Presented to Colorado Higher Education Computing Organization

1. …
THE CHANGING LANDSCAPE OF TEACHING
DR. JEFF LOATS
DEPARTMENT OF PHYSICS
MSU DENVER
CHECO RETREAT, APRIL 2013

2. OUTLINE
Blended Learning Initiative at MSU Denver
• Goals & important features
Three 21st century teaching techniques:
• Just inTimeTeaching
• Classroom response systems
• The FlippedClassroom

3. Which of these bests reflects the efforts at your
institution to help faculty adopt evidence-based
teaching techniques involving technology?
A) Yes, with long-term personal support
B) Yes, via regular workshops & presentations
C) Yes, but rarely (occasional workshops)
D) No, those that exist do not involve tech.
E) No, there are virtually no efforts, involving
technology or otherwise

4. BLENDED? HYBRID? MIXED-MODE?
Start from research-based strategies
For us, the difference is trading class time or not:
• Blended courses incorporate evidence-based
pedagogies that take advantage of
technology without any reduction in face-to-
face class time.
• Hybrid courses move some learning activities
to online formats and face-to-face class time
is somewhat reduced. Incorporate evidence-
based pedagogies throughout.

5. BLENDED LEARNING INITIATIVE
Common:
Target intro courses with large enrollments
(instructors teaching FirstYear Success courses)
Offer small incentive/acknowledgement (laptop)
Perhaps uncommon:
Invite potential participants (vs. them applying)
Offer a small “menu” of teaching techniques
Sustained support - 6-8 “meetings”
1-on-1, small-group meetings, workshops.

6. WARMUP: ED.TECH FOCUS
How much of the educational technology efforts
at your institution have been focused on
replicating the traditional classroom vs. creating
teaching and learning opportunities that simply
weren't possible before?
“There is much of use of software, computers
and AV. 50% guess.”

7. WARMUP: ED.TECH FOCUS
“We are currently exploring ways to bring more
content online. I don't really have a percentage
but there seems to be a larger push after we just
hired a Directory of eLearning.”

8. THREE BLENDED TECHNIQUES
Just inTimeTeaching
Classroom response system (“clickers”)
FlippedTeaching

9. FEEDBACK THAT WORKS
“Improvement of performance is actually a
function of two perceptual processes.The
individual’s perception of the standards of
performance, and her/his perception of his/her
own performance.”
The Feedback Fallacy – Steve Falkenberg
(via Linda Nilson)

10. Think about a typical class at your institution. Is
there a method for holding students accountable
for preparing for class?
A) Stern threats and/or playful pleading.
B) A paper method (quiz, journal, others?)
C) A digital method (clickers, others?)
D) Just inTimeTeaching.
E) Some other method.

11. JUST IN TIME TEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Learner Teacher

12. JUST IN TIME TEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Second half:
• Responses are read “just in time”
• Instructor modifies the plan accordingly
• Aggregate and individual (anonymous)
responses are displayed in class.
Learner Teacher

13. JUST IN TIME TEACHING
A different student role:
• Actively prepare for class
(not just reading/watching)
• Actively engage in class
• Compare your progress & plan accordingly
A different instructor role:
• Actively prepare for class with you
(not just going over last year’s notes )
• Modify class accordingly
• Create interactive engagement opportunities
Learner Teacher

14. For an average class at your institution, estimate
the fraction of students who do their preparatory
work before class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%

15. STUDENT FEEDBACK
315 students in 7 classes over 4 terms (roughly ±6%)
The WarmUps have…
Agreed or
Strongly Agreed
…helped me to be more prepared
for class than I would otherwise be.
70%
…helped me to be more engaged in
class than I would otherwise be.
80%
…helped me to learn the material
better than I otherwise would
64%
…been worth the time they
required to complete
57%

16. MORE JITT?
Much more information to be had:
• Theoretical basis for effectiveness
• Empirical evidence for effectiveness
• Writing good questions
• Using metacognitive questions
• Practical questions and pitfalls

17. Think about a typical class at your institution.
What fraction of class time is spent on lecture-
based delivery of content?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%

18. FLIPPED TEACHING
18
"the Flipped Classroom isn't a methodology. It's
an ideology.“ – Brian Bennet
“Lecture at home, homework in class”
Take the passive delivery portions of traditional
teaching and move them online.
Online videos are often “screencasts”, or may be
small snippets of recorded lectures.
Students held responsible, directly or indirectly

19. FLIPPED TEACHING VS. LECTURE CAPTURE
19
My take:
Capturing an entire lecture has limited benefits.
It somewhat extends a passive technique.
The goals of the flipped classroom video conflict
with the results of capturing traditional lecture.

20. FLIPPED TEACHING
20
Students held responsible for viewing:
• Directly: JiTT, preparation quiz, notes check…
• Indirectly: Prep. Material is not repeated,
value of prep work is made apparent.
Class time is dedicated to problem solving,
discussions, applying skills, etc.

21. CLICKERS:VERY WELL STUDIED
21
Quick/easy attendance in large class sizes.
Everyone participates and retains anonymity
Encourages active learning
Improved concentration
Improved learning and retention
Improved exam scores
Efficient use of class time
Engages students in metacognition.

22. WARMUP: FEEDBACK LOOPS
In a typical face-to-face college course, discuss
one example of a feedback loop that is present
and the time-scale of the feedback.
“My work is not close enough to academics for
me to comment appropriately.”

23. WARMUP: FEEDBACK LOOPS
“As a student writes a research paper for a class
the student may or may not get feedback until
after the paper is submitted.”
“Student use of "office hours" for clarification
and extra help.”

24. AVARIETY OF GOOD QUESTION TYPES
24
Factual recall
Peer Instruction (a.k.a. vote-share-vote)
Polling/survey
Poll-teach-poll
Thought questions
Teach-Test-Review orTeach-Test-Retest

25. Students have developed a robot dog
and a robot cat, both of which can
run at 8 mph and walk at 4 mph.
A the end of the term, there is a race!
The robot cat must run for half of its
racing time, then walk.
The robot dog must run for half the
race distance, then walk.
A) The cat wins B)The dog wins C)They tie

26. TECHNOLOGY
26
Hardware:
iClicker, CPS,TurningPoint, PRS…
Software
Poll Everywhere,Top Hat Monocle, Echo 360…

27. COMBINATIONS!
27
The most effective blend may be a combination:
• JiTT with Classroom response (my model)
• Flipped teaching videos with JiTT questions
• Flipped teachingClassroom response
• All three!

28. FINAL COMMENT
What to do?
• Scholarly teaching
• Evidence-based practices
• Imitate!

29. YOUR SUMMARY
For yourself… or to share?
What was the biggest shift in your thinking during
this discussion?
What is the biggest question you feel needs more
attention from the discussion?
Visit slideshare.net/jeffloats to see these slides