Rebekka Darner, PhD University of Florida

 My past teaching experiences  Why did I start using Mastering?  How do I use Mastering?  Tutorials  Activities  Gradebook  How can you get started? Feel free to ask questions throughout the session!

 Introductory biology in:  A lab  A community college  A small public institution  Now at UF  Doctorate in science education

 Large-enrollment class  3 high-stakes exams  Wanted to:  Vary assessments  Engage students  Provide learning activities beyond “study your notes”  Support natural learning processes

 Online platform in which students can:  Watch tutorials  Engage in activities  Complete homework

 Provides students:  Hints, immediate feedback  Contexts for application

 Provides instructors:  Alternative assessments  Diagnostics for individual students and class  Flexibility to make the assignments one’s own

 10 required homework assignments100  22% of overall grade  In-class participation 50  11% of overall grade  3 lecture exams300  66% of overall grade450  3 extra credit assignments  Practice problems in Mastering  Study area in Mastering

 Let’s look at one of my courses from the spring 2010 semester.

 Create a New Course under My Courses  Make use of the Learn More box  How-to videos  FAQs  Best Practices

 Incorrect answers can occur; your students will let you know.  Java plug-ins must be updated.  Follow the Best Practices.  Vary assignment details between semesters.  Use a discussion board in your e-learning system to field questions.