What impact have you seen?
Martinet: I changed individual lab assignments that were fairly “cookbook” to an open-ended statistical semester long project in a study of their choice. Students choose the research questions, they collect the data, and decide how to analyze, with myself and teaching assistants as guides. In my lecture of over 200 students, I also started using online interactive questioning tools (Learning Catalytics) in lectures to actively engage more of the students during lecture¬–so that I would get more students to participate and respond to the question. The fact I can see their answers helps me to see what they understand, and what they need help understanding. It helps me know what I need to explain again, or in a different way.
Tackett: I have implemented a lot more in-class activities over the span of the entire course. With independent learning activities, the students grapple with the problem themselves first, and then we discuss what questions they have and what they understand in a large group discussion, so it’s more problem-based. I used the document camera to show student work during class. It really helps when showing work, and they are more engaged. As a result of observations from the team, I’m also aware that I need physically to move around the classroom more, as they are doing small group work. I change the focus so I’m not always at the front of the room. It works really well to engage students.
Curran: As a result of working with Learning Design & Technology, I have changed my day-to-day flow of class time so that it’s not a traditional lecture. I provide some ideas and problems for students to think about, discuss with a neighbor, and ask questions in a larger group. I have also used the throwable microphone so that the students can be heard in a big room. They don’t want to shout. What a difference for them. They have to get up to throw it, wave, and it keeps the attitude very light – a low cost of failure. It’s created a safe environment, and students want to engage. I’ve also used recorded sessions for guest speakers from the medical school and Biology because it’s a Biostatistics. We brought in a medical faculty member in as guest speaker where he shared his data. This is a direct result from the conversations of the Authentic Learning Initiative (ALI). I realized that I wanted to give my students a real-world experience with statistical analysis in their field, and Learning Design & Technology worked with me to design that experience to enhance that experience. We couldn’t have had the guest speaker without using the technology. The expert just didn’t have the time. Also, it was recorded, so my students loved having access to the recording so they could listen multiple times to understand it. Learning Design & Technology helped connect me with Online Practice and Test question online tool for practice HW problems. We are currently piloting this tool. What is interesting is that it has freed up graduate students to facilitate discussion and share their knowledge, not just grading papers.