1. Using Technology to Increase Engagement in Large(r) Courses Mark A. Laumakis, Ph.D. Faculty in Residence Instructional Technology Services San Diego State University

2. What the …? http://www.princeton.edu/main/images/news/2007/08/IMG_8299-mcc5.jpg

3. Chickering and Gamson’s (1987) Seven Principles of Good Practice in Undergraduate Education 1. encourages contact between students and faculty 2. develops reciprocity and cooperation among students 3. encourages active learning 4. gives prompt feedback 5. emphasizes time on task 6. communicates high expectations 7. respects diverse talents and ways of learning

4. Start with the Syllabus Effective syllabus should: provide a clear map of the course provide a clear map of the course give clear and complete information give clear and complete information communicate clear goals for the course and ways to meet these communicate clear goals for the course and ways to meet these relate assignments to course goals relate assignments to course goals be interesting and creative be interesting and creative communicate departmental, institutional, or legal regulations and communicate departmental, institutional, or legal regulations and communicate positive expectations communicate positive expectations

5. Focus on Student Learning Outcomes (SLOs) "Student learning outcome statements succinctly describe student capacities -- observable and measurable manifestations of knowledge, skills, and attitudes -- attained as a result of some learning process or educational experience. The simplest form for outcome statements consists of an action verb and a noun phrase" (p. 102 of SDSU Curriculum Guide).

6. SLO Examples from Introductory Psychology Describe the nature of psychology as a discipline (i.e., explain why psychology is a science). Describe the nature of psychology as a discipline (i.e., explain why psychology is a science). Use the concepts, language, and major theories of the discipline to account for psychological phenomena. Use the concepts, language, and major theories of the discipline to account for psychological phenomena. Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural). Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural). Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology. Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology.

7. My Intro Psych Syllabus Also: 1. explains how to access the course web site 2. identifies the dates, policies, and procedures for all in- class tests 3. describes how to access and complete online quizzes 4. explains how a classroom response system ("clickers") will be incorporated into the course 5. provides information for students with disabilities, and 6. outlines the schedule of topics to be covered in the course, including specific SLOs for each topic

8. In-Class Activities “Chunking” Traditional Lectures “Chunking” Traditional Lectures Clicker Activities Clicker Activities Multimedia in the Classroom Multimedia in the Classroom Lecture Capture Lecture Capture

9. “Chunking” Traditional Lectures Attention waxes and wanes within 50- or 75- minute class period Attention waxes and wanes within 50- or 75- minute class period Break longer lecture into shorter 10-15-minute “chunks” Break longer lecture into shorter 10-15-minute “chunks” http://theauburner.com/images/girlsleeping.jpg

10. Clicker Activities ConceptCheck Questions ConceptCheck Questions Peer Instruction Questions Peer Instruction Questions Anonymous Polling Anonymous Polling Predicting Outcomes Predicting Outcomes Taking Attendance Taking Attendance

11. ConceptCheck Question

12. Clicker Results Graph

13. Peer Instruction Questions (Mazur, 1997) 1. The professor asks a conceptual or applied multiple- choice question. 2. Students think about the question and answer the question on their own. 3. The professor reveals the responses of the entire class, but does not indicate the correct answer. 4. Students then discuss the question and their answer choice in small groups with their neighbors. This is why the approach is called Peer Instruction. 5. The professor asks the same question a second time and students respond, informed by their discussion with their peers. 6. The professor reveals the responses of the entire class, including the correct answer.

14. Multimedia in the Classroom: The Mindset of Millennials 1. Computers aren't technology. 2. The Internet is better than TV. 3. Reality is no longer real. 4. Doing is more important than knowing. 5. Learning more closely resembles Nintendo than logic. 6. Multitasking is a way of life. 7. Typing is preferred to handwriting. 8. Staying connected is essential. 9. There is zero tolerance for delays. 10. Consumer and creator are blurring. http://net.educause.edu/apps/er/erm00/articles005/erm0051.pdf

15. Demonstrations, Simulations, and Learning Objects Neural Synapse Neural Synapse Neural Synapse Neural Synapse Synapse Animation Synapse Animation Synapse Animation Synapse Animation Vs. Vs. Blah, blah, blah, synapse, blah, blah, blah, neurotransmitter, blah, blah, blah, lunch?... Blah, blah, blah, synapse, blah, blah, blah, neurotransmitter, blah, blah, blah, lunch?...

16. Lecture Capture Learning On-Demand Learning On-Demand iTunes U pilot at SDSU iTunes U pilot at SDSU

17. Outside-of-Class Activities Online Quizzes Online Quizzes Pre-Lecture Quizzes Pre-Lecture Quizzes Mastery Quizzes Mastery Quizzes Generate a personalized study plan Generate a personalized study plan Automated grading Automated grading Good proxy for “homework” efforts Good proxy for “homework” efforts Provide useful measures when computing final course grades Provide useful measures when computing final course grades

18. Revisiting the Seven Principles SyllabusClickersMultimedia Lecture Capture Online Quizzes Encourages contact between students and faculty Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning

19. Contact Information Mark A. Laumakis, Ph.D. laumakis@sciences.sdsu.edu619-594-1933