Description
The primary purpose of EDPS 23500 is simply that students would learn how people learn. Of course, key to meeting this objective is an understanding of developmental and motivational considerations in creating environments conducive to learning as well as knowing how to identify when learning has actually taken place (i.e., assessment). When teaching teachers about teaching, the structure of the course is itself instructive.
The corner stone of the redesign was to move the lectures to Blackboard Learn. Students check their comprehension of the lectures by taking low-stakes quizzes and explore their conceptual understanding by making contributions to discussion boards. Class time is freed up to allow for a broader array of active learning strategies, such as small-group discussions, the conducting experiments on working memory, and working through case studies..
Data is still in the collection phase, but early results are promising (using 2x2 RM ANOVA). While students in the “control” section of the course reported increased understanding in regards to general outcomes for the course, in practice they did not score significantly higher on any of the specific learning outcomes for the course. Indeed, students in the IMPACT section of the course experience significant differences in three of 15 learning outcomes.
Interestingly, IMPACT has had an impact on sections of the course that did NOT undergo significant structural changes. For example, students in the lecture taught concurrently with an IMPACT section experienced higher perceptions of competence, intrinsic motivation, perceptions of skill development, and perceptions of quality instruction.
Included in
Flipping the Classroom to Model the Content: Early Findings
The primary purpose of EDPS 23500 is simply that students would learn how people learn. Of course, key to meeting this objective is an understanding of developmental and motivational considerations in creating environments conducive to learning as well as knowing how to identify when learning has actually taken place (i.e., assessment). When teaching teachers about teaching, the structure of the course is itself instructive.
The corner stone of the redesign was to move the lectures to Blackboard Learn. Students check their comprehension of the lectures by taking low-stakes quizzes and explore their conceptual understanding by making contributions to discussion boards. Class time is freed up to allow for a broader array of active learning strategies, such as small-group discussions, the conducting experiments on working memory, and working through case studies..
Data is still in the collection phase, but early results are promising (using 2x2 RM ANOVA). While students in the “control” section of the course reported increased understanding in regards to general outcomes for the course, in practice they did not score significantly higher on any of the specific learning outcomes for the course. Indeed, students in the IMPACT section of the course experience significant differences in three of 15 learning outcomes.
Interestingly, IMPACT has had an impact on sections of the course that did NOT undergo significant structural changes. For example, students in the lecture taught concurrently with an IMPACT section experienced higher perceptions of competence, intrinsic motivation, perceptions of skill development, and perceptions of quality instruction.