The Teaching Professor gives Powerpoint Do's and Don'ts.
Faculty Focus reports on student recommendations for encouraging participation.
Tomorrow's Professor Blog encourages us to find ways to help students answer their own questions.
Prof Hacker gets us thinking about how we can use mid-term evaluations to improve our courses.
James Lang in his Chronicle of Higher Education blog challenges us to make teaching resolutions for the new year
Brown University's Digital Collections organizes large collections of African American sheet music, Napoleonic satires, and World War I sheet music.
Geogebra comes into focus as a online and offline tool for teaching geometry, calculus, probability, and more. Take a look at their instructional examples.
Causeweb provides an method for introducing estimations to students using the German Tank problem.
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Using Online Concept Mapping with Peer Learning to Enhance Concept Application
In a recent study, Chang & Chang (2008) found that students in an online course who used concept maps as a learning strategy improved their ability to apply a theory to a real world scenario (2008).
Concept maps are diagrams that can be created using tools such as pen and paper, post it notes, or computer software. A concept map involves nodes that are linked together by relationships. Each node represents a concept such as "viral marketing," "Greek philosophy," or "energy conservation." Each relationship represents a relationship between two nodes such as "affects the population," "was influenced by," or "being developed by."
Concept maps were used in the experimenter's course that covered learning theory. They were implemented to help achieve the learning goal of organizing and giving structure to multiple theories of learning and how the theories related to scenarios that the students would face in future learning environments.
In this experiment, two conditions were formed, students who were required to use concept maps throughout the class and those who did not. The research team assessed student learning by grading assignments that demonstrated concept application in the learning theory domain; using a rubric following the categories of (Chang & Chang, 2005, p.20):
With that in mind, we provide some links to concept maps and examples of how they might be applied in a course.
List of concept mapping software from Penn State University
Concept Map Examples:
Concept maps are diagrams that can be created using tools such as pen and paper, post it notes, or computer software. A concept map involves nodes that are linked together by relationships. Each node represents a concept such as "viral marketing," "Greek philosophy," or "energy conservation." Each relationship represents a relationship between two nodes such as "affects the population," "was influenced by," or "being developed by."
Concept maps were used in the experimenter's course that covered learning theory. They were implemented to help achieve the learning goal of organizing and giving structure to multiple theories of learning and how the theories related to scenarios that the students would face in future learning environments.
In this experiment, two conditions were formed, students who were required to use concept maps throughout the class and those who did not. The research team assessed student learning by grading assignments that demonstrated concept application in the learning theory domain; using a rubric following the categories of (Chang & Chang, 2005, p.20):
- Instructional strategies were clearly described and appropriate for the given learners to achieve the learning goal
- The instructional strategies were consistent with the concepts of the given learning theory
- The rationale for using the instructional strategy was logical and consistent with theory
With that in mind, we provide some links to concept maps and examples of how they might be applied in a course.
Resources
How to make a concept mapList of concept mapping software from Penn State University
Concept Map Examples:
References
Chang, S., & Chang, Y. (2008, Spring2008). USING ONLINE CONCEPT MAPPING WITH PEER LEARNING TO ENHANCE CONCEPT APPLICATION. Quarterly Review of Distance Education, 9(1), 17-27. Retrieved September 29, 2009, from Professional Development Collection database.
Wednesday, September 23, 2009
Over a cup of coffee: September 23rd edition
The first Teaching Commons Discussion and Workshop Series is this Friday September 25th! Featuring Dr. Darsie Bowden (FYW/WRD) presenting on Reading Strategies: Helping Students Read Effectively. Lincoln Park and Loop locations available. Sign up now.
Inside Higher Ed. posts a great article on how to adjust when a class starts to go bad.
The Vanderbilt Center for Teaching provides a helpful site on how to gather in class feedback from your students during the middle of the quarter.
The Tomorrow's Professor Blog posts on Inclusive Teaching Strategies to Promote Non-Traditional Student Success.
Learning @ Georgetown discusses scholarship of teaching and learning activities in which Dr. Jim Sandefur of the Department of Mathematics uses video tape to uncover common student misconceptions.
The Times in the UK create The Times 100: A Student and Teacher Business Resource Centre.
Inside Higher Ed. posts a great article on how to adjust when a class starts to go bad.
The Vanderbilt Center for Teaching provides a helpful site on how to gather in class feedback from your students during the middle of the quarter.
The Tomorrow's Professor Blog posts on Inclusive Teaching Strategies to Promote Non-Traditional Student Success.
Learning @ Georgetown discusses scholarship of teaching and learning activities in which Dr. Jim Sandefur of the Department of Mathematics uses video tape to uncover common student misconceptions.
The Times in the UK create The Times 100: A Student and Teacher Business Resource Centre.
Wednesday, September 16, 2009
Over a cup of coffee: September 16th edition
The IDD Blog posts on Two Tools for Finding Old Web Pages, including The Internet Archive and iCyte.
Diary of a University President by Ferdinand von Prondzynski, President of Dublin City University, Ireland remembers Michel de Montaigne, the man who developed the essay into a literary genre.
The Teaching Professor posts on dealing with “free riders” in group work.
The Academic Commons, “a community of faculty, academic technologists, librarians, administrators, and other academic professionals” posts on a student project called War News Radio, social networking for inorganic chemistry, and doing history with digital tools.
The Philosopher’s Eye is featured. “The aim of the site is to provide regular thought-provoking coverage of real-world events with a critical, philosophical eye.”
Diary of a University President by Ferdinand von Prondzynski, President of Dublin City University, Ireland remembers Michel de Montaigne, the man who developed the essay into a literary genre.
The Teaching Professor posts on dealing with “free riders” in group work.
The Academic Commons, “a community of faculty, academic technologists, librarians, administrators, and other academic professionals” posts on a student project called War News Radio, social networking for inorganic chemistry, and doing history with digital tools.
The Philosopher’s Eye is featured. “The aim of the site is to provide regular thought-provoking coverage of real-world events with a critical, philosophical eye.”
Thursday, September 10, 2009
Problem-based Learning in Quantitative Classes
Problem based learning (PBL) is a strategy that engages students by using current problems in the world in class assignments. This helps students become invested in course assignments and teaches them problem solving skills that are required of professionals.
In the spring 2009 issue of Academic Exchange Quarterly Blaylock and Kopf (2009) present an example of how we can implement PBL in our classroom.
In a quantitative analysis course, Blaylock and Kopf prompted their class with the following statement from the 2008 presidential campaign. In the statement, then presidential candidate Obama speaks on the energy savings and long term lowered fuel costs gained from proper tire inflation.
After viewing the statement as a class, they presented the overarching question in a manner that reached students on a personal level: “Will this part of Mr. Obama's energy plan cause the price you and I pay for gas to decline?”
After some initial discussion Blaylock and Kopf challenged students to defend their positions by asking, “How do you know?”
This lead into the larger assignment which asked students to consider:
Throughout this process Blaylock and Kopf supported students through short lectures and guidance to individual groups.
While many students felt that the practical application allowed students to better understand statistical concepts, some felt that the topic had already been over analyzed and their data was irrelevant. Overall, Blaylock and Kopf felt that PBL engaged students in the course material at a much deeper level than if they had simply used text book examples.
Blaylock, B. K., & Kopf, J. M. (2009). Problem-Based Learning in Quantitative Classes. Academic Exchange Quarterly, 13(1). Retrieved September 10, 2009, from http://www.rapidintellect.com/AEQweb/cho4258w9.htm.
In the spring 2009 issue of Academic Exchange Quarterly Blaylock and Kopf (2009) present an example of how we can implement PBL in our classroom.
In a quantitative analysis course, Blaylock and Kopf prompted their class with the following statement from the 2008 presidential campaign. In the statement, then presidential candidate Obama speaks on the energy savings and long term lowered fuel costs gained from proper tire inflation.
After viewing the statement as a class, they presented the overarching question in a manner that reached students on a personal level: “Will this part of Mr. Obama's energy plan cause the price you and I pay for gas to decline?”
After some initial discussion Blaylock and Kopf challenged students to defend their positions by asking, “How do you know?”
This lead into the larger assignment which asked students to consider:
- What information do you need to know to evaluate the accuracy of Mr. Obama's statement?
- What primary or secondary data support your claims?
- How can you use the data to support your claims?
Throughout this process Blaylock and Kopf supported students through short lectures and guidance to individual groups.
While many students felt that the practical application allowed students to better understand statistical concepts, some felt that the topic had already been over analyzed and their data was irrelevant. Overall, Blaylock and Kopf felt that PBL engaged students in the course material at a much deeper level than if they had simply used text book examples.
References
Blaylock, B. K., & Kopf, J. M. (2009). Problem-Based Learning in Quantitative Classes. Academic Exchange Quarterly, 13(1). Retrieved September 10, 2009, from http://www.rapidintellect.com/AEQweb/cho4258w9.htm.
Wednesday, September 9, 2009
Over a cup of coffee: September 9th edition
September 25th is the first Teaching Commons Discussion and Workshop Series! Darsie Bowden (FYW/WRD) will be presenting on Reading Strategies: Helping Students Read Effectively. The workshop will take place on Friday September 25th 11:30AM-1:00PM in the John T. Richardson Library room 300.
College of Communication teaches a course on understanding citizen journalism and social media, including Twitter. News media reacts.
Tomorrow's Professor posts on the Ten Worst Teaching Mistakes and how to avoid them.
Inside Higher Ed. gives suggestions on how we can make the most of our class discussions. Tips include: structuring the discussion to maximize student involvement, create a safe environment where students feel able to take chances, and seize teaching moments.
A group from MIT-Singapore creates two games as part of an educational research project designed to teach students basic physics concepts.
Teaching and learning resources from Federal Agencies has a number of free materials covering a variety of topics from music to life sciences.
eLearn Magazine posts a personal narrative on Teaching an Online Experience-based Leadership Course.
College of Communication teaches a course on understanding citizen journalism and social media, including Twitter. News media reacts.
Tomorrow's Professor posts on the Ten Worst Teaching Mistakes and how to avoid them.
Inside Higher Ed. gives suggestions on how we can make the most of our class discussions. Tips include: structuring the discussion to maximize student involvement, create a safe environment where students feel able to take chances, and seize teaching moments.
A group from MIT-Singapore creates two games as part of an educational research project designed to teach students basic physics concepts.
Teaching and learning resources from Federal Agencies has a number of free materials covering a variety of topics from music to life sciences.
eLearn Magazine posts a personal narrative on Teaching an Online Experience-based Leadership Course.
Wednesday, September 2, 2009
Over a cup of coffee: September 2nd edition
Recent research from the journal College Teaching asks, how can we establish a comfortable classroom from day one? (Requires Campus Connect login). A proposed solution is to use a reciprocal interview in which the professor learns something about the student and the student learns something about the professor.
The IDD Blog posts on How Do I know My Students Are Learning?
The Encyclopedia of Life (EoL) continues to grow and is now accepting user content! The EoL is, “an unprecedented global partnership between the scientific community and the general public. Our goal is to make freely available to anyone knowledge about all the world’s organisms.”
Faculty Focus has great tips for setting the tone in an online course, time management for online instructors, and a summary of an article on reading assignments that encourage deep learning.
Carnegie Mellon has a great repository of sample learning objectives that spans many disciplines. Some better than others, they provide a starting point for developing a course, and we can refer and refine them as we write our own learning objectives.
The National Writing Project posts 30 Ideas for Teaching Writing.
CAUSEWeb posts a recorded webinar on Using Web Applets to Foster Active Learning in the Online Statistics Course.
The IDD Blog posts on How Do I know My Students Are Learning?
The Encyclopedia of Life (EoL) continues to grow and is now accepting user content! The EoL is, “an unprecedented global partnership between the scientific community and the general public. Our goal is to make freely available to anyone knowledge about all the world’s organisms.”
Faculty Focus has great tips for setting the tone in an online course, time management for online instructors, and a summary of an article on reading assignments that encourage deep learning.
Carnegie Mellon has a great repository of sample learning objectives that spans many disciplines. Some better than others, they provide a starting point for developing a course, and we can refer and refine them as we write our own learning objectives.
The National Writing Project posts 30 Ideas for Teaching Writing.
CAUSEWeb posts a recorded webinar on Using Web Applets to Foster Active Learning in the Online Statistics Course.
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