This document describes the development and implementation of an online course to enhance teaching practice in undergraduate laboratory classes. The course was designed by the European Chemistry Thematic Network and aimed to improve teaching skills for newly appointed lecturers. It consisted of 6 modules completed over 6 weeks. The course structure and content is described in detail. Evaluation of a pilot course found positive feedback from participants and identified areas for improvement in the next iteration.
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Extending upon the author's previous related research, this presentation: Summarizes relevant current research; describes how application of virtual labs and their affordances can provide differentiated instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students) in STEM subjects; and offers related practice-based recommendations.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
Design & Technology and Computer Science in the CAMAU Project: The Genesis of...David Morrison-Love
Wales in currently undergoing significant and ambitious educational reform on a national scale. This presentation outlines some of the work undertaken by the CAMAU Project which seeks to place learning progression at the heart of the new curriculum for Wales. Here, the focus is on the work done in phase 1 of the project in the curricular areas of Design & Technology and Computing Science.
The CAMAU Project is large-scale, 3-year, collaborative R&D project (£500,000) commission by the Welsh Government and funded by the Welsh Government and University of Wales Trinity Saint David. This work was presented as part of the PATT36 Conference in Malta (June, 2019).
Dr David Morrison-Love, July 2019.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
Presentation for the Bio-Link Summer Fellows Forum June 9, 2016. We present a science education framework that uses the search for novel antibiotics to engage and motivate undergraduates in biological sciences.
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
PHYSICS: Learning outcomes and CompetencesSEENET-MTP
The SEENET-MTP Seminar: Trends in Modern Physics
19–21 August 2011, Niš, Serbia
Talk by Radu Constantinescu (Faculty of Physics, University of Craiova)
Three posters presented at AAAS 2015:
- Genomics Education Partnership general poster (Barral et al)
- GEP student poster (Arko and Chagani, National University)
- Small World Initiative student poster (Yeagley et al, National University)
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Extending upon the author's previous related research, this presentation: Summarizes relevant current research; describes how application of virtual labs and their affordances can provide differentiated instruction and facilitate achievement for special learning populations (e.g., gifted and talented and special education students) in STEM subjects; and offers related practice-based recommendations.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
Design & Technology and Computer Science in the CAMAU Project: The Genesis of...David Morrison-Love
Wales in currently undergoing significant and ambitious educational reform on a national scale. This presentation outlines some of the work undertaken by the CAMAU Project which seeks to place learning progression at the heart of the new curriculum for Wales. Here, the focus is on the work done in phase 1 of the project in the curricular areas of Design & Technology and Computing Science.
The CAMAU Project is large-scale, 3-year, collaborative R&D project (£500,000) commission by the Welsh Government and funded by the Welsh Government and University of Wales Trinity Saint David. This work was presented as part of the PATT36 Conference in Malta (June, 2019).
Dr David Morrison-Love, July 2019.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
Presentation for the Bio-Link Summer Fellows Forum June 9, 2016. We present a science education framework that uses the search for novel antibiotics to engage and motivate undergraduates in biological sciences.
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
PHYSICS: Learning outcomes and CompetencesSEENET-MTP
The SEENET-MTP Seminar: Trends in Modern Physics
19–21 August 2011, Niš, Serbia
Talk by Radu Constantinescu (Faculty of Physics, University of Craiova)
Three posters presented at AAAS 2015:
- Genomics Education Partnership general poster (Barral et al)
- GEP student poster (Arko and Chagani, National University)
- Small World Initiative student poster (Yeagley et al, National University)
Students Effort to Improve Learning Results by Using Quantum Learning Method ...AI Publications
This research aims to determine student learning outcomes by applying Quantum Learning method of prism and pyramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018. This type of research is Class Action Research (CAR). The subjects in this study were eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018 were 28 student. The objective of this research is improving student learning outcomes. Instruments used were: description tests, observation sheets and interviews. Descriptive tests use to find out student learning outcomes, observation sheets use to find out ability of the teacher to apply learning and interviews to find out where the students are wrong. The average initial test score was 35.46 and the classical completeness was 0%. The average value of the first cycle was 59.78. Students who completed were 11 students (39.29%), 17 students (60.71%) were not finished, and the implementation of learning was in a less category (value 2.00). The increase in classical completeness was 39.29% and the average increase was 24.32 from the results of the initial tests. The average value of the second cycle was 76.04 and 25 students (89.29%) from 28 students had achieved mastery learning while the other 3 students (10.71%) had not yet completed, and the learning went well (average 3, 00). Cycle II has achieved classical completeness. Classical completeness has increased by 50% and the average has increased by 16.25 from cycle I. Thus the Quantum Learning method can improve student learning outcomes on the Prism and Piramid by eight grade students of SMP Negeri 2 Sipoholon in academic year 2017/2018.
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
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Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The present study found out the effectiveness of educational blog in learning
mathematics among secondary teacher trainees. The study was conducted to develop
an educational blog for the methods of teaching mathematics and experimenting the
same with a set of trainees studying in the B.Ed., and finding out its effectiveness over
the conventional method of teaching. Two equivalent group experimental-designs are
employed for this study. The investigator has chosen 46 B.Ed. trainees for the study.
According to the scoring of pre-test, 23 students were chosen as control group and 23
students were chosen as experimental group. Finally the investigator concludes that;
(a) There was significant difference between control and experimental group students
in their gain scores. That is the experimental group student is better than control
group students in their gain scores. (b)There was significant difference between
control and experimental group students in their gain scores for attainment of the
knowledge, understanding, and application objectives.
Innovative and Inquiry-based Teaching for Excellenceglhanley
Description of an international collaborative project between the California State University, Long Beach, MERLOT (www.merlot.org), and the Academic Staff College of Lucknow University, India to redesign higher education instruction in India. The project is partially funded by the William and Flora Hewlett Foundation. Inquiry-based learning and the innovative use of Open Educational Resources within the context of defining and assessing student learning outcomes is the focus of the collaborative effort.
Impact of Student Satisfaction on Teaching Practice: A Case Study of Engineer...researchinventy
This article presents the results of a student satisfaction study of an engineering program in relation to the quality of training received. The objective is to evaluate the existing system and propose a qualitative approach directing teaching practices to better meet the expectations of different stakeholders. As an indicator of performance of the process of teaching, descriptive statistical analysis of the level of student satisfaction evaluated using a questionnaire will confirm the usefulness of the proposed conceptual framework to improve the quality of training.
Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves material. The research aims are to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consists of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning is integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientificallybased learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is a quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are; 1) Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2) Physics-based scientific learning modules with material scientific electromagnetic waves can increase students' motivation to gain value 0.4 or in the category "medium".
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Implementation and Evaluation of an Online Course to Enhance Teaching Practice in Laboratory Classes in Higher Education
1. Claire McDonnell,1 Natasa Brouwer, Mauro Mocerino,
Iwona Maciejowska & Gunther Fleerackers,
(1. School of Chemical & Pharmaceutical Sciences,
Dublin Institute of Technology, Ireland)
Biennial Conference on Chemical Education,
31st July 2018
@clairemcdonndit, claire.mcdonnell@dit.ie
Implementation and Evaluation of
an Online Course to Enhance
Teaching Practice in Laboratory
Classes in Higher Education
2. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Outline
• Rationale for online course development (who
and why)
• Course structure and design
• Pilot implementation (November 2017- January
2018)
• Evaluation – engagement, surveys, reflections,
discussions
• Next implementation and changes planned
2
3. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Who designed the course?
European Chemistry Thematic Network (ECTN)
Working Group on
Lecturing Qualifications and Innovative Teaching Methods
ECTN has over 120 member institutions in 30 European countries
http://ectn.eu/
-It previously received European Union grant support (1995 –
2015) for projects (e.g. methods of teaching, chemical legislation,
chemistry in cultural heritage, employment of chemistry
graduates, online learning, chemistry entrepreneurship).
-Included one week summer school for Newly Appointed
University Chemistry Teaching Staff (NAUCTS) in 2005-8
(http://www2.chemia.uj.edu.pl/dydaktyka_a/SummerSchool.pdf )
3
4. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Who designed the course?
European Chemistry Thematic Network (ECTN)
Working Group on Lecturing Qualifications and Innovative
Teaching Methods
Core development team
• Natasa Brouwer (Working Group chair, University of Amsterdam)
• Iwona Maciejowska, (Jagiellonian University in Krakow, Poland),
• Claire McDonnell (Dublin Institute of Technology, Ireland)
• Mauro Mocerino (Curtin University, Perth, Australia)
• Gunther Fleerackers (University College Leuven-Limburg, Belgium)
- With input from Dr Bill Byers also
4
5. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Why design the course?
Laboratory teachers have a
huge impact on students’
growth as chemistry
professionals
(Rice, Thomas and O'Toole, "Tertiary
Science Education in the 21st Century“, 2009)
… therefore it’s important to
ensure teaching & learning in
the lab
is effective
(Dotger, S., 2010. Journal of College Science Teaching,
39(3), 71-76; O'Neal, C., Wright, M., Cook, C.,
Perorazio, T., & Purkiss, J. 2007. Journal of College
Science Teaching, 36(5), 24-29)
5
6. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Why design the course?
Some initial research was undertaken by asking 40 lecturers from
16 institutions in 8 countries;
Students in one institution were then surveyed (150 responses) and
there were three issues they identified in common with lecturers;
- time management
- group work difficulties
- anxiety about common lab activities (e.g. working with a Bunsen
burner, concentrated acids)
(for further details, see Brouwer, N., Fleerackers, G., Majcen, N. H., Maciejowska,
I., McDonnell, C., & Mocerino, M. (2017). VIRT&L-COMM, 10, 10-2016.
http://services.chm.unipg.it/ojs/index.php/virtlcomm/article/view/148 )
6
What are the most important learning
problems experienced by students in lab
classes at your institution?
7. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Aims
Target: Chemistry laboratory classes in higher education
• improve teaching practice of
newly appointed lecturers
• promote active learning methods
and reflection on teaching
• By developing an online course
for teaching staff
• 6 modules
• 6 weeks long,
• 2 hours of work per module
7
8. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Online Course Development Path
• ECTN General Assembly Gdansk 2016: Learning Outcomes framework defined.
2016 -17
• Regular online meetings of the core development team (video conference
every two weeks)
• Establishing theoretical framework and literature background
• Published position paper
(http://services.chm.unipg.it/ojs/index.php/virtlcomm/article/view/148 )
• ECTN General Assembly Malta 2017: design and structure presented
2017 -18
• Regular online meetings of the core development team (every two weeks)
• Selection of MOOC platform: Coursera
• Development of content, learning activities, assignments
• Pilot ran from December 2017 – February 2018:
Small Private Online Course (SPOC)
• Evaluation
8
9. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
SPOC Structure– pilot Dec 2017
Teaching in University Science Laboratories
(Developing Best Practice)
• Module 1: Welcome and Introduction
–Why are labs important?
• Module 2: Learning Theories in Practice
• Module 3: The Good Laboratory Teacher
- Tips and Strategies
• Module 4: Giving Instructions &
Questioning Skills
• Module 5: Assessment and Feedback
• Module 6: Reflection & Course Evaluation
Christmas break of 3 weeks incorporated between modules 2 and 3
9
10. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Example of Content
Module 2: Learning Theories in Practice
Learning Outcomes:
1. Document the key intended learning outcomes for a laboratory
class that you teach
This is addressed in the 1st activity (quiz) & the peer review activity
at the end
2. Describe learning theories that apply to lab work
This is addressed in the 2nd activity (discussion prompt on
threshold concepts) & the 3rd activity (reflective question on
Johnstone’s Triangle) & the peer review activity at the end
3. Give examples of how to integrate theory into lab sessions
This is addressed in the peer review activity at the end
10
11. ECTN Working group Lecturing qualifications and Innovative teaching methods
ECTN General Assembly, Prague, April 20-22 2018
Example of Content
Module 2 Structure:
- Introductory video (2 mins)
- Guidance on writing clear learning outcomes and Quiz on
identifying learning outcomes in the lab (LO 1)
- Reading on threshold concepts and Discussion Prompt about
participant’s own context (LO 2)
- Reading on Johnstone’s Triangle and Reflective Question on
reviewing own institution’s guidelines for a practical to identify
‘macro’, ‘formal’ and ‘submicro’ representations (LO 2)
- Peer Review Assignment (LOs 1, 2 & 3):
Using ideas presented in this module (learning outcomes, levels of chemistry
representations and threshold concepts), propose how you might connect /
link chemistry theory and practice during your chemistry labs by giving a
suitable example. Then comment on examples provided by other
participants. (300 to 700 words)
11
12. ECTN Working group Lecturing qualifications and Innovative teaching methods
ECTN General Assembly, Prague, April 20-22 2018
Example of Content
Peer Review Grading Criteria:
-inclusion of a properly worded learning
outcome
-recognition of a student's problem related
to the gap between theoretical background
and practical work. This should include
reference to a threshold concept and / or
Johnstone's triangle as they apply to the
problem identified.
-an effective proposal on how to
overcome/deal with the issue identified (a
chain of learner activities with teacher
prompts/explanations).
12
13. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Data on Course Participants
– pilot Dec 2017
Teaching in University Science Laboratories
(Developing Best Practice) SPOC
13
• Applicants: 88 (14 countries)
• Started: 77
• Age: 25 – 51, average 34.5 years old
• Female : Male ratio = 70:30
• Teaching areas: Chemistry,
Biochemistry, Biology
• Completed (certificate): 29
of whom;
- 11 participants > 5 years teaching
experience
- 8 participants > 2 < 5 years
- 5 participants < 2 years
Applicants
14. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Evaluation Survey (n = 23)
Q 1: Good structure
Q 2: Clear goals set
Q 3: Reading material useful
Q 4: Got new ideas
Q 5: Relevant assignments
Q 6: Enjoyed attending
Q 7: Recommend to others
14
15. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Teacher’s Beliefs & Intentions
Towards Teaching Survey
• 30 participants completed pre – course and 11 completed post –
course.
• Likert scale, 32 statements focussed on learning facilitation or
knowledge transmission – Norton et al. (2005)
• Descriptive / qualitative analysis of this data undertaken
• Classification of responses as student centred, teacher centred or
student and teacher centred - Rienties et al. (2013)
- Norton, L., Richardson, T. E., Hartley, J., Newstead, S., & Mayes, J. (2005).
Teachers’ beliefs and intentions concerning teaching in higher education. Higher
education, 50(4), 537-571.
- Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online
professional development on higher education teachers' beliefs and intentions
towards learning facilitation and technology. Teaching and teacher education, 29,
122-131.
15
16. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Classification as student centred,
teacher centred or student &
teacher centred approach
16
Rienties et al. study (2013)
(n = 33)
Pre Course (n = 30)
Teacher Centred (24%) Teacher Centred (7%)
Student-Centred (40%) Student-Centred (47%)
Student & Teacher-centred (36%) Student & Teacher-centred (47%)
Post Course (n =11)
Student centred – 6 (55%)
Student & teacher centred – 5 (45%)
One participant changed from student & teacher centred to
student centred; rest remained the same
17. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Pastoral interest was not as
much of a priority initially
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Pre Course Results on Pastoral Interest
Beliefs:
Learning
facilitation:
Pastoral
interest 11,20
Intentions:
Learning
Facilitation
Pastoral
interest 5,13
11. A good teacher / instructor is one who recognises the personal needs of their students.
20. Good teachers / instructors should have a genuine interest in their students' well-being.
5. I try to put into practice my belief that an important part of teaching is keeping in touch with
students' problems.
13. I try to show that I am concerned with my students' well-being.
18. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Post Course – Pre Course Responses
on Pastoral Interest (n = 11)
18
-1.500
-1.000
-0.500
0.000
0.500
1.000
1.500
2.000
2 12 13 17 21 23 24 25 26 27 28
Post Course - Pre Course Survey Results on Pastoral Interest
Beliefs: Learning
facilitation: Pastoral
interest 11,20
Intentions: Learning
Facilitation Pastoral
interest 5,13
19. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Changes for Next Iteration of
Online Course (Nov 2018)
Based on survey responses, reflections and discussions in one
university
• Continuity: No break for Christmas – start earlier
• Order: Switch module 2 (Learning Theories in Practice) and 3 (The Good
Laboratory Teacher - Tips and Strategies)
• Video quality needs to be improved. (€ € €)
• The course takes too much time in places:
• Add summaries of papers - as text or video ( € € €)
• Reduce discussion prompts (max. 2 per module)
• Module 5: add some more examples of rubrics
• Context: Add examples from Physics and Biology for Johnstone’s Triangle
and Threshold Concepts. Bring participants together who have similar
interests to improve peer-review experience (if possible)
19
20. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Useful Aspects of the Course
20
21. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Next Iteration of the Course
• Starts 12th November 2018
• The course is targeted at relatively inexperienced
university teachers who teach on lab courses.
• To apply, please fill in the application form at;
http://ectn.eu/work-groups/lecturing-qualifications-and-
innovative-teaching-methods/online-course-for-lecturers/
• Please spread the word!
• @clairemcdonndit
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22. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Example of Use of SPOC in One University
Jagiellonian University in Krakow, Poland
• 2 ECTS (40 learning hours)
• Nov 27th 2017 – Jan 31st 2018
• Initial and final face to face sessions were added
• 19 participants enrolled: 6 lecturers and 13 PhD
students
• 16 completed (84%)
• Assessment criteria:
5 assignments, peer assessment, posts in 75% of
discussions
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23. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Feedback from Implementation of
SPOC at Jagiellonian University
Evaluation Feedback:
• Majority of topics in the course were new for participants
• Because English was not their first language & they had
usually not encountered the educational/pedagogy related
terms and concepts before, participants needed much more
time than proposed
• The majority of participants still felt the course was valuable
to them however
23
24. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Feedback from Implementation of
SPOC at Jagiellonian University (2)
• Concepts were difficult for participants: threshold concept,
Johnstone triangle, rubrics. Preparation of a small,
dictionary with the most common pedagogical terms was
suggested (many of them don't have direct Polish
translations though)
• More examples based on science/chemistry education
practice would help with understanding pedagogical
concepts
• A Community of Learners was established - every week
some lecturers (from the some departments) discussed in
groups new knowledge, questions and assignments –
sometimes on Skype on Sunday nights and lunch breaks
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25. Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Conclusions
• Positive evaluations from participants
• Valuable feedback on modifications for next iteration
• Some funding would address video quality & increase
video / text ratio
• Pre course survey showed higher proportion using
student centred approach than anticipated
• Pastoral interest responses will be monitored in next
iteration
25