Reflection 4: Formative evaluation... refining a blueprint for the proposed learning activity

It is the final week of the CHECET course and the rush to put the final touches on the presentation of my prototype has begun.  Since deciding on this tool I have been fortunate enough to attend and partake in a number of presentations, workshops or talks on this subject. The speakers and facilitators I had the pleasure of listening to were all incredibly enthusiastic and strong advocates of this pedagogical approach. An important point that was continuously highlighted was the supportive but not central role that the technology plays. Ultimately, the success of the technology is grounded in the pedagogy that is chosen.  

The formative evaluation provided by the facilitators of the course and my colleagues has provided me with a plethora of ideas for implementing the tool and also for improvements that could be made to the materials used to teach the course. Based on the feedback received I focused more on the pedagogical underpinnings of my approach and consulted various articles and resources in order to better understand and formulate the approach I would take. I also attended a workshop on the latest version of the university’s LMS , Blackboard (Webstudies), in order to familiarise myself with the tools available that will provide further (external) support to all elements of my envisioned approach.

A blueprint of the envisioned approach

The first step in deciding on an appropriate tool involved a critical analysis of the course evaluations from the previous year that were completed by the students. Feedback was obtained from 31 students. The evaluation provided some valuable insight into how the students felt about the course. Even though most of the areas of evaluation were relatively high (4.0 +) those that fell below this score were considered areas for improvement. This included:

·         Assessment

·         Feedback

·         Guidelines for tasks

·         Generic value

The area of most concern is the general value students derive from the course as this is a rating of the extent to which the module enabled them to develop skills in critical thinking, analysis and problem solving, communication, etc. I also had a look at the comments the students had about the course and suggestions for improvement. The evaluation highlighted the need for a new approach that included engagement with the material, feedback on the amount of learning taking place and opportunities to practice test and exam type questions. Based on the identified student and lecturer needs I decided to make use of mobile clickers in conjunction with peer instruction, ConcepTests and elements of Just in Time Teaching (JITT).

The second step in this process required an exploration of the literature as well as discussions with individuals who would be able to offer guidance and suggestions for the use of mobile clickers.  I also attended  workshop on gauging student learning through ConcepTests,  four conference paper presentations on the use of peer instruction, problem based learning and audience response systems and finally a workshop on the Blackboard LMS. In order to assess the feasibility of mobile clickers I invited students to complete a survey regarding their cellphone and technology usage.  I combined the information I had gathered into a learning activity I felt would serve my needs as well as those of my students.

The learning activity will follow the following sequence:

1. Reading assignment

2. Online assignment

3. Review feedback

4. Address difficulties in class

5. Lecture

6. Pose conceptual questions

7. Poll student responses

8. Prompt group discussions

9. Repoll student reponses

10. Continue with lecture

11. Repeat with next topic

The final step in the development of this learning activity was a consultation with a colleague from the Centre for Teaching and Learning at the university. She has assisted a number of lecturers with the development and use of similar approaches. She approved of the design of the learning activity (as it is a pretty generic model) and suggested activities for the pre-reading and online assignments as well as the conceptual questions. Further evaluation will include consultation with the course convenor, the students and colleagues in my faculty.

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Reflection 3: Developing... the journey continues

So it turns out that deciding to adopt a new pedagogy and implement a new tool to compliment your teaching isn’t as easy as it seems (who would have thought?). This week has been a little frustrating in terms of refining my chosen approach in order to ensure that all bases are covered and that the implementation of this prototype will be relatively successful.

Based on the feedback I have received thus far I need to consider and explore the following areas:

1.      Encouraging interaction with my students in class.

2.      Encouraging interaction and communicating with my students outside of class.

3.      Adapting the learning material (power point slides, notes etc.) to the prototype

In order to address the first and last points I will develop ConcepTests and questions that will be used in conjunction with the web-enabled cellular response system. My PowerPoint slides will be adapted to include important concepts that will be explained and scenarios that will serve as a context for the application of the new knowledge. As I have previously stated this approach will be based on peer instruction and will hopefully encourage engagement with the work and interaction between the students. In order to facilitate this process effectively I have approached the Centre for Teaching and Learning at my university for guidance and support in this regard.

The second point is actually imperative to the success of this approach as there is a certain level of trust, ownership and openness required from the students. I have developed a google survey that students will be invited to complete. The results of the survey should provide me with a good indication of whether or not the use of cellphones and other technology is a viable option that students are open to. The survey can be viewed at

https://docs.google.com/spreadsheet/viewform?formkey=dGEwcDA5NDJqSVY2OUMxZlJtM0lmWmc6MQ

As I previously mentioned I will make use of the new LMS, Webstudies. The system is relatively new and does offer numerous avenues for interaction but my competency in its use is very limited. For this reason I have signed up for a workshop that will take place on Thursday. Hopefully I will be Webstudies savvy after this workshop. I have, however, thought of a few ways I might engage the students;

1.      Assign compulsory pre-reading assignments that will be tested online before the class

2.      Assigning students with the task of developing scenarios  or questions that will be used to test their peers (this will be a competitive group work assignment)

3.      Set up a discussion forum where they can highlight problem areas and provide me with feedback on how they are experiencing this approach

4.      Setting small online tests that will count towards their class mark

I am sure there are many more possibilities and I will share them when I present my prototype. I have also realized that communication and clear, specific instructions will be an important factor in the success of this project as well as getting my students to buy into this approach.  

There is still much to be learned, explored and refined but the motivation to implement this prototype successfully remains. I am approaching the final lap with an open mind and hunger for knowledge, insight and improvement.

Reflection 2 : The development of a learning activity for effective teaching and learning

The problems I highlighted in my previous reflection were specifically related to my Introduction to Industrial Psychology module. The department’s has decided to phase out this module and will replace it with a specialized module specifically directed at Industrial Psychology and Human Resource Management students. I have therefore decided to shift my focus to my Career Psychology module which I will present in the second semester. Even though these two modules have different foci they both draw from the same student population and therefore present with very similar challenges. Today I would like to highlight these issues and begin reflecting on the affordances of the tools I have selected.

The Career psychology module is an elective with approximately 300 registered students. This group is made up of both English and Afrikaans students which are generally evenly grouped. The group is further divided into two groups who attend lectures at different times. I would thus have approximately 70 to 80 students per class, which is much less than I had this semester. From previous experience with this group the challenges presented include:

·         A lack of interest in the subject and in-class activities

·         An inability to answer practical case study questions in the correct essay format

·         Minimal class attendance

I personally feel that my role as a lecturer is to foster an environment that motivates and encourages students to actively engage with the subject matter and also take responsibility for their learning. I have also realised that in trying to overcome the above mentioned challenges merely implementing a new technology will not be sufficient, I also need to change the approach I take to teaching and learning in my lectures.

The tool I have decided to implement is the web-enabled cellular response system with the support of features on the learning management system as well as the peer instruction method. The web-enabled cellular response system is similar to the popular clicker method and is a feasible and accessible alternative in this context.  In a survey conducted within the Science faculty at Stellenbosch University it was found that more than 80% of the students had a web-enabled cell phone. In order to ensure that this approach will work in my class I will conduct a similar survey and if necessary switch to multi-coloured flashcards instead. In order to make the most of this approach I have also started looking into the development and use of ConcepTests or Questions which is a method used with great success by Harvard Physics professor, Eric Mazur. I am hopeful that this dual-approach will yield positive outcomes for me and my students.

The affordances of Clicker and related methods include;

·         Rapid and immediate feedback of student responses

·         Conducting informal formative assessments on a regular basis, thereby being able to address problem areas immediately

·         Fostering participation and inclusion of all members of the class, and

·         Monitoring attendance.

My primary motivation for selecting this method is the active engagement with the learning material that is required from the student. In combination with Concept Questions my students will be provided with the opportunity to play an active role in their learning. By encouraging active engagement with the material through answering and discussing the questions presented, and receiving immediate feedback on their responses my they will hopefully start to understand the work,retain it more effectively, learn how to apply it practically, prepare for tests and exams, and most importantly have FUN doing so. This tool also provides me with a means of incentivising and monitoring class attendance.

Even though this approach does require a considerable amount of preparation and planning I am confident in the utility of this tool and very excited to start implementing it.

Wish me luck!

 P.S. If you're interested in what Prof Eric Mazur has done take a look at this.....

http://youtu.be/wont2v_LZ1E

Reflection 1

"A little reflection will show us that every belief, even the simplest and most fundamental, goes beyond experience when regarded as a guide to our actions."

I am a junior lecturer in Industrial Psychology and the majority of my students are first year BComm students. They generally do not have an interest in the subject nor do the see the necessity and relevance thereof. My objective is thus to ensure that they grasp the importance of the focus areas within this field even if they do not like the course. I am a co-lecturer on the modules I oversee and the slideshows are standardized to ensure continuity between the English and Afrikaans classes. The assessments are compiled by the course co-ordinator who lectures the Afrikaans group. My role is therefore to present the material but I have very little input in the assessment and administration of the course.  

The focus of my lecturing at present is primarily introductory and the content is theory-based. The groups are quite large and if the majority are in attendance there are about 200 students in each class. The challenge I face is conveying the utility and relevance of the subject matter and effective engagement with the material. The large groups make practical group work exercises very difficult to facilitate and smaller case study or scenario-based activities are a paperwork nightmare. When assessing their understanding during class I can only ask a handful of students for their input.  Nevertheless, I make use of these methods but the feedback is delayed, I cannot assess everybody’s level of understanding and my attendance progressively declines as the semester progresses.

With the technologies I am being exposed to I hope to learn how to effectively utilize the Blackboard learning management system in order to create a platform whereby I can actively engage my students. For this purpose I would like to develop interactive, practical activities using emerging technologies and tools that are based on the theory conveyed in class, without all the paperwork and in a manner that is interesting and engaging for the students. Making use of polleverywhere and clicker-like assessment I hope to develop a means of formative assessment for myself and for my students, as well as provide an environment where everyone can contribute and participate.

In order to design my intervention I need to know if all my students have cellphones with internet access, their knowledge of and experience with different tools and platforms, the types of activities that would support their learning and which elements of my current methods worked best for them. I intend to revisit my evaluation forms and develop a Google documents survey that addresses my areas of interests. As it is so late in the semester I would use this information to improve my course next year but also implement changes in my second semester courses as I will be lecturing the same group of students.

In terms of my personal competence to effectively utilize this tool I need to develop my knowledge and understanding of the Blackboard LMS and its features through this course and workshops offered by my institutions. I would also like to share this information with my co-lecturers and other lecturers in my department who are unaware of the potential teaching and learning opportunities this avenue holds. This in itself will be a pronounced challenge.