Redesigning a Traditional Course to Incorporate Active Learning An example of a major course change

What Motivated the Redesign? b Wanted to teach in a way that reflected literature on how people learned b Wanted to emphasize important learning outcomes identified by constituencies Technical competency – not isolated knowledgeTechnical competency – not isolated knowledge Communication skillsCommunication skills Team work skillsTeam work skills Problem solving skillsProblem solving skills Life-long learning skillsLife-long learning skills

O bservation: Targeted use of active learning can address both issues b Active learning takes advantage of how people learn Results in better content mastery and retentionResults in better content mastery and retention b Specific active instructional practices lend themselves to hitting specific skills Cooperative learning – teamworkCooperative learning – teamwork Problem-based learning - problem solvingProblem-based learning - problem solving Self-directed learning - lifelong learningSelf-directed learning - lifelong learning

How did my course redesign work in practice? Kept many elements of traditional courseKept many elements of traditional course –Course still features lectures, homework, lab and quizzes/tests Modified course structure to incorporateModified course structure to incorporate –Cooperative learning –Problem-based learning –Self-directed learning

Problem-based learning b Course is broken into week units with 1-2 problems Problems chosen to hit desired technical contentProblems chosen to hit desired technical content Desired learning outcomes provided to studentsDesired learning outcomes provided to students Quiz at the end of each unitQuiz at the end of each unit b Examples Design a heating system for this classroomDesign a heating system for this classroom Debate: Should the U.S. sign the Kyoto treaty?Debate: Should the U.S. sign the Kyoto treaty? b Problems drive everything that happens in class Lectures in response to questions from problemsLectures in response to questions from problems

Cooperative Learning Students work to solve all problems in teams, with: Individual accountability Quizzes, peer assessmentQuizzes, peer assessment Mutual interdependence Complex problem, team gradeComplex problem, team grade Development of interpersonal skills Team building activities, readings & discussionTeam building activities, readings & discussion Face to face supportive interaction Meeting time in lecture, lab & outside of classMeeting time in lecture, lab & outside of class Regular self-assessment of group functioning periodic written feedback, instructor meetings periodic written feedback, instructor meetings

Self-Directed Learning b Students identify what they need to know to solve the assigned problems b Lectures are only in response to questions Students can post anonymously in BlackboardStudents can post anonymously in Blackboard No questions - no lectureNo questions - no lecture –Students work in class to solve problem –Instructor circulates and acts as coach

Instructor’s Role b Structure course to incorporate all needed elements b Choose appropriate problems and labs b Provide appropriate resources b Act as coach Subject matter expertSubject matter expert Provide feedback and assessmentProvide feedback and assessment b Lecture, test, grade, meet with students

Overview of self-directed, problem-based, collaborative process in practice Sample Problem: Design a heating system for this classroomDesign a heating system for this classroom Work in teams: With elements of cooperative learningWith elements of cooperative learning Take initiative: Identify what you need to knowIdentify what you need to knowGo! Ask for help as you need itAsk for help as you need it Feedback and Reflection : What did you learn? Now do it againNow do it again

Results b Surveys show that students find this format to be effective for achieving each of the targeted learning outcomes b Many benefits from instructor’s viewpoint Enhanced student problem solving/team skillsEnhanced student problem solving/team skills Better integration of technical contentBetter integration of technical content Better incorporation of ethical/societal issuesBetter incorporation of ethical/societal issues Students taking more responsibility for their own learningStudents taking more responsibility for their own learning Feeling that course is more relevant for all!Feeling that course is more relevant for all!

Lessons Learned b Be generous in providing help and resources b Structure course and assignments carefully Be able to justify structureBe able to justify structure b Blackboard and a well designed classroom are helpful

Questions or Comments? ?