Developing and Facilitating Research-Based Assignments

Posted on December 16, 2015 by Macie Hall

On Tuesday, December 8, the Center for Educational Resources hosted the second offering in the new Lunch and Learn—Faculty Conversations on Teaching series with two faculty presenting on their experiences in developing and facilitating research-based assignments.

Elizabeth Rodini, Director, Program in Museums and Society and Teaching Professor in the Department of History of Art, led off with a presentation [presentation slides pdf] Incorporating Research into Teaching: 10 tips (in no particular order). Rodini has taught many courses during her time at JHU with students doing research-based assignments. While in some of these students have produced research papers, in many cases the assignments have been less traditional.

Here are Rodini’s ten tips:

Teach Skills—begin with your librarians, who can help students learn basic research skills. Invite a librarian to your class. Other discipline-specific skills include close looking and reading, descriptive writing, proper handling of objects, and learning how to reach out to experts for help.
Experiment with Format—move beyond the traditional research paper and have students make posters, create actual or virtual exhibitions (involves researching material, writing text, conceptualizing the whole), or develop an audio tour for an exhibition. Students learn alternative ways of presenting information (visual, oral) and can benefit from the potential public face of this work.
Let Content Drive Form—make sure that the content and your learning goals drive the format rather than choosing the form first and trying to build around it.
Smaller Is Often Better—doing too many projects in a semester can pose problems for you and your students. Consider how you can break one project into parts. Have students focus on doing one thing well.
Focus on Building Blocks—drawing from the previous teaching skills and smaller is better ideas, consider having students do the background work of a research paper without writing it up. For example, they turn in an annotated bibliography, an outline, and abstract, an opening paragraph, or they produce a research portfolio on a particular topic, gathering and ordering the information, perhaps giving an oral presentation. This approach is particularly effective for younger students who are just learning research skills.
Look to Other Disciplines—in a science lab, students have the opportunity to see project research as a collaborative process with contributors ranging from the senior faculty on down to undergraduates. This isn’t the case in the humanities. For humanities students the science lab model could be replicated in a group museum project, where the project research is conducted collaboratively toward a shared end with a public presentation. Some of the benefits: a “building block” approach to a project where different people contribute different things; students learn from/teach each other; use of a “lab meeting” format where students give regular, brief updates; and the professor can be part of the team, serving as a model for students.
Be A Locavore—encourage students to work on objects/materials/texts we have here in Baltimore. Local venues offer opportunities to connect, see, work with relevant archival material, meet experts, and do original
Vary The Feedback—writing comments on papers feels futile when you know they won’t be read. So try other things like oral presentations (use the final exam slot for this in a seminar), or poster sessions, and have outside experts come to these presentations to critique.
Practice Asking Questions—another skill/building block that many students are lacking is how to ask new questions of texts and images. In one of my freshman classes we start on the first day with, “What can you observe about an old pair of shoes and what else do you want to know?” [See the educational exercise from an exhibit at the Bata Shoe Museum, 50 Ways to Look at a Big Mac Box].
Insist on Revisions—to eliminate useless final comments and make the project worthwhile you can incorporate revisions to work starting early in the semester. Students benefit from genuine critiques to which they must respond.

Joel Schildbach, Professor in the Department of Biology and KSAS Vice Dean for Undergraduate Education, presented [presentation slides pdf] on his research-based course Phage Hunting. The course description reads: “This is an introductory course open to all freshman regardless of intended major. No science background is required. This is … a year-long research-based project lab course in which students will participate in a nation-wide program in collaboration with undergraduates at other colleges. Students will isolate and characterize novel bacteriophages (viruses that infect bacteria) from the environment using modern molecular biological techniques.”

The Hopkins Phage Hunters lab comes to JHU from the Howard Hughes Medical Institute’s Science Education Alliance – Phage Hunters Advancing Genomics and Evolutionary Science program (SEA-PHAGES). HHMI provides training for instructors and teaching assistants and support for this program across the country. The program is based the work of HHMI Professor Graham Hatfull, University of Pittsburgh.

Negotiating the network to find available positions in research labs around the University can be difficult, particularly for incoming freshman. The goal of this course is to provide freshmen students with a lab experience in a small course setting. Enrollments in the sections are limited to 24 students. Work in the lab starts on the first day, when students bring in a sample of dirt. They then begin a process of isolating a bacteriophage. Because phages are so numerous, it is likely that each of the isolated phages will have not been previously identified. During the course students isolate the phage, purify the DNA, and use an electron microscope to identify it. Assuming their phage has not been previously identified, the student gets to name it and send the record to a national archive. One phage per section is selected for genetic sequencing. The process is both challenging and rewarding.

The benefits to students include experiencing a quick time from the start to seeing progress;, gaining comfort in a lab setting; learning to deal with the failures, repeating processes, and finally, sense of achievement that define lab research; having a sense of ownership of their work; and developing a community of peers.

Schilbach noted that the labs are staffed with both instructors and PhD-level teaching assistants. He stressed that for faculty seeking to implement similar programs, it is essential to have sufficient resources—budget and staff—to ensure success.

For more on this course, see the blog, JHU Phage Hunters, with posts authored by students and instructors.

In the discussion that followed, attendees asked questions and talked about the mechanics of collaborative work and grading group projects. Not all students like group work because they don’t have control over the process, yet many of them will be required to work in teams once they graduate into the workforce. There was consensus that, at least for humanities projects, groups of three were a good number. Larger groups may encourage a phenomenon one faculty member called “social loafing” where a team member relies on others to do the work. It was suggested using contracts for group work, which the students can create themselves, to define the roles and responsibilities of each team member and criteria for evaluation. These can be used at the end of the project for the students to grade themselves and each other. This can them supplement the instructor’s grade. It is also possible for students to work in a group, but submit individual assignments. Elizabeth Rodini pointed out that some group projects may bear more fruit than others, so it is important to have multiple aspects on which to assess students.

In a related discussion, Joel Schildbach was asked about how students deal with failure in the lab. For the phage hunting course, this has not been a big issue, as historically, almost all students have been successful. The idea of repeating a process until you get results is integral to scientific research and the students in the course generally embrace this concept. As to grading, Schildbach uses a multi-tiered grading system based on benchmarks and time lines. There are also graded presentations and a paper at the end of the semester. He noted that freshman first semester grades are covered, which allows students to take some risks.

In regards to managing a number of end of the semester presentations, when those are substituted for a traditional paper, it was suggested that the slotted exam time could be used. Sometimes students are willing to meet in a special session for these presentations, particularly if refreshments are provided. A poster session is an efficient way to handle a larger group of presentations, especially if you invite other faculty or outside experts to assist in the review process.

Johns Hopkins Krieger School of Arts & Sciences and Whiting School of Engineer faculty will receive email invitations for the forthcoming Lunch and Learn presentations. We will be reporting on all of the sessions here at The Innovative Instructor.

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Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image sources: Lunch and Learn logo by Reid Sczerba, Center for Educational Resources. Other images were taken from the presentations by Elizabeth Rodini and Joel Schildbach.

Developing and Using Effective Active-Learning Exercises in Class

Posted on November 9, 2015 by Macie Hall

On Friday, October 30, the Center for Educational Resources launched our Lunch and Learn—Faculty Conversations on Teaching series with two faculty presenting on developing and using effective active-learning exercises in their classes.

Vince Hilser, professor and chair, Department of Biology led off with a presentation [presentation slides] describing how he had used active learning to help students understand a core concept, equilibrium, in his Biochemistry course. Showing his sense of humor, Hilser presented a timeline for the first semester he taught the course in 2011: August—Hilser prepares (brilliant) lectures. September, October, November—Hilser delivers (brilliant) lectures to students. January 2012—Hilser receives student evaluations and realizes that students did not learn from (brilliant) lectures.

Convinced that understanding the principle of equilibrium would enable students to truly learn it, Hilser wondered if he could help his students actually see an example of equilibrium. A classic demonstration of equilibrium is the so-called Apple Wars: An apple tree straddles the properties of two neighbors with yards separated by fences. Every fall the tree drops its fruit and the old man and young man throw the unwanted apples into each other’s yards. Ultimately, as they are throwing, the number of apples on each side will reach a constant state, which is at equilibrium.

In Hilser’s classroom (a large lecture hall), a long line of yellow police caution tape running from front to back stood for the fence. Ping pong balls represented the apples. Students on one side were the young man and could fetch and throw with both hands, on the other side, the old man students were handicapped by being allowed to fetch and throw with the left hand only. A blast from a whistle started the students throwing ping pong balls across the fence, retrieving and throwing back. At the end of a timed sequence the balls were gathered on each side and counted. The exercise was repeated and the results echoed those of the first round. Then Hilser introduced the equation for equilibrium, filling in the results from the ping pong war demonstration to demonstrate the application of variables. Once the students have seen in real life what equilibrium is, the equation make sense to them. They can then move on to methods of inquiry and how biological systems work.

Hilser could see from course assessments that students had a firmer grasp of the concepts. Evaluations showed that 86% of the students felt that the apple wars demonstration was effective in helping them to understand and apply the concept of chemical equilibrium. Students trusted the facts because they had experienced the proof. One student commented, “This really made me believe that organized randomness occurs in nature,” a statement that shows a high level of perception and extrapolation. Hilser’s presentation demonstrated that a good active-learning exercise can be worth more to students than a lot of words from the sage on the stage.

Todd Hufnagel, Professor in the Department of Materials Science and Engineering, presented [presentation slides] on his experience with using peer instruction in his Structure of Materials course. This class typically has 20 to 25 students.

In 2011 Hufnagel received a grant from the National Science Foundation (NSF). In response to the broader impacts requirement, he decided pursue an educational research project. For Hufnagel, a core principle underscores his teaching philosophy as articulated in this quote from Herbert A. Simon: “Learning results from what the student does and thinks and only from what the student does and thinks.” The grant allowed him to test whether student learning outcomes would be better if the course was taught using an active-learning model or using a traditional lecture style by teaching it twice each way in alternating years.

He turned to a model developed by Harvard’s Professor of Physics, Eric Mazur, involving the use of concept inventories and peer learning. “A concept inventory is a criterion-referenced test designed to determine whether a student has an accurate working knowledge of a specific set of concepts.” Students are given a concept inventory test at the beginning of the semester and again at the end of the semester to measure their learning gains.

During the semester, the concept questions are used as a basis for peer instruction. Hufnagel introduces a slide with a multiple choice question. Students use their clickers to vote on what they think is the correct answer. Hufnagel shows them a histogram of all the answers. If the histogram indicates that students are confused as to the correct answer, he asks students to discuss the question in pairs of small groups. Based on the idea that the best way to learn something is to teach it, students who know the correct answer will explain the concept to those who don’t.

After discussing the question, the students are asked to vote again. The instructor can then determine the level of understanding and proceed with a full explanation, a quick clarification, or simply affirm that the students are correct and move on to the next concept.

Is active learning better? Hufnagel’s comparison of teaching the class two ways showed that improvement in concept inventory scores in lecture version of class was 63%, for the active learning classes the improvement was 100%. He also surveyed the students about how their confidence in understanding the material. Interestingly, the lecture course students rated their knowledge much higher than the active learning students. Hufnagel thought this is because the active learning setting makes students realize how much they don’t know, while the lecture course students aren’t as aware of what they don’t know.

Hufnagel detailed the pros and cons of using a peer-instruction approach. On the plus side, students learn more, and the instructor gets more effective feedback on what they students actually know as s/he circulates through class listening to their discussion. Hufnagel also noted that this approach was much more fun for him as a teacher. The drawbacks are that it can be more difficult to “cover the material,” and there is a significant time commitment on the part of the faculty. For the first, Hufnagel noted that the important thing is that students understand the material that is covered, and that students can be made responsible for learning some of the content outside of class. As to the second, while it is easier and faster for faculty to write lectures, once the concept questions are written, they have a long shelf life and can be re-used. In the end, the strong evidence of improved student learning gains with active learning is a compelling argument for using these teaching strategies.

Faculty attendees had questions and made comments during the discussion period. Following is a summary of some of the main points.

On ways of handling coverall “all the material,” Hufnagel assigns reading and watching videos outside of class. He finds the students like the videos as they can tackle content on their own schedule and repeat as often as needed to understand the material. There is quick four question quiz on the assignment to encourage students to both do the work and to help them retain the concepts. Research tells us that students learn by being asked to recall content frequently. He spends the first five minutes of class talking informally, perhaps brining in a topical information to increase interest, then spends the rest of the class on concept questions. Typically he will get through about six questions per class. He tells his students that he has data that show students learn better with active learning and that helps with buy-in to what may be a new learning experience.

To faculty questioning how much time had to be allocated for active learning exercises, Hilser explained that the ping pong ball demonstration takes an entire class, but it establishes an understanding of a concept so fundamental to the course that is it worth the time spent.

A question, “What about teaching the facts? What if students don’t absorb enough factual knowledge?” led to a response by Hilser that there are many facts that are critically important as base knowledge, absolutely required facts. But he and Hufnagel agreed that beyond the core facts, students can look up information. The instructor’s role is to provide context.

One attendee noted that he has participated as an instructor in a department where lecture and active learning course covering the same content are running in parallel. The active learning class do slightly better (10%) on exams, but they are much happier in class–more satisfaction is seen in the active learning students.

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Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image sources: Lunch and Learn logo by Reid Sczerba, Center for Educational Resources. Other images were taken from the presentations by Vince Hilser and Todd Hufnagel.

Where goes the Lecture?

Posted on October 14, 2015 by Macie Hall

At Johns Hopkins there have recently been discussions among faculty and high-level administrators around the concept of “blowing up” the lecture. Nationally, we hear and read that the lecture is ripe to be “disrupted” and replaced by online, hybrid, or flipped course experiences. This is a debate that arouses strong feelings for and against the age-old pedagogical method. But what if you aren’t in a position to re-invent your lecture-based course? The three articles reviewed in today’s post offer some insights into best practices for working within the lecture format.

In How to Teach in an Age of Distraction [The Chronicle of Higher Education October 2, 2015], Sherry Turkle, Professor, Social Studies of Science and Technology at the Massachusetts Institute of Technology, looks at the broader issue of reaching students immersed in their electronic devices. As almost all instructors today face this challenge, the article is well worth a read, whether or not lecturing is your mode of content delivery.

Turkle defends, with caveats, the lecture, citing anecdotal evidence from colleagues that with MOOCs and flipped classes, students often miss interacting face-to-face with an esteemed faculty member. “A student in an MIT class acknowledges that she gets to listen to the professor speak in an online video, but she wishes she could hear him lecture in person. He is an international figure and has a reputation for being charismatic. She feels she is missing out.” Turkel argues that watching course content videos alone in their dorm rooms isolates students and increases their connecting learning with using electronic devices. Further, she says,

But for all its flaws, the lecture has a lot going for it. It is a place where students come together, on good days and bad, and form a small community. As in any live performance, anything can happen. An audience is present; the room is engaged. What makes the greatest impression in a college education is learning how to think like someone else, appreciating an intellectual personality, and thinking about what it might mean to have one of your own. Students watch a professor thinking on her feet, and in the best cases can say: “Someday I could do that.” What the young man meant by showing up to “something alive” was really showing up to someone alive — a teacher, present and thinking in front of him.

As stated above, Turkel’s essay focuses primarily on the value of face-to-face conversation and collaboration, arguably not the primary components of most lecture-based courses. A well-designed flipped class would be more likely to foster these pedagogies. But, in Turkel’s defense, the flipped-class trend has not guaranteed that all flipped classes are better learning experiences for students than lectures.

In Turkel’s own classes, which are small seminars, students agreed to put away their devices and focus on the discussion at hand. It is not out of the question to ask that your students do the same in a lecture class. Helping students understand what they will gain by doing so may go a long way towards getting buy in. Turkel’s essay will help you make those points.

There are other reasons to eschew the old-fashioned sage-on-the-stage approach in favor of more interactive teaching practices. Annie Murphy Paul in Are College Lectures Unfair?, an opinion piece in The New York Times [September 12, 2015] asks if college lectures discriminate. Specifically, are lectures “… biased against undergraduates who are not white, male and affluent?”

Paul cites studies conducted by scholars at the University of Washington and the University of Texas at Austin that suggest that the lecture format puts women, minorities, low-income, and first-generation college students at a disadvantage. The studies showed that use of active learning strategies in the classroom reversed the effect. “Research comparing the two methods [lecture vs active learning] has consistently found that students over all perform better in active-learning courses than in traditional lecture courses. However, women, minorities, and low-income and first-generation students benefit more, on average, than white males from more affluent, educated families.”

Although Paul looks to flipped-format courses as the answer, there are many examples of ways in which to incorporate active learning into a lecture by using classroom polling systems (clickers), think-pair-share exercises (see more on this below), and other strategies. See Twenty Ways to Make Lectures More Participatory from Harvard’s Derek Bok Center for Teaching and Learning for more ideas.

Regardless of the content-delivery format, instructors should understand the value of creating an inclusive classroom climate and the importance of teaching to students with diverse backgrounds. The JHU TILE project (Toolkit for Inclusive Learning Environments) is a good place to go for resources. I highly recommend watching the video The Affective Domain: Classroom Climate.

The third article, What If You Have to Lecture? by David Gooblar, Lecturer, Department of Rhetoric, University of Iowa [The Chronicle of Higher Education Vitae: Pedagogy Unbound, February 18, 2015] addresses the conundrum directly. Gooblar offers three ideas to keep students engaged for those who “…simply don’t have the option of abandoning a lecture-dominated course.”

Gooblar’s first suggestion is to use regular quizzing. He cites an earlier article he wrote on the benefits of frequent low-stakes testing for student retention of information. He offers the suggestion of handing out a short multiple-choice quiz at the beginning of the class that students will answer as the lecture progresses. All of the questions will be covered in your lecture. The quizzes are collected and graded at the end of every class with each quiz counting as a small percentage of the final grade. An even better pedagogical approach, Gooblar proposes, would be to have students answer the questions at the beginning of the class before the lecture, then correcting their own answers during the lecture. This approach allows students to see what they don’t understand and helps them focus on learning those points.

Gooblar second idea is to incorporate group work, a common active-learning strategy, into your lectures by putting students in pairs. Pairs work best in large lecture settings as it is easy for students to turn to the person next to them, and every student is accountable. He describes the classic think-pair-share activity, but also suggests, “Pair students up and, at various points throughout the lecture, pause and ask the pairs to share and compare notes for the previous section of the lecture. This is a good way for students to discover if they’ve missed anything important, and for misconceptions to reveal themselves quickly.”

Thirdly, he recommends that you “cultivate confusion” by asking students either in the middle of the lecture or at the end to write down their “muddiest point.” If you do this in the middle of class you should then call on students and have them read their responses so that you can address concepts that are not clear. If students are asked at the end of class, collecting the responses, reviewing them and then responding at the beginning of the next lecture to clarify misunderstandings will help keep them on track. Gooblar maintains that this “…is a great way to break students out of the role of passive listeners….” This kind of formative assessment is a good practice for an instructor as well.

Even if you must lecture, you can ask students to be present and reinforce that by keeping them actively engaged. They can’t be on their cell phones if they are being called upon to answer questions, take graded quizzes, and pair up to discuss concepts with classmates. Be aware of the inequities that lecturing may bring and address issues of classroom climate at the beginning of your course. Use formative assessment to benefit you and your students. As you can see, a lecture doesn’t have to be a passive experience.

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Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Image remixed from Pixabay.com images

Back to School

Posted on August 21, 2015 by Macie Hall

It’s freshman move-in day on our campus, signaling the end of summer and the start of classes. Today’s post offers some resources for instructors as the semester begins.

The Chronicle of Higher Education’s ProfHacker Blog post from August 13, 2015 by Natalie Houston (associate professor of English, University of Houston), From the Archives: Getting Ready for the New Semester, offers tips on getting ready to teach. Whether you are new to the profession or a practiced professor, there are links to articles with suggestions on learning student names, being prepared for medical emergencies in class, and routines to help you get organized.

In the The First Day of Class: A Once-a-Semester Opportunity (Teaching Professor Blog August 19, 2015), Maryellen Weimer, (professor emerita, Penn State Berks) writes, “There’s only one first day of class. Here are some ideas for taking advantage of opportunities that are not available in the same way on any other day of the course.” She suggests using the opportunity to tell students why the course is important, why you are committed to teaching it, why they should be committed to learning the material. Take the time to learn about your students and begin building relationships with them. “[G]et students connected with each other and the course content.”

Students often complain of poor presentation methods in lectures where instructors use PowerPoint (or other presentation software applications). A common mistake is to attempt to make your slides serve two purposes by being both lecture notes and lecture slides. This leads to too much text on the slides and reading from the slide. Both practices lead to student inattention. Bryan Alexander, in Giving a great presentation: notes on using PowerPoint, (July 27, 2015) tell us, “Your argument…is the essential thing. The slides enhance your essential argument. They amplify it and render it easier to understand. Make and use slides accordingly.” While the focus of the article is on presentations in general, there are some good things to consider for your use of presentation software in teaching!

Thinking about flipping your course? Check out Robert Talbert’s post Four things I wish I’d known about the flipped classroom (June 5, 2014), from his blog Casting Out Nines.

Or, perhaps you are considering implementing active learning strategies in your classroom. A recent article in Nature, Why we are teaching science wrong, and how to make it right (July 15, 2015) by M. Mitchell Waldrop, examines the problem of persistence in undergraduate STEM education. “Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack.” Waldrop stresses the importance of active learning, while analyzing the factors and challenges that contribute to slow adoption. For specific active learning strategies, see Cornell’s Center for Teaching Excellence website page on Active Learning. If you are going to be using an active learning classroom, the University of Minnesota’s Center for Education Innovation offers advice.

New to teaching or looking to brush up on your pedagogical skills? The Center for the Integration of Research, Teaching, and Learning (CIRTL) is re-offering the 8 week-long MOOC: An Introduction to Evidence-Based Undergraduate STEM Teaching, starting September 28 and running until November 19, 2015. Having taken the course last year, I highly recommend signing up. Here’s the description from Coursera:

“This course will provide graduate students and post-doctoral fellows in the STEM disciplines (science, technology, engineering, and mathematics) who are planning college and university faculty careers with an introduction to evidence-based teaching practices. Participants will learn about effective teaching strategies and the research that supports them, and they will apply what they learn to the design of lessons and assignments they can use in future teaching opportunities. Those who complete the course will be more informed and confident teachers, equipped for greater success in the undergraduate classroom.”

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Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay.com

Twine 2.0: Not just for storytelling

Posted on July 10, 2015 by Macie Hall

For the past several years, I’ve been interested in storytelling as a means of improving student communication skills in any media. When I talk to students about communication skills, we discuss the importance of knowing your audience and of thinking about one’s research or project a being an opportunity to tell a story. I’m always on the lookout for applications and tools that might be useful in the classroom to help put these ideas into practice.

A few years ago, I came across Twine, a tool for creating non-linear texts. It had potential, but at that time, the interface was a bit clunky, and didn’t seem intuitive enough for faculty and students to be able to pick up quickly. Enter Twine 2.0. A recent ProfHacker (Chronicle of Higher Education) blog post Starter Exercises for Interactive Storytelling, June 18, 2015, by Anastasia Salter, alerted me to a newer, easier to use version, with options for downloading or using it online. Twine casts itself as a game-writing tool, but more broadly it allows users to construct a story map.

What is a story map? If you were or had a child in the 80s or 90s, you may remember the popularity of the print “choose your own adventure” books. A story map allows you to graphically plot the paths that making a set of choices will take you down. This is the structure behind video games, as well as the “pick your next step” stories.

What can you do with Twine? Here’s what the Twine 2.0 guide says:

At its heart, Twine is a tool for creating hypertext. The difference between hypertext and a linear story, the kind found in books and magazines, is that it allows the reader to have some measure of agency. In other words, the reader has some ability over what he or she reads next. … [In creating a complex story or game] [b]ecause hypertext branches so much, it’s easy to get lost in your own work. Much of Twine is dedicated to helping you keep track of your work’s structure visually with a story map, so you can see what your readers’ experience will be like.

Can you build games with Twine? Of course! Twine has the capability to do conditional logic, so if the protagonist finds a key in an early part of the story, he or she can use it to open a door later on. It can also incorporate variables, which encompass the traditional trappings of games such as hit points and score. These, along with agency, are foundational concepts of interactivity, the currency of game design.

Beyond the gamification possibilities and the ability to create interactive narratives, Twine, and similar applications such as Inform 7 and Inklewriter, could be used more broadly for any activity that involves thinking critically about a decision process. Assignments that involve constructing a logic argument, inserting variables into an experimental model, or constructing hypothetical scenarios could all benefit from the features of Twine. Being able to “play” through the story map allows one to quickly identify flaws or problems.

There is a wiki full of information about using Twine. Get started with Twine 2: How to create your first story. Be sure you read Where Your Stories Are Saved before you start to avoid losing your work.

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Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay.com

Using Twitter in Your Course

Posted on December 10, 2014 by Macie Hall

The Innovative Instructor has written about using Facebook in the classroom, what about Twitter? What’s next? you might ask, Pinterest? Yes, even Pinterest seems to have inspired faculty to find uses for its boards in the classroom. Today, however, I want to make a case for using Twitter.

What is Twitter? Wikipedia tells us that “Twitter is an online social networking service that enables users to send and read short 140-character messages called ‘tweets’. Registered users can read and post tweets, but unregistered users can only read them.” From celebrities to revolutionaries, the Twitterverse (aka the Twittersphere) is comprised of more than 500 million users; 271 million of these use Twitter actively. While many complain that the content is mostly inane babble, there are serious, even scholarly, conversations taking place on Twitter every day.

This example of an educational use comes from the CIRTL MOOC, An Introduction to Evidence-Based Undergraduate STEM Teaching, now completed, but due to run again in the near future. If you signed up for the MOOC, you may still be able to access the content. The Twitter example was presented in Week Five: Inclusive Teaching and Student Motivation.

Margaret Rubega, Associate Professor in the Department of Ecology and Evolutionary Biology at the University of Connecticut with a PhD in ornithology, decided to use Twitter, appropriately enough, for her introductory ornithology course. Rubega describes the course as face-to-face with approximately 100 students each semester it is taught. There is no lab component, so she struggled to find ways to introduce active learning in what has been primarily a lecture format. Another issue is that most of the students have grown up watching nature programs on TV (or YouTube videos), which exposed them to the concept that animals and birds are exotic species that live in remote areas. To her incoming students, nature was something that takes place somewhere else.

Rebega wanted to get her students to appreciate the way that biology plays out in their world. That it is something that they could observe when they walked out of the classroom onto campus. She knew that telling them (in lecture form) did not equal an appreciation that comes from observation and experience. She wondered if she could get students to use their electronic devices in some way that would force them to look up and see what was happening around them.

Thus was born #birdclass. The # sign is called a hashtag and is used to identify a specific conversation within the cacophony of tweets. By using the hashtag, Rubega and her students could have a targeted discussion. You can search Twitter for #birdclass to see the class-related tweets. Rubega assigned her students to tweet once a week. Each tweet was to 1) identify where they were, 2) what bird-related phenomena they saw, and 3) how it connected to course content. If it had the required three components, the tweet was awarded three points. She put a cap on the total number of points she would award each student.

Rubega’s initial goal was to make students take the course content outside of the classroom and see that what was described in class actually occurs in their world. She looked at Twitter as a tool that would allow her and her students to gather their observations in a way that was immediate and easy to access. She was not thinking about the social implications.

As soon as the students started using Twitter (and Rubega was posting to encourage them and provide examples of her expectations), their interest in engaging in conversation with her and their peers became immediately apparent. She began retweeting (forwarding and promoting in Twitter parlance) their best tweets to a larger audience interested in ornithology and thus facilitating a broader conversation outside of the class. This provided feedback from others in the field. The social aspect created instructional value that Rubega had not anticipated.

The second year she taught the course using Twitter, she traveled to Belize during spring break. She had not mentioned this trip to her students. While in Belize she began posting a list of birds she seen and asked if her students could identify where she was. Even though it was spring break and she had no expectation that any of her students would be monitoring their Twitter feeds, several student responded immediately. In a series of tweets, they worked on figuring out her location by looking at bird range and distribution charts. Rubega described being “blown away” by this experience. Further, when she returned to class, she gave the winning (first to correctly guess her location) student a token souvenir as a prize. This young women commented that she had learned more about geography in doing research during this tweet exchange than she had in high school.

Rubega maintains that Twitter works for her students because it allows self-directed, real-life discovery of the world around them. Their observations bring affirmation of what they have heard in class. The reward comes via interaction with their peers and a larger community of ornithologists, as well as acknowledgement of their tweets with the point system. By the end of the course, the students are using their knowledge to teach others in the Twitter ornithology community – by correcting and commenting on others’ identifications and observations, for example.

In thinking about the kind of learning that students achieve in the tweeting assignment, many of their tweets involved application and analysis (Bloom’s Taxonomy). This represents a higher level than might normally be associated with a straight lecture format – typically, transfer of knowledge and comprehension by the students.

You can see Margaret Rubega’s tweets at https://twitter.com/profrubega. Besides teaching at the University of Connecticut, she is also Connecticut’s state ornithologist.

If you are interested in using social network applications, such as Twitter, in your classroom, there are several articles by Derek Bruff, director of the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Mathematics, that will be informative. In an article in the Chronicle of Higher Education, A Social Network Can Be a Learning Network (November 6, 2011), Bruff references the concept of “social pedagogies,” a term coined by Randall Bass and Heidi Elmendorf, of Georgetown University. “They define these as “design approaches for teaching and learning that engage students with what we might call an ‘authentic audience’ (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course.” Leveraging student interests through social bookmarking, a CIRTL Network blog post from August 22, 2012, describes Bruff’s experiences using social bookmarking in two classes he has taught. And his students’ preferences for social bookmarking tools are discussed in a post, Diigo Versus Pinterest: The Student Perspective (May 31, 2012), on Bruff’s Agile Learning blog.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Twitter blue logo https://about.twitter.com/press/brand-assets

Writing to Learn

Posted on November 14, 2014 by Macie Hall

I’ve been touting the CIRTL (Center for the Integration of Research, Teaching, and Learning) MOOC, An Introduction to Evidence-Based Undergraduate STEM Teaching, for several weeks now. The course is coming to an end, but I am mining the materials for content to summarize here at The Innovative Instructor in case you missed it.

Last week the unit on Writing to Learn was particularly compelling. Janet L. Littrell, Ed.D, the Director of Distance Learning and Associate Director of the Engineering Education Research Center at the Swanson School of Engineering, University of Pittsburgh, taught the module. The material presented below is taken from the three videos Littrell produced.

The concept of writing to learn has been around since the 1970s, but has gained traction again more recently. The concept is to view writing as part of the learning process, not solely for the purpose of communicating information, but also as a reflective practice to increase student understanding, enhance learning, and provide instructors with feedback.

How does writing to learn differ from other writing students are asked to do as part of their coursework? Traditional writing assignments usually are done outside of class, are complete when turned in, are graded and returned to the students, and have the purpose of documenting students’ knowledge and comprehension.

Writing to learn assignments are often assigned and completed in class, are short, open-ended, may or may not be turned in, typically are not graded, and have the purpose of helping students think for themselves. Engagement is the goal, errors are ok. The idea is that students are encouraged to explore, question, develop their ideas, and/or reflect on their experiences. A writing to learn assignment is often a jumping-off point; it marks a beginning of a thought process rather than an end product. This type of writing is often referred to as low-stakes writing.

The goal of low stakes writing is to turn students into active learners, to help them find their own voices, and to focus on thoughts and ideas rather than on a formal writing structure. Have your students do smaller, more frequent writing assignments that are not graded. For example, have students keep a journal or learning log to document their ideas, thoughts, reactions, and to comment on class discussions, labs, readings and other assignments. At the beginning of class give students 5 minutes to free-write on a specified topic as a way of helping them gather their thoughts for a discussion. Take a minute or two at the end of class for students to write questions or comments they have on the day’s lecture or discussion. Or, if you sense that students may not be understanding what you are teaching, you can ask for mid-lecture feedback. Although writing to learn assignments are not usually graded, in these last two cases, where the responses provide formative assessment, the instructor should collect and read through them. In other cases, there might be a check plus/check minus system for completion of a writing assignment, with points that accumulate for credit over the course of the semester. You might also consider peer review for a writing to learn assignment.

Using low stakes writing or writing to learn assignments in your classes does not preclude having students write in more traditional ways. You should consider your learning objectives and assign writing accordingly. Consider, however, that the more students write, the better writers they will become. Low stakes writing helps them to understand that putting their thoughts on paper is part of a larger scholarly process involving inquiry, analysis, and critical thinking.

For more on writing to learn see these resources and examples:

Brigham Young University: Writing Matters newsletter and example assignments
California State University at Sacramento Designing “Writing To Learn” Assignments
University of Waterloo (Ontario) Centre for Teaching Excellence: Using Writing as a Learning Tool

You can also Google “writing to learn” for more on the subject.

Finally, hot off the press is a report on a multi-year research study of 2,101 writing assignments across 100 higher ed institutions undertaken by Dan Melzer, Associate Professor of English at California State University at Sacramento: Assignments across the Curriculum: A National Study of College Writing, University Press of Colorado, 2014. This is worth taking a look at as you think about what it means to write in specific disciplines and why you might want to integrate writing to learn into your courses.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Microsoft Clip Art

Summer Reading: Three Articles for Your Consideration

Posted on May 21, 2014 by Macie Hall

Celebrating the end of the academic year and looking forward to some time for summer reading? It’s always good to have solid research to back up our teaching practices. Three recent articles highlight scholarship behind the claimed benefits of collaborative learning, improved student performance with the use of active learning, and taking notes by hand provides better cognitive retention than using a laptop.

A tip from the Tomorrow’s Professor mailing list sent The Innovative Instructor to IDEA (Individual Development and Educational Assessment) and POD (Professional and Organizational Development Network in Higher Education). “IDEA is a nonprofit organization whose mission is to provide assessment and feedback systems to improve learning in higher education.” [http://ideaedu.org/about] As part of IDEA, POD produces “succinct papers” to address specific ways for instructors to employ innovative teaching methods. The POD Center Notes on Instruction is definitely worth a look.

POD Item #5 Formed “Teams” or “Discussion Groups” To Facilitate Learning Overall, reviews the research supporting the benefits of collaborative learning. “Learning is enhanced when the material to be learned is thought about deeply and also when related material is retrieved from memory and associated with the new material. When students have an opportunity to work together to learn course content, particularly when applying that material to a new challenge, both deep thinking and retrieval of associated materials are realized.” Specific tips are presented for implementing group work in a course, including setting clear expectations and monitoring group progress. Applications of group work for online settings are examined, and assessment issues are addressed.

Next, a study on lecturing versus active learning was recently highlighted in both Inside Higher Education and The Chronicle of Higher Education. The results of the research, Active Learning Increases Student Performance in Science, Engineering, and Mathematics, were published in the Proceedings of the National Academy of Sciences by Scott Freeman, Mary Wenderoth, Sarah Eddy, Miles McDonough, Nnadozie Okoroafor, Hannah Jordt, and Michelle Smith. The lead researchers are in the Department of Biology at the University of Washington, Seattle.

From the abstract: “This is the largest and most comprehensive meta-analysis of undergraduate STEM education published to date.” “These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.” As for the significance of the report, “[t]he analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning.”

From the April 2014 Psychological Science, The Pen is Mightier Than the Keyboard Advantages of Longhand Over Laptop Note Taking by Pam A. Mueller and Daniel M. Oppenheimer, reports on the benefits students gain by taking lecture notes longhand rather than on a laptop. Although using laptops in class is common (and instructors complain about the distractions laptops present), this study “…suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing.” “In three studies, [the researchers] found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand.” The authors conclude “…that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.”

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Image Source: CC Spirit Fire on Flickr: https://www.flickr.com/photos/spirit-fire/5733726521/

What is Gamification and Why Use It in Teaching?

Posted on May 13, 2014 by Macie Hall

A few weeks ago The Innovative Instructor had an inquiry from a reader who wanted to offer an online gamified Gothic art history class and was looking for models. Today’s post seeks to provide information on gamification, why you might want to consider using it in your teaching, and how to go about implementing gamification.

Gamification is defined as the application of typical elements of game playing (rules of play, point scoring, competition with others) to other areas of activity, specifically to engage users in problem solving. [Wikipedia and Oxford Online Dictionary] It has been used in marketing, but also has applications in education. In addition to promoting specific learning gains, games are a form of active learning. In some cases gamification includes the use of badges – think scouting merit badges in digital form – to promote learning and recognize competencies (e.g., Khan Academy has a badging system).

My own introduction to gamification came last October when I attended the annual Educause conference. One of the keynote speakers was Jane McGonigal who has a Ph.D from UC Berkeley and is a world renowned game developer. Her 2012 TEDGlobal talk has had 4.5 million views, and her website is a great place to start learning about the value of games. “She points out that we like people better if we’ve played a game with them; we bond and build trust. And contrary to popular thinking, she explains that games are not so much a tool for escapism but rather a way to use our best selves. Gamers are extremely productive and collaborative within the realm of a game.” [Friedman, Stan. “Finding the Future: Inside NYPL’s All-Night Scavenger Hunt.” Library Journal. July 13, 2011.]

It’s not all just fun. Games can be about finding solutions to serious problems as McGonigal states: “Many of my games challenge players to tackle real-world problems at a planetary-scale: hunger, poverty, climate change, or global peace, for example (see: EVOKE, World Without Oil, Superstruct).” [http://janemcgonigal.com/]

A search for scholarly articles on gamification [Google Scholar gamification in education] will get you to research on why gamification is an important teaching and learning strategy and how to incorporate gamification into your curricular planning. “In today’s digital generation gamification has become a popular tactic to encourage specific behaviours, and increase motivation and engagement. Though commonly found in marketing strategies, it is now being implemented in many educational programs as well, helping educators find the balance between achieving their objectives and catering to evolving student needs.” [Huang, Wendy Hsin-Yuan, and Dilip Soman. “Gamification Of Education.” 2013. p.5]

Huang and Soman define a five part process for applying gamification to the instructional environment.

The flow chart starts with knowing who your students are and where the course/training/instruction fits into the larger curricular framework. Context also refers to the type of instruction and where it will take place (individuals, groups, class size, face to face, online). Identification of “pain points” (factors that prevent learning advancement) will help the instructor define learning objectives and structure the placement of game elements in the curriculum. Then you can begin to identify resources – pre-existing games or ones that you will develop, which can range from complex to very simple. Finally, you will implement the gamification strategies.

Keep in mind that the objective is to gamify the process not the outcome. “Ben Leong, Assistant Professor at the School of Computing, National University of Singapore (NUS) states that there should be a clear understanding that gamification is independent of knowledge or skills. Gamification directly affects engagement and motivation and it indirectly leads to acquiring more knowledge and skills. Gamification encourages students to perform an action; for example, motivating students to practice computer programming will increase their skill and motivating students to memorize consistently can increase their knowledge.” [Huang and Soman. p. 15]

For many the big question will be “What games should I use?” There are a number of already developed, sophisticated games applicable to a variety of disciplines – STEM, humanities, social sciences – out there. For example, Entering the Education Arcade [Jenkins, Henry, E. Klopfer, K. Squire, and P. Tan, “Entering the Education Arcade,” ACM Computers in Entertainment, Vol. 1, No. 1,
October 2003, Article 08] describes three games made by the Microsoft-MIT iCampus project, namely Supercharged!, Environmental Detectives, and Revolution. “Has education become nothing but fun and games? Not exactly. In each case, the games are being integrated into a range of other curricular activities. Games are enhancing traditional educational tools such as lectures, discussions, lab reports, homework, fieldtrips, tests, and textbooks. Games are being allowed to do what games do best, while other kinds of teaching support those lessons.” [Jenkins et al. p.2]

These links will take you to the games cited above and others developed by the MIT Education Arcade.

Projects: http://education.mit.edu/projects
Ongoing: http://education.mit.edu/projects/ongoing
Past: http://education.mit.edu/projects/past

Also check out Games Learning Society, another developer of innovative educational video games, which “…promote engaging ways of learning about biological systems, civic activism, pro-social behavior, programming, and many other STEM domains.”

You don’t have to rely on existing video games, online simulations, coding your own games, or having students code in order to bring gamification to your teaching. Keep in mind that you are looking to identify a “pain point” and find a way to help your students learn that material. Role playing, research-oriented scavenger hunts, adapting classic television games or shows (e.g., Jeopardy, Who Wants to be a Millionaire?, Mission Impossible) to the classroom, are low-barrier methods to consider. As this video demonstrates, it can be as simple as bringing buckets of ping pong balls to class. Here at Johns Hopkins, Professor of Biology Vince Hilser demonstrated the concept of equilibrium to students in an introductory biochemistry class by having them throw ping pong balls across the room. Specific rules, timed segments, and a spirit of competition fulfill the requirements for the activity to be a game.

Now, Innovative Instructor, your mission, should you choose to accept it, is to develop a game to help students conquer a learning obstacle in your class.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Macie Hall adapted from Huang, Wendy Hsin-Yuan, and Dilip Soman. “Gamification Of Education.” 2013. p.7.

Teaching with Primary Sources

Posted on April 17, 2014 by Macie Hall

A couple of weeks ago I attended a workshop sponsored by the Mid-Atlantic Regional Archives Conference (MARAC) titled Current Trends in Teaching with Primary Sources – A Hands-on Workshop. Not only did I learn a lot about the subject, but the workshop itself was a model for best pedagogical practices. Lecture format was kept to a minimum, formative assessment was used throughout, and the emphasis was on active learning in small groups. The workshop instructors, Matt Herbison (Archivist for Reference and Outreach, Legacy Center, Drexel University College of Medicine), Doris Malkmus (Instruction and Outreach Archivist, Pennsylvania State University), and Rachel Grove Rohrbaugh (Archivist and Public Services Librarian, Chatham University), were enthusiastic about both what they were teaching and how they were teaching.

The Innovative Instructor doesn’t sit on the other side of the podium (so to speak) very often, so it was exciting to experience the principles we preach in practice. The instructors condensed the lecture content to several short (ten minutes or less) segments and provided the participants with photocopies of the slides for reference. Each of the lecture sessions was followed by an exercise. We were organized into groups of three and four and given handouts – copies of newspaper clippings, letters, photographs, printed materials – accompanied by a set of key questions for the group to answer. In this way we learned to identify and differentiate primary, secondary, and tertiary sources; how to evaluate these documents for audience and bias; and how to analyze documents using standard generalized and specific approaches. Since the goal of the workshop was to train the trainers, we were also given some background on teaching strategies, including the importance of developing learning objectives, knowing your audience, and assessment and rubrics. For our final exercise each group created a primary source activity for a specifically described undergraduate or high school class using a set of primary and secondary sources.

Why is it important for students to learn how to work with primary sources? A project called Students and Faculty in the Archives collected data between 2011 and 2013 on visits by faculty and undergraduate students to the Brooklyn Historical Society. “After visiting the archives, participating students were more engaged with and excited about their coursework, showed improvement in key academic skills, and achieved better course outcomes than their peers. Faculty participants learned newly-established best practices for archives-based teaching and became more thoughtful and effective instructors.” And from the Library of Congress web pages on teaching with primary sources we learn that “[p]rimary sources provide a window into the past—unfiltered access to the record of artistic, social, scientific and political thought and achievement during the specific period under study, produced by people who lived during that period. Bringing young people into close contact with these unique, often profoundly personal, documents and objects can give them a very real sense of what it was like to be alive during a long-past era.” Moreover working with primary sources engages students, helps them to develop critical thinking skills, and learn to construct knowledge.

If you are interested in integrating primary source research into your courses, it’s easy to get started. Here at Johns Hopkins we have librarians and archivists who provide instruction for students individually or to a class, either in the classroom or in the special collections areas. There are likely similar library, special collections, and archive resources on your campus. Don’t stop there. If you are in or near an urban area you and your students should consider the wealth of primary source material housed in public libraries, archives, historical societies, newspaper morgues, house museums, and other such institutions.

There are also a number of places online where you can find inspiration for learning activities to introduce or reacquaint your students to working with primary sources. The following resources were recommended by the MARAC workshop:

Brooklyn Historical Society, Teaching effectively with primary sources: http://www.teacharchives.org/

NYSED on Document Analysis: http://www.p12.nysed.gov/ciai/dbq/one.html

National History Day Resource Listing: http://www.nhd.org/ConductingResearch.htm

Key Concepts in Historical Thinking: http://canadianmysteries.ca/en/keyConcepts.php

DoHistory: http://dohistory.org

Library of Congress: Using Primary Sources http://www.loc.gov/teachers/usingprimarysources/

Document Analysis Worksheets: National Archives http://www.archives.gov/education/lessons/

National History Education Clearinghouse: http://teachinghistory.org/

Historical Thinking Matters: http://historicalthinkingmatters.org

For further reading on the subject of teaching with primary sources, here are links to two bibliographies provided by the MARAC workshop:

1) Society of American Archivists Reference, Access, and Outreach Section
http://www2.archivists.org/groups/reference-access-and-outreach-section/teaching-with-primary-sources-bibliography

2) Zotero Groups – Teaching with Primary Sources
https://www.zotero.org/groups/teaching_with_primary_sources/items/collectionKey/2BKBRTH8/

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Individual images from Wikipedia: http://en.wikipedia.org/

The Innovative Instructor

Pedagogy – Best Practices – Technology

Category Archives: Active Learning

Developing and Facilitating Research-Based Assignments

Developing and Using Effective Active-Learning Exercises in Class

Where goes the Lecture?

Back to School

Twine 2.0: Not just for storytelling

Writing to Learn

Summer Reading: Three Articles for Your Consideration

What is Gamification and Why Use It in Teaching?

Teaching with Primary Sources