Passive to Active: Turning the Classroom Around (166285072)
Transcript of Passive to Active: Turning the Classroom Around (166285072)
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Copyright Rebecca Kessler 2013.
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Passive to Active:
Turning the Classroom
Around
March 13, 2013
Rebecca Kessler, Kabrina Krebel Chang, David RysinBoston University School of Management
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Today’s Agenda
• Overview of Digital Learning Studio
•
Introduction to LA245
• Adapting the Course for the Studio Space
• Assessing Effectiveness of Course Redesign
• Lessons Learned and a Path Forward
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The Digital Learning Studio
To create a collaborative learning
environment where students can solve
problems, investigate real world cases
in real-time, and guide their own
learning
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The Digital Learning Studio
• Interactive whiteboard
• Large LCD screen, plus
individual table screens
• Table computers
• Laptop hookups at all tables
• Ability to push content from any
screen to any or all others
• Apple TV• Telepresence capability using
variety of services
• Lecture recording capability
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The Digital Learning Studio
“It’s pushing academics to become expert
facilitators” - professor
“It’s a new level of engagement and
participation” - student
“I have to go back to the
drawing board to learn how toteach in the room. I can really
see how it can increase the
value of all of my classes.” -professor
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LA 245
• Introduction to Law
• Required course
• Multiple sections of ~45
students
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LA 245 - Then• Lecture based course
• Heavily structured class
time
• Large reading component
• Assessment based on
exams, papers, classparticipation
• No technology
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LA 245 - Now
• Same substance, but different
delivery
• Interactive class sessions
• Group activities, in-class
research activities,
presentations
• Podcasts as homework
• Assessment based on tests,
paper, blog participation, table
project, class participation
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LA 245 - Now
Kabrina movie
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Adapting LA 245
• Changes in course
curriculum• Learner-centered
approach
• Collaborative and
group activities, inand out of class
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Adapting LA 245• Changing the
role of the
student and
teacher
• Faculty as
facilitator
• Students teach
each other with
faculty guidance
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Adapting LA 245
Increaseduse of
course
LMS
Increase instudent
participation and
preparation
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Assessing Effectiveness
• Student perspective
• Faculty perspective
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Student Perspective
• Engagement with course material
• Retention of course material
• Control of course content
• Pacing of material – depth vs. breadth of contentcovered
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Student Perspective
“Most classrooms are all lined up to
face the board and the professor so
there is not much interaction withstudents except that sit next to you.
During class assignments where we
have to work as a team it is very
beneficial to have the people we are
working with in front and with space
to work in.”
27%
45%
18%
9%
0%0%
10%
20%
30%
40%
50%
Stronglyagree
Agree Neither agreenor disagree
Disagree Stronglydisagree
The configuration of room 326 enables me to
collaborate better with my colleagues than a
traditional classroom
“The tables are set up in a way
where teamwork is essential and
encouraged.”
“I think the group dynamic
is fun and breaks up the
monotony of a regular
lecture setting.”
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Student Perspective
9%
73%
18%
0% 0%0%
10%
20%
30%
40%
50%
60%
70%
80%
Stronglyagree
Agree Neither agreenor disagree
Disagree Stronglydisagree
The technology in room 326 is used
effectively by the professor and students.
“The professor uses the technology in unison with her
lecture, it does not dominate the lecture but it benefits
the classroom.”
“I like that we have screens for each
table, so I don’t have to keep looking
up to the big screen.”
“We do individual table projects
using the table computers.”
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Faculty Perspective
• Engagement with course material
• Retention of course material
• Control of course content
• Pacing of material – depth vs. breadth of contentcovered
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Challenges
• Room layout / visibility
• Technology learning curve
• Change requires time
• Course structure
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Challenges - Visibility
“The side computers make life a lot
easier…There are some seats in the
classroom that make seeing the front
board hard.”
“The arrangement of the tables is
kind of annoying because some
of us have to turn completely
around to see the professor.”
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Challenges – Technology
Learning Curve
“Sometimes we waste a lot of time
on setting up the technology.”
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Challenges - Curriculum
“I have to go back to the drawing
board to learn how to teach in the
room. I can really see how it can
increase the value of all of myclasses.” - professor
Rapidity of technological change
means constantly adapting
curriculum
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Goals for the Future
• Kabrina
• To do more projects
• Teleconference in April
• Becky
• Work with more faculty
• Help faculty become less
dependent on student
help
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Lessons Learned
• Technology should be used to enhance (not define)
pedagogy.
• The room configuration and technology enrich the
curriculum, but are not necessary for its
implementation or success.
• Projects must have concrete goals so students see
their progress forward.
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Lessons Learned
• Flexibility and experimentation are key.
• Faculty willingness to try something new is
necessary for success in classroom.
•
Advance planning necessary, and reduces risk.
• Risk-taking, time investment intimidate some
faculty.
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Lessons Learned
• Faculty should not assume that students know the
technology, or are comfortable learning in a new way.
• Students, too, are used to a standard lecture class.
•
Learning curve still an issue.
• Introduction and scaffolding of technology and new
student role.
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THANK YOU!