1. The How – To’s of Engaging Students in Active Learning Using Technology Economics and the Classroom Fourth Annual Conference Idaho State University September 13, 2002

2. Outline l Description of Project l Examples of Course Material l Assessment Tools l What Worked and What Didn’t l Next Steps

3. Description of our project l Economics department commitment to technology l Grant opportunity l Three-year project –Planning year –Two year pilot of new model

4. Our model l Students get to do economics rather than just learn about it l Providing a lab where there had been no lab before l Encourage active learning and engage students in applications of theory l Save instructor time and repetition of lecture material

5. Practical details l 2 sections of 30 students combined for 2 50-minute lectures each week l For third class meeting, students divide into one of 3 lab sessions l Lectures delivered using presentation technology l Labs held in networked computer facility

6. First Computerized Classroom, 1998 l 24 student workstations l Partially recessed 17 inch monitors l Overhead projector in ceiling l All stations wired to the instructor’s workstation

7. Practical details (cont.) l Course web site facilitates dissemination of information and threaded discussion among students l Excel-based homework assignments reinforce problem-solving skills using technology

8. Examples of our course materials l Lecture content l Lab assignment l Excel exercise l Blackboard site l Threaded discussion

9. Assessment Tools l Flashlight model l Course survey

10. Course Survey

11. Student Comments on the Lab Fall, 2000 l “The labs let you interact with the course information.” l “It really got me to see how the market worked by doing the problems. It also prepared me for the hand-in problem sets.” l “A lot of the stuff we do in labs is the same as what we do in class …” l “Sometimes things were done too fast and we didn’t complete the lab, leaving me confused.”

12. Meeting Challenges and Improving the Model l Reconsidering use of “lecture” and “lab” time l Student response to larger lecture sessions l Engaging students in using technology to learn l Encouraging students to take greater ownership over learning

13. Student Comments on the Lab Spring 2002 l “In lab we get more time to actually practice and use the skills we are supposed to learn.” l “You taught us things you talked about in lectures. Was able to learn hands-on what you meant.” l “How homeworks, labs, Blackboards, etc. can help your grade.

14. What Worked… l Lecture/Lab format. l Adding “reward” in the form of graded lab assignments. l Lecture presentations using technology. l (Ungraded) Group work. l Release time for course development. l Synergy generated through collaboration.

15. What Didn’t… l Large lecture section. l Minimal cost savings in terms of instructor time. l Students did not universally embrace the technology to the extent we had expected. l Even small problems with technology can cause big headaches.

16. Next Steps l Further assessment of student outcomes l Expand the scope of material for both lecture and lab. l Encourage greater departmental buy-in. l Develop lab exercises for other courses. l Develop introductory online course.

17. Broader Issues l Tradeoff between traditional lecture and experiential learning l When are you convinced that it is worth it? –What counts as evidence? l How much can you add, what can you let go?

18. Contact Information Kathy Nantz nantz@mail.fairfield.edu Larry Miners miners@mail.fairfield.edu http://faculty.fairfield.edu/miners/present02.ppt