d be happy to talk more about any of them if you have questions
Compared to classes in Psychology in the IDEA national database
Scores:
Top 10% = 63 or more
Next 20% = 56-62
Middle 40% = 45-55
Next 20% = 38-44
Lowest 10% = 37 or less
Not to toot my own horn, but these are clearly outstanding results
In Fall 2006, students in traditional section significantly outperformed students in the blended section
50 SAT difference in favor of the traditional section (nonequivalent groups)
Always keep this in mind when comparing one section to another section (because we almost never do true random assignment of students to our courses)
Grades = 700 points
4 tests = 120 points each (480 points)
12 online quizzes (homework) = 120 points
Clicker points (attendance = 40, participation = 60)
Differences were negligible by Spring 2007
Basically indistinguishable at this point
So, you get the idea about measure, measure, measure, right?
Here’s where I start to get preachy...
And you’re thinking, “Start?...”
“iterative process” is the official tatoo of ITS
Data-informed decisions are saleable to important stakeholders (in your department, college, and SDSU more generally)
Hopefully this talk hasn’t made it seem OVERLY long
Baby steps = shaping = rewarding successive approximations
Treat yourself the way Shamu gets treated at Sea World
Go for the low-hanging fruit
Tweaks, fixes, and overhauls
Depending on your discipline, there may be lots already available to you to assist your course redesign efforts
So, don’t reinvent the wheel
Show them PsychSim Neural Communication demo
Mention schizophrenia videos built in to PsychPortal
Also mention Student Video Toolkit and OCD mom
All are geared towards increasing active learning and student engagement
I use these in both the face-to-face and the online setting
Course redesign is a lot like parenting
It’s hard work
It takes time
You won’t enjoy every second of it
It’s incredibly rewarding when you do it right
