1. History group
a. Assignment update: course wiki that students will contribute to
i. The wiki will be built off course themes and will be used to evaluate student work on primary source analysis and historical narrative
ii. Looked at example open text book from engineering as an example from which the history wiki will be modeled
iii. Discussed challenges of grading an open textbook/wiki
b. Points related to course evaluation/ Pedagogy
i. How to avoid confusing pedagogy
ii. Deep learning vs surface learning
iii. Discussed a strategy to distinguish primary from secondary readings
c. Steps remaining for first day of class
i. Wrap up online resources – connect to what is happening in class
ii. Tailor graded assignments for newly defined learning outcomes, quizzes vs. exam, keep primary source analysis and film analysis as graded assignments
iii. Open textbook site setup
iv. Check copyright for online syllabus
v. Check links on online syllabus to minimize student frustration
vi. Design a plan for evaluation
i. For the library of congress collection, what happens if the student finds something that they are interested in, how do you handle copyright?
– “If, for example they find something on a site that doesn’t follow copyright ask the student to find a source that does.”
– “Also, we can incorporate links which will address that or apply fair-use to what you are using in the classroom setting – i.e. link out. These depend on what the goal of course.”
– “ There are two thoughts for “hijacking” someone else’s online resource/site, you are adding a direct link and copyright is provided there so it shouldn’t be an issue, but others may say that it looks like it is yours.” “We can avoid an issue by using standardized language to make it clear that some links are copyrighted elsewhere etc. You can also ask the author permission.”
– “Share these issues and challenges with the students. Give the students a guide for using online resources and issues of copyright/open use etc.”
ii. In response to Q How do you grade a course Wiki; is this individual or group work? “Individual and they will have to know they’ll build a final project together.”
iii. For grading, have you thought about using rubrics? “Sam Wineburg (sp?) Prepared a document about primary resource analysis that might be useful in this case. Both primary research and primary resource analysis, when you are testing for these, it’s important to think about a framework” “I personally really like rubrics, I was someone with talking to ITS Cools about a pilot for the rubric tool, that once the rubric is set up, you can comment and grade directly through Cools. If enough people want to try this it will be ready by the start of the semester.” “It’s another added link of things that are available”. “We can only know whether GSIs are doing what they are supposed to is if we watch GSIs directly”.
iv. Helping students keep framework in mind, using some kind of a timeline, would help them to follow movements. “Whenever I teach history, I get the chalk out and do help students to have an overall narrative in mind; going toward final assignment, having an open textbook would help, to take all the nuggets to turn them into a narrative that connects them altogether”. “It will be crucial to students to look at how those aspects come to play, and we will need to define those requirements of what a historian needs to be doing.”
v. Have you looked at the tagging functions in PBwiki? The tags might be a useful way for students to locate themselves in that place and time. Then you can extract based on keywords, using a common tag. Is this something that students could use or make? You can set up standard tags at the start of the semester and students could also create them as well.
vi. It might be interesting to have students to create their own book, one chapter per team etc., depending on where the course is. This really gets to the peer review portion.
2. Writing group
a. From wordpress, presentation is on the presentation page, reminder that we can all put our presentations on the presentation page.
b. Work accomplished this summer
i. Identified useful learning objects
ii. Identified needed learning objects
iii. Linked learning objects to goals identified for writing 100
iv. Created two learning objects to help students with visual rhetoric in ePortfolio
c. Learning Object 1: Prezi
i. Showed a draft of a Prezi, which breaks down elements of the ePortfolio into different categories that they need to think about,
d. Learning Object 2: Hot Potato quiz
i. Provided a link to an ePortfolio, and asked questions about it, made all questions right so that you can always have feedback “It’s good to have plausible detractors, and you can provide feedback from negative answers too.”
i. Create a website to house LOs that instructors can link to
ii. Develop additional Los, annotated rhetorical analysis or an argument, with quiz
iii. Present LO’s to Writing 100 instructors at Sweetland Retreat
i. “Hot potato’s, is probably the best tool I know of, it doesn’t have to be plain Vanilla though! The example I sent to Liz, based on business English has a split screen so that they could see text. There are nuances, but it is 100% code-able.” ”Who would I ask? Philipina Mecan (sp?) in SRC.” ”You can match sound to sound or image to image or mix it up, bottom line there are a lot of options”
ii. For prezi, the in and out can make you sea sick, Chase could work with you to minimize the in and out movement.
3. Statistics Group
a. Results from summer: student response from survey about applet
i. Name that scenario feedback,
1. Everyone agreed that it helped them learn
2. Agreed that questions are not too hard or easy
3. Showed increase in confidence level
4. Indicated positive that they would use it again
b. Fall plans
i. Add more questions,
ii. Assessment, quiz before and after NTS
iii. Add scoring so that students can track their own progress
iv. Create a list of LO’s that aren’t introduced in the class “enhanced practice exam solutions”
v. Complete integration of R LO as pre-lab
vi. Wolfram CDF files, PDF with Mathematica imbedded, so students can use even if they don’t have Mathematica
i. Did students who responded, did you look at their answers correlated to their performance. “Not yet.” “We could compare to either of 2 exams or quiz.”
4. General Chemistry
a. Project 1: Presentation videos
i. Several videos have been edited and 1/3 of library has been assessed for its value as a teaching tool
ii. Short term plans, utilize other editing techniques to improve what we have, and capture more video to expand improve video library
iii. Long term plans, create a website to give access to video library, link to cross-disciplinary presentation Los
iv. COMMENTS: Two nice videos were presented at international conference, used to support why presentations are valuable in a lab course Q: Would it be possible to do a screen cast and a camera in the room and combine later? “We don’t want to take away from the students who are in the lab, so there are lighting issues,” ”This is a learning situation for us in how do we do this?” “The GSIs are not use to facilitating these presentations, providing feedback, and you can’t capture that without the whole scenario” “We are seeing that is a poor aspect of the presentations”. Q: There is a text annotation tool that will allow getting at discrete issues to be addressed the next time. Being able to annotate video may help GSIs to use the videos as tools. “I recommend talking to Ralph Franklin (in modern Languages building) and Jason Lauren.”Q: I wonder for the rest of the academic careers, how much of what they learned did they actually use in subsequent courses”
b. Project 2: Learning Resources
i. Categorize and provide description of the array of learning resources submitted by students during scavenger hunt.
1. 100 sites
2. In process of weeding out the best sites for each experiment
ii. Post sites on Ctools, using a different method than just uploading into folder.
iii. COMMENTS: How do we differentiate between LOs that are posted and others?
c. Project 3: Personalized Online Interactive Material
i. Using Softchalk to create interactive pre-lab lecture material
ii. Finishing up for first three labs to implement in Fall, assessment is in place
d. COMMENTS: “Something we had talked about for making things more visible is whether or not there is some moderately general reflection form that we could make available so that students could reflect on how they perceived a particular did or didn’t help them.” “That is in the assessment tool we created.”
a. IRB is finished and waiting for approval
b. Tweaking assignment for study, to show that using LOs students will do better on assignment
c. COMMENTS: Q: Are you using random number assignment to do the tracking? “Yes”, I created a website to handle that.
6. Organic Chemistry
a. Sitemaker site as framework for LOs, includes Jing wrapped spectroscopy problems
All weeks prepared, but we need to refine them
b. PB works/ interactive syllabus – created ready to go
i. Background knowledge probe
ii. CTools analytics
iii. Regular exams, spectroscopy questions
iv. End of term CTools
d. Future Directions
i. Word press for journaling our own experiments
ii. Investigate technique based learning objects for winter term
e. COMMENTS: For graduate student who will be teaching in the course where LOs are implemented, be careful of accounting for time.
7. Overall Comments: Remember that there is standard language that you can include for our site license
8. Learning Analytics – Steve