Title: Rethinking the teaching of science: Insights from research into student learning
Abstract: The declining interest in science at primary, secondary and tertiary levels has been well documented over recent years. While the reasons for this are complex, we need to reconsider the way science is typically taught if we are to provide those students who have chosen to study science with a rich and rewarding experience. In particular, it is proposed that we need to teach science more like the way science is practised, that is, as an exciting field of intellectual inquiry rather than a process of memorising and recalling large quantities of information. This will mean radically rethinking what it means to learn science, how science should be taught and how learning should be assessed. There is now a rich literature concerning both how people learn and ways to facilitate learning through effective teaching strategies. However, much of this knowledge is unknown to those teaching science in universities. This presentation reviews some of the latest insights to emerge from research into student learning and considers the implications of this research for science teaching.
Title: Developing a learning environment that encourages deep learning outcomes
Abstract: In this paper we report on the development of an authentic learning environment, the tropical island of Lys, that we used to facilitate high quality student learning in a third year subject designed for environmental and ecological scientists (NRB572 'Terrestrial Ecosystems'). Lys provided the conceptual framework around which students engaged with web-based learning resources, lectures, practicals, paper-based resources (such as study guides and handouts), as well as a virtual tour of the island, and most importantly an integrated set of assessment tasks that oblige students to develop a critical understanding of fundamental ecosystem processes. Our students expressed conspicuous levels of satisfaction, enjoyment, interest and engagement from their learning experience together with significantly enhanced learning outcomes which were both self- and formally identified. To achieve these outcomes, we report on how we used five 'principles' of curriculum design so that others, irrespective of discipline, could use similar approaches.
Title: Teaching 'Resources, Environment and Society'
Abstract: This paper explores the process of developing and delivering ANU's first year course 'Resources, Environment and Society'. The Science and Arts Faculty jointly offer the course. It is team taught and draws upon the extraordinary range of experts in this field at the Australian National University, the Federal and ACT government departments and key Canberra based non-government organisations.
The issues involved in 'Resources, Environment and Society' present a challenge to teachers and students alike. The course can be confronting for students as rather than presenting 'solutions' to environmental problems the course stresses the highly contested value laden nature of environmental issues. It deals with this challenge by providing considerable support to students in developing the skills and knowledge to ask questions and challenge assumptions. Great effort is also devoted to embedding academic skills and information literacy into the curriculum.
Evidence from student evaluations of how the course has been successful in meeting its aims will be presented. Course evaluation methods have included:
- an external facilitator running a mid semester focus group discussion with the whole class;
- each class has completed end of course evaluation questionnaires; and
- former students have been involved in a longitudinal study.
Title: Peer Group Critiquing of Software Engineering Projects
Abstract: Over the last five years students in the Software Engineering Project unit at the University of Tasmania have undertaken projects in teams with four or five members. Each team is collaborating with a different member of the IT industry to produce a unique piece of software. By undertaking a real world problem the students become effective problem-solvers, capable of applying logical, critical and creative thinking to a problem.
Each project is also allocated a testing team of another four students, each one of which is also part of a development team for another project. Approximately every four weeks the testing team evaluates all the work produced by the development team and provides critical feedback.
The critique that the students perform can help the development team to identify problems before assessment hence increasing the quality of work submitted. There is no denying that testing is a crucial part of the software engineering process and this is why testing (critiquing) experience is a real skill needed by employers. But apart from providing this experience the peer-group testing sessions are also providing two different (but valuable) benefits.
The testing sessions allow students to exchange ideas on different approaches to the problem as some members of the testing team will be working on a similar project for a different client. In some cases this collaboration has led teams to overcome what seemed to be insurmountable hurdles. This collaboration mimics what resources would be available to the students in the workforce, unlike other units where collaboration needs to be minimised to reduce plagiarism.
The testing sessions provide an opportunity for all students to see the progress of other teams and compare their own progress. The testing sessions are held approximately a week before the work is due for assessment and they serve as a non-assessed deadline that prevents students from leaving all work until the last minute.
Title: The excitement of chemistry
Abstract: The experience that has been gained using electronic media for videolinked lectures1 has been used to make first year Chemistry more exciting. About 100 of the 300 first year Chemistry students on the Burwood campus have not studied Chemistry at school, but these students attend the same lectures as the more experienced students.
An important part of Chemistry lectures is the demonstration of chemical phenomena. The lecturer explains what is happening, assisted by a PowerPoint presentation. Molecular models can be displayed and manipulated using a document camera. Another camera mounted on the front bench can be used to project the chemical demonstrations onto the large screen at the front of the lecture theatre.
Touch screen switches on the lectern display, enable the lecturer to switch between computer, bench camera, document camera and video recorder. The bench camera can be mounted at either end of the demonstration bench, and is swivelled to display the bench or the fume cupboard which is located at the side of the lecture theatre.
Student feedback indicates that the demonstrations are their favourite part of the Chemistry teaching at Deakin Burwood.
Reference
1Clift, D.A. (1997) Using the Cable Television Network for Cross Campus delivery of First Year Chemistry, paper presented at the UniServe Australia Workshop on the Use of Imagery 'Putting You in the Picture', University of Newcastle, July 1997.
Title: Integrating Tertiary Literacy into the Curriculum: Effects on Performance and Retention
Abstract: Tertiary literacy instruction and assessment were introduced into two first year biology subjects as part of a collaboration between Biological Sciences and Learning Development staff at the University of Wollongong. In both subjects, the project focussed on scientific report assessment items based on aspects of the practical curriculum. The project involved production and use of a web site giving instruction in report writing and general guidance on scientific writing, marking schemes using explicit criteria including literacy based criteria, a peer marking tutorial, and marking and feedback using the schemes. The results from assessments in the second subject, which included the biology cohort but also a new cohort from another faculty, indicated improved literacy in those students who had received instruction in the first subject. Moreover, longitudinal data suggests that this benefit was translated into higher pass rates and greater retention rates for the students in these classes compared to others in the Faculty. While it is impossible to make a causal link between these pass and retention rates and the literacy instruction, the quantitative results and qualitative observations indicate the value of such an approach.
Title: Facilitating student understanding about climate science: El Niño as an online case study
Abstract: El Niño - Southern Oscillation (ENSO) has been shown to be the dominant factor affecting year-to-year climate changes globally, and may dramatically affect rainfall patterns around the world. Fundamental to understanding climate variability and change is understanding ENSO. However, climate science is complex. The processes, interactions and feedbacks in the climate system are together difficult to understand and complicated to quantify. Physically-based models (formulated with a set of fluid dynamic equations) have, nevertheless, been demonstrated to be very useful tools for investigating and quantifying climate variability (and change) such as ENSO.
In the education of climate scientists, therefore, it is critical that they comprehend the complex concepts that underpin ENSO. This paper discusses an online practical (tool) developed to teach undergraduate students the fundamental principles that underpin not only the average state of the ocean, but also ocean variability associated with ENSO. Results from two formal student evaluations of this practical, one by third year physical geography students and the other by second year physics students, will be presented and discussed.
Title: Are you being serviced?: Promoting quality service teaching
Abstract: Service teaching attracts attention at Universities largely due to the amount of money that it involves. In recent years the service teaching traditionally provided by departments such as mathematics and physics has been downgraded or eliminated in the names of teaching in context, student satisfaction and key changes in the philosophy of the serviced disciplines. This has occurred to an extent that the departments accommodating these disciplines have become marginally viable, or have disappeared entirely. Here we report a recent study carried out at UTS which included consideration of staff and student perceptions of service teaching. The study also considered what approaches are likely to enhance educational outcomes for students, in particular the important roles of flexibility, relevance and context which are seen as key student motivators.
Title: Physics Teacher Retraining Through Flexible Delivery
Abstract: The Graduate Certificate of Physics at the University of Canberra, delivered in collaboration with the NSW Department of Education, has been set up to provide secondary science teachers in rural regions with a qualification appropriate to teach senior physics. Retraining experienced teachers provides a new mechanism for dealing with increasing demand in the areas of science and mathematics. The constraints of working with students from regional areas, who are teaching full time, requires flexible delivery. This course fulfills these requirements through a combination of online, text, and residential components.
Evaluations indicate that the course increased teacher confidence, enabled the development of new generic skills, created a collegial learning environment commonly absent for remotely located science teachers, contributed significantly to a new enthusiasm for teaching in general, and in at least two cases contributed directly towards promotion. However, they also suggest that this approach puts great demands on both students and staff, which has implications for the level of resources required to provide an appropriate level of pastoral care throughout the course. Most teachers had limited contact with multi-mode approaches prior to commencing this course and showed diverse responses to the different components of the delivery. An additional benefit is that gender balance in the cohort addresses the low numbers of women presently teaching physics.
Title: An Online Laboratory - Is it as good as the real thing?
Abstract: In the teaching of science many principles need to be investigated by students in the laboratory. To gain a firm grasp of the concepts involved, and to become adept in manipulating the equipment, a variety of experiences are required, necessitating many hours in the laboratory. Yet, by creating interactive simulated scientific equipment, in the form of a number of discrete learning objects, it is possible to combine these to perform the same experiments as user-directed simulations on a computer and in a number of different learning contexts.
A Web audit, analysis and selection of the desired laboratory learning outcomes, followed by the customisation of several available learning objects, and their integration into constructivist scenarios, created an online laboratory experience.
The online laboratory allows greater opportunity in the exploration of the use of the equipment as it is not limited in time, and with a closer connection between theory and practice it encourages a more rapid comprehension of the underlying principles. There is opportunity for multiple repetitions of specific aspects of tasks and the capacity to control the experimental complexity. This, combined with the ability to use the online laboratory to test and assess understanding, provides a great deal of flexibility for both learner and teacher. However, both the availability of timely demonstrator assistance and ultimate experience in a live laboratory remain vital to achieving the full gamut of expected learning outcomes.
Title: Robbing Peter to Pay Paul? Time Management in Flexible Learning Situations
Abstract: Although subjects permitting flexible learning have been available for many decades, advances in information and communications technology have led to an increase in their availability. Most subjects offering flexible learning share two characteristics: there is a clearly stated set of aims and objectives, and students are given well defined tasks which carry some immediate reward. Thus students can see what they are trying to achieve, and can derive satisfaction, and a contribution towards the final assessment, as they master each step along the way. Evaluation of these initiatives usually shows that there is an improvement in student learning.
These subjects share a third characteristic: students report spending more time working on subjects with flexible delivery than on conventional subjects. This raises two questions. Does the improvement in student learning for a subject delivered flexibly result primarily from increased time spent on this subject? And is this improvement accompanied by a drop in achievement in the students' other subjects?
Comparison of results in flexible and conventional subjects is presented to provide tentative answers to these questions, and to raise an additional question. If more subjects move to flexible delivery, will the improvements in student learning disappear?
Title: Evaluation: Is an open book exam easier?
Abstract: Points Possible: 50 Total Points: 5559 Class Avg.: 28.218274 Standard Deviation: 6.03778887368865 Variance: 36.4548944832384 High: 44 Low: 15
With respect to the assessment of students, it is generally accepted that open book examinations create an enriched environment, offering the student an opportunity to better understand and respond to a particular question. This study provided the opportunity to examine this assumption and test it in a convenient manner.
During the study of an introductory Anatomy and Physiology unit there are three assessments. The first assessment was an online multiple-choice examination with 50 questions either reviewing concepts or requiring critical thinking and clinical applications. In the first instance this test was performed by students (N=197) in class time. These results were analysed and then the opportunity was offered for the students to repeat the test with the assistance of their textbooks. Upon repeating the test under these conditions it was shown that there was little difference in the average and individual results.
It is therefore concluded that a suitably constructed set of high level questions will discriminate student abilities in either an open or closed book environment.
Title: An experiential journey through e-learning
Abstract: The hallmark of the digital age, vast amounts of instantly available information, is both a blessing and a curse for science educators. Developing critical evaluation skills is an increasing important element for both designers and consumers of science education programs. Despite the promise of the new technology, the pedagogy underpinning much ICT development in the area mimics that of traditional models such as face to face teaching and textbook teaching.
Virtual Geology Field Trips is a unit of a new Master of Science Education degree delivered entirely online by a consortium of five Australian Universities. The focal point of this unit is evaluation skills and an understanding of learning modes rather than a simple adaptation of content for an ICT framework. The emphasis is an experiential learning model as opposed to the traditional distilled wisdom approach. The unit is designed to move students (i.e. practicing science teachers) from being passive users of ICT resources to either actively adapting materials for specific educational purposes or creating their own resources. This is done by the provision of scaffolding that is progressively removed to enable greater self directed inquiry and elements of reflection and self assessment. The philosophy and structure of this approach are outlined in this paper.
Title: Preparing science students for the transition to professional work
Abstract: The transition from secondary school to university is much studied and considerable changes to first year teaching and learning have occurred as a result. The next transition, from university to professional work, is not well studied.
There has been some investigation of the skills required of graduates in the various science disciplines and several professional societies have listed requirements they expect of graduates. However when we consider advanced quantitative and communication skills, there is resistance to the integration of these into specific subjects in science majors. These skills are considered important but it is expected that students learn them elsewhere, such as in careers workshops or with private reading.
We believe that these skills should be taught explicitly in science major subjects. We base our thesis on research on the communication and quantitative needs of graduates and research on student learning and the transition to professional work.
These skills should be introduced as flexible, but compulsory, assessed components of major subjects. There is evidence that the modelling of professional work within subjects will encourage students to change their conceptions of the subject they are studying and help to focus their learning. There is no evidence that incorporating advanced quantitative and communication skills into subjects reduces the amount of content learned.
Title: In-Class Pharmacology Conference: Student Communication and Flexible Delivery in an Authentic Learning Experience
Abstract: In 2002, an in-class conference was introduced as a flexible mode of delivery for the teaching and learning of Pharmacology, a unit within the Human Biology degree at Edith Cowan University. This innovation was used to teach a section of the unit curriculum in contrast to previous years when the whole unit was taught in the traditional formal lecture and tutorial style. The in-class conference provided students with the opportunity to deliver their research in the form of publications and presentations in an authentic learning environment. The author will discuss the pedagogical value of student presentations to peers for the teaching and learning of Science subjects with high factual content. Moreover, the author will demonstrate that the authentic-leaning project created opportunities for science students to develop their overall ability to communicate and disseminate knowledge resulting in a statistically significant improvement in the standard of student literature reviews. Additional outcomes of this alternate teaching method include better informed, more confident students who have the ability to perform authentic, meaningful research and are equipped with important industry-related communication skills.
Title: Educational Effectiveness of 100% Online I.T. Courses
Abstract: This project started with the realisation that our 100% online I.T. courses were producing a higher percentage of distinction students than our on-campus courses. To find the explanation we compared variables such as student cohort, assessment standard, course material, and course delivery. We eliminated or accounted for as many variables between online and on-campus learning environments as possible, but still the disparity remained. We designed an evaluation study to address the broad realisation above and answer specific questions. Our methodology combined pre and post confidence logs submitted by students, an ethnography study based on emails between students and their tutors, a survey of students, a focus group of staff who deliver online courses, interviews of staff who deliver the equivalent courses on campus, and a nominal group comprised of randomly selected students who successfully completed either an online or equivalent on campus course. Our findings confirm that student / staff interaction is the most important determinant of online student learning outcomes. Frequent problem / solution email between student and staff can benefit learning more than weekly many-to-one tutorial classes. We then focussed on the characteristics of online staff / student interaction that leads to the best outcomes. We list our criteria.
Title: Online technology for enhancing first year experience: a case study at the University of South Australia
Abstract: This paper examines the impacts of online technology on student engagement and learning in a first year engineering course. In the context of increasing student disengagement with on campus teaching and learning activities, online technology was used to stimulate and maintain student interest in a course titled Principles of Computer Systems. This is one of the courses students attend in their very first semester upon entering the university. So, it represented a critical opportunity to engage them in online technologies as the tools of the present, and to engage them in a stimulating learning experience at a time when there are evidences of increasing student disengagements in campus activities (McInnis 2001). Online quizzes were developed to provide students with flexible access to self paced interactive study materials. These quizzes were also aimed at providing students with an alternative learning style (more choice) and a mechanism to self assess their progress. This paper analyses the student responses and identifies some key areas where enhancements could be made to further improve student motivation and learning outcomes.
Reference
McInnis, C. (2001) Signs of disengagement: the changing undergraduate experience in Australian universities. Inaugural Professorial Lecture, Faculty of Education, University of Melbourne, http://www.unimelb.edu.au/ExtRels/Media/UN/archive/2001/629/mcinniswarns.html, 3-15, August 2001.
Title: The potential of virtual laboratories for distance education science teaching: reflections from the initial development and evaluation of a virtual chemistry laboratory
Abstract: We have developed a virtual chemistry laboratory at Charles Sturt University, based on an accurate 3D model of our Wagga Wagga undergraduate teaching laboratory. The initial version of the virtual laboratory has been designed to enable distance education chemistry students to become familiar with the laboratory prior to coming on campus for their residential school. It allows for free exploration and for collecting and assembling items of apparatus. It also allows students to read information about the items of apparatus and about laboratory procedures.
This paper will describe the current features of the virtual laboratory and will discuss the pedagogical rationale for its development. Results from observing and interviewing 10 pilot testers and from evaluation questionnaires completed by 90 on-campus and 20 distance-education chemistry students will also be discussed. These evaluations have provided useful feedback on the useability of the 3D interface as well as encouraging feedback on its potential. The paper will conclude with a description of features to be added during the next stage of development, which will include the ability for students to undertake virtual experiments while exploring concepts using laboratory-level, molecular-level and symbolic representations.
Title: Using the Security Protocol Game to Teach Computer Network Security
Abstract: The Security Protocol Game is a highly interactive game for teaching secure data communications protocols. Students use the game to simulate security protocols and explore possible attacks against them. The power of the game lies in the representation it provides for secret and public key cryptography - a unique combination of game rules and playing pieces has been devised that accurately represents the mathematical capabilities of cryptographic systems. Using pen and paper, envelopes and printed game pieces, students can simulate a wide range of computer network security protocols including well-known protocols such as SSL and Pretty Good Privacy. Such simulations enable students to gain a deep understanding of how the protocols operate and how protocol design affects security of the protocol. Student response to the game is positive and engaging. It has been successfully used with both information technology students and management students. This paper will include results from recently conducted student surveys.
Title: Creating Competency Based Learning Activities
Abstract: There is a growing need for ways to learn incrementally using the WWW. This is driven by what is commonly known as just-in-time learning to gradually develop competencies or by the continual need to personalize learning experiences to student needs. To do this it is necessary to structure knowledge to facilitate such online learning. One solution proposed here is to create specialized learning objects that can be invoked given a particular learning need. The question then is how to structure learning objects to facilitate such customization to specific incremental needs. This paper proposes a classification based on the metaphor 'Create an environment that provide services for learning activities to develop a competency in a subject'. The services needed here would identify competencies but use common subject metadata to select information needed for a particular learning need and provide the methods and services needed to meet that need.
This paper suggests the classification shown in Figure 1. One class of object here is the subject metadata describes the subject material of interest. This sets a framework for discovery and is usually implemented as links within the subject metadata structure. Thus teaching for example about databases may place it within the context of businesses or applications. The second class of object class is the environment, which is made up of the learning goal and support services. The learning goal defines what is to be achieved. Thus in a University the goal may define assessment procedures whereas in a project environment the emphasis is on project goals. The learning method is another object class that defines what learners actually do and generic competencies that they develop. The learning activity defines the methods to be used to achieve the goal. The methods will use any support services provided by the environment. Hence the semantics of building systems follow the idea 'Use the goal to select metadata of subject material and define the learning activities that define the generic methods to be followed in leaning about the subject to reach the context goal'.
Figure 1. Objects classification
Information technology must then provide ways to structure learning activities. The paper will describe a way of doing this using LiveNet system. The process here is to create learning spaces for each learning activity and select the services needed in the activity. This supports the creation of focused workspaces that bring together the object classes identified in Figure 1 to create a learning space. Figure 2 illustrates the interface showing entries to a number of learning activities. Currently the learning activities are set up by instructors with the eventual goal being to develop agents that can create personalized activities using a learning goal.
Figure 2. Presenting the learning objects
The paper will illustrate this process to teaching about the application of technology in business.
References
Dublin Element Set - http:/www.dublincore.org/.
Fisher, S. (2001) Course and Exercise Sequencing Using Metadata in Adaptive Hypermedia Learning Systems. ACM Journal of Educational Resources in Computing, 1(1), Spring.
Hawryszkiewycz, I. T. (2000) Knowledge Networks in Administrative Systems. Working Conference on Advances in Electronic Government, Zarazoga, Spain, February, 59-75.
Hiltz, R. and Turoff, M. (2002) What makes learning networks effective? Communications of the ACM, 45(4), April, 56-59.
IEEE Learning Technology Standards Committee - http://ltsc.ieee.org/.
Nonaka, I. (1994) A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5(1), February, 14-37.
LiveNet - http://linus.socs.uts.edu.au/~igorh/workspace/explore/livenet.htm.
Riggins, F. J. and Rhee, H-K. (1998) Developing the Learning Network Using Extranets. Proceedings of the Thirty-First Hawaiian Conference on Systems Sciences, January.
Salmon, G. (2000) E-Moderating: The Key to Teaching and Learning Online. Sterling, VA: Stylus Publishing.
Title: An interactive, self-instructional, online respiratory control practical: design and development
Abstract: The current University environment places substantial limitations on the funding of personnel to continue running practicals face-to-face. Instead of cancelling them, as is often the case, the initiative was to continue to provide these, by promoting and encouraging both the development and implementation of alternative methods of running practicals. The opportunity for students to extend their understanding of respiratory physiology, in this case by viewing animal experiments on the web and to be able to interactively add or subtract factors that might affect ventilation, e.g. chemicals, is completely new. The program mimics the exact steps the student would be following if the practical were performed in the laboratory. The project is dependent on QuickTime Apple technology. The practical allows for the web to be used creatively to: a) enhance the understanding of difficult dynamic concepts by reinforcing lecture material; b) promote application of physiological knowledge to the experimental situation by the use of animals in vivo; and c) enhance student learning by providing increased opportunity for computer-based self-directed participation and assessment. This practical may be used by undergraduate as well as postgraduate programs, both nationally and internationally. Initial participants' responses have been favourable.
Title: Flexible Delivery of Communication Skills to Science Students: a Faculty-wide Project
Abstract: Science graduates need to be effective communicators. Improvement in communication skills may also improve general learning outcomes by enhancing critical thinking ability and understanding of the subject material. It is generally acknowledged that students acquire communication skills most effectively when they are explicitly taught and embedded within the science curriculum. Our faculty-wide project has developed a program that provides all science, engineering and technology students with appropriate instruction in discipline specific tertiary literacy skills. At the core of the project is a web-based resource that is accessible by all students and all academics of the faculty. This interactive instructional resource supports the development of academic writing skills, essay and report writing, and oral communication skills. The resource contains discipline-specific material that may be used by students individually or incorporated into classroom activities. The resource also contains teaching and assessment tools to help staff integrate communication skills into their own curriculum. The impact of the project upon learning outcomes for students across the faculty is being assessed throughout 2003. This paper describes the development of the resource, and illustrates ways in which it is being incorporated into teaching.
Title: Value of multimedia approach for learning by distance education
Abstract: An educational multimedia CD-ROM containing supplementary resources was produced for IRR302 Rice-based Farming Systems, a subject offered to third year undergraduate students at Charles Sturt University, in Autumn Session of 2002. The CD-ROM comprised a collection of 35 electronic readings from various sources, a set of PowerPoint slides on 20 topics, 3 computer simulations, 9 video clips, all 3 modules of the subject and direct links to 15 web sites. At the end of the session, students who received a copy of this CD-ROM were invited to take part anonymously in evaluating the usefulness of this CD-ROM for their learning of the subject. A total of 11 evaluation forms were returned out of the possible 16. Information from these responses was compiled. From all the responses, a weighted average value was calculated for each category and is presented in this paper. The average score of the 14 categories is 4.0 out of possible 5.0 (with 2.5 being an average that indicates neither agreement nor disagreement). It is quite pleasing and encouraging with the feedback. It seems worth carrying on when the students indicate that they value it so much. Their answers and comments to each of the statements in the questionnaire will help to improve this service in the future.
Title: The influence of multimedia resources in and out of biomedical studies
Abstract: With respect to the provision of learning support materials, it is generally accepted that enriched learning environments are better than simple didactic sessions and consequently improved resources ultimately lead to better learning, which in turn leads to improved grades.
The use of a dedicated multimedia teaching room specifically set up to create a learning environment for biomedical science within a nursing program has been documented and correlated with the student's final mark and course retention. The significance of this study is that the results and retention for biomedical science studies are further compared to studies in which the resource room would have been of no benefit.
Failure rates and course retention rates were not significantly different between students who did not use the facility (n =237) and those who used it only once (n=47), however there were demonstrable differences between the first group and students who accessed the resource on multiple occasions (n=203). However the results of those students using the resource, show that they were significantly disadvantaged in non-biomedical studies where the availability of the resource did not assist them.
Within the limitations of the study, the data does support the premise that access to dedicated teaching materials improves learning, which translates to better grades.
Title: Designing an assessment task for scientific report writing using a mastery goal approach to ensure self-evaluation and application of feedback
Abstract: By identifying the report writing skill deficits of students drawn from a cohort of mixed abilities, an assessment task for scientific report writing was developed. After first submission of a report based on a laboratory exercise, a cohort-specific marking scheme was developed by the academic based on the skill deficiencies of the student group. After the return of ungraded reports together with the marking scheme, self-evaluation and/or peer review was possible. The opportunity to amend the report allowed for direct application of feedback. Using this methodology, improvement of the skills of the entire student population was possible, regardless of the abilities of the student prior to the assessment task. The resubmitted report resulted in elevated marks compared with those that would have been obtained after first submission; rewarding the student for the application of feedback. Positive outcomes arising from this task were that students of varying aptitudes were able to measure their own skill improvement against tangible criteria, and were also able to enjoy a degree of learning success independent of the ranking within the group.
Title: Teaching Biochemistry Differently: Collaborative Peer Group Activities in Large Classes
Abstract: Traditional university teaching of undergraduate biochemistry is generally delivered in lectures and laboratory classes. Online teaching environments have recently enabled different approaches to content delivery and assessment. By developing an online repository of content (lecture notes, exercises, formative and summative assessment), the academic can now construct new teaching and learning methodologies and experiences for the student, since formal lecture time can be reduced and replaced by other learning activities that promote active student involvement. We have designed and implemented a new teaching and learning initiative for second year Biochemistry involving collaborative learning in Peer Groups1,2. In this program, students are engaged in structured discussions, problem solving and concept mapping exercises, and seminar preparation, in a collaborative group setting. Additional sharing of ideas occurs through student-generated materials, Web Board online asynchronous discussions and group seminars. The Peer Groups are facilitated and managed by the students. The Peer Group program enables the students to actively engage in a discourse on biochemical concepts and adopt different approaches to learning. Furthermore, through participation and practice, the students are improving their communication and teamwork skills necessary in the workforce. In this paper we report on further developments of the program in response to student feedback, and its implementation in large classes. Our findings indicate that the group activities need to be carefully designed and structured, and closely aligned to the other learning activities of the curriculum, in order to provide maximum benefit to the students. The timetabling of classes, institutional infrastructure and student resources are critical to the efficacy of the program and the learning experience of the student.
References
1Dobos, M., Grinpukel, S., Rumble, B., and McNaught, C. (1999) Learning Biochemistry in Peer Groups Facilitates and Enhances Student Understanding.
2Dobos, M. (2001) Learning Biochemistry in Peer Groups: a new approach which enhances the student experience Proceedings of the
Research and Development into University Science Teaching and Learning Workshop, April, Sydney: UniServe Science.
Title: Learning Generic Skills in First Year Chemistry
Abstract: Students entering first year University chemistry are, in general, focussed on learning the chemistry content of the course, rather than the generic skills that they acquire along the way. In fact, students are generally unaware that generic skill development is occurring. In contrast, employers are often more interested in the generic skills of the graduates than their specific discipline knowledge.
In Semester 1, 2003, we implemented a scheme to raise awareness amongst chemistry students of some of the skills embedded in the chemistry course that will be of enduring use in their career development. These skills encompass problem solving, analysis, teamwork and communication, self-management, numeracy and critical thinking.
We have created posters and a web site to provide information on what generic skills a student may expect to gain by studying Chemistry 1 and the learning situations in which these skills are developed. A survey was conducted at the commencement of the semester and at the end of semester to assess the effectiveness of this approach in raising awareness of generic skills amongst students.
Title: Independent field-based projects in behavioural ecology for 'deep learning'
Abstract: A project is currently being conducted which aims to assess student's learning experiences of an independent field-based activity in a third year course offering in Ecology at the University of Newcastle. Students as part of the course are required to carry out independent fieldwork on an animal species of their choice documenting the subject's behavioural repertoire and subsequently creating and testing hypotheses about the behaviours observed. The activity has been designed based on Ramsden's (1992) principles of a student-centred approach to learning which aims to create a learning context which fosters a 'deep-approach' to learning. A deep approach is characterised by an intention to understand, focussing on the concepts applicable to solving problems (hypothesis testing), relating previous knowledge to new knowledge and has an internal or intrinsic motivational emphasis. Deep approaches empower students to take an active and independent role in their own learning experiences. Preliminary results of student feedback via a questionaire and a series of open ended written responses will be assessed examining the success of the activity in terms engendering independence and internal motivation, encouraging problem solving skills and thus fostering a deep approach to student learning.
Reference
Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge Press.
Title: Team Teaching of First Year Service Physics
Abstract: Flexible learning systems often concentrate on the flexibility offered directly to students in the time, place and mode in which they study. The degree of such flexibility is often limited in science subjects where the exigency of laboratories, within a University framework requiring efficiency of delivery, is difficult to meet.
In the Physics Department at RMIT, we have, over the past few years, introduced a modular system which allows for flexibility in the organisation and delivery of the staff/student interface. Although we were early adopters of RMIT's Distributed Learning system, the greatest change and benefit has been in the structured modular approach, not only in the material being taught but also in the staffing of the courses. Flexibility in this context refers more to the organizational structure rather than direct student choice. However because of the efficiencies arising from this modular approach, and from the portability of the topics within the modules, course structures are less rigid than previously and we are better able to respond to the changing needs of courses within programs. Students benefit from this in a number of ways, such as interaction with a variety of teachers, and the ability to attend laboratory experiments or lectures they may have missed.
Title: Student-Centred Learning through a New Investigative Laboratory Program in First Year Chemistry
Abstract: A new laboratory program in chemistry has been designed and will be implemented in 2003, initially for a class of 200 first year students, with the aim of fostering student-centred learning and critical thinking. We set out to offer our entry-level students the opportunity to appreciate that there are important unanswered questions in chemistry, to begin to ask their own scientific questions, to design and carry out new experiments and to evaluate their results, in a problem-solving or research context.
The laboratory program will build towards a multiweek team project, which will be based on a real research question (i.e. one which is represented in the current literature). A series of learning activities is being designed to develop both discipline-specific skills and the requisite generic skills during the earlier part of the program.
Criteria for selection of research-style experiments are that: (a) topics must have intrinsic scientific interest and a genuine investigative component; (b) topics must be accessible to first year students having a range of backgrounds and interests; (c) the experiments involved and sufficient associated theory must be able to be tackled by first year students and to be implemented in large classes; and (d) recent research literature should be available to provide the context and motivation for the work.
This paper will report on the program design, assessment issues and initial evaluation of student learning and motivation. The results of this project will eventually be used to extend the approach to much larger first year courses.
Title: Using a Personal Response System in place of lectures
Abstract: The School of Physics at the University of Sydney has acquired a portable computer-based Personal Response System (sometimes called a classroom communication system) for use with large lecture groups. It allows students to anonymously answer multiple-choice questions posed by the lecturer and see histograms of the collective responses of the class. It was originally used as part of a lecture to revise misconceptions revealed in previous examinations. More recently it has been used to replace entire lectures. Questions are chosen to revise and build on material presented earlier, with discussion on the responses to each question used to lead the class to a better understanding of the material. It has proved to be a popular and dynamic approach to the lecture situation in a class where the main aim is learning basic physics concepts.
Title: Integrating activities, e-environment and objective driven curriculum design in the learning environment
Abstract: An objective driven curriculum design with experiential learning activities, and e-learning are integrated into the learning environment, resulting in increased student satisfaction, enjoyment, and assessment results. Curriculum objectives, used as the basis for the curriculum design, are assigned to module topics and assessment items, becoming the drivers for key concepts highlighted in lecture and tutorial activities. Sparse lecture notes are supplemented by summarized outcomes at the end of the week. As content is replaced with experiential activities, students develop an application of knowledge in the learning experience, with direction to additional resources for details. The knowledge gained from the directed readings and experiential activities form student knowledge for implementing their practical assignments. The use of an e-learning environment complements the process with online discussions, student portfolio management, and assignment submission and assessment. Some students feel they haven't learnt much with real-life examples, activities and experiences as the tools for the learning approach. Others see the big picture and find the experience highly rewarding. Additional key elements for the curriculum design include a team-based teaching approach with tutor input to teaching activities, and tutor and student reflection used to improve the curriculum design and delivery, on a weekly and semester basis.
Title: Introducing problem based learning (PBL) method to enhance interest in basic sciences among health sciences students
Abstract: Ever since accessing information became easier, e.g. via the Internet, students have been raising the issue of learning subject material relevant to their future careers. As a result, the role of science teaching staff is changing towards pointing out to students the direct link between basic sciences and the students' chosen professions. Students become motivated to learn basic sciences if that subject material can be linked to the students' future careers. To increase the awareness of relevancy among our health science students, we introduced clinical case studies (with clear learning outcomes) using relevant human specimens. This has increasingly become popular among our health science students and has become a powerful learning tool. We carefully choose the case studies depending on the type of health science program. Sufficient time is given to students to do research and to work backwards from the clinical case towards relevant scientific principles. The students share the information they have learnt in the tutorial session. Since the introduction of the problem based learning method, the students' satisfaction level in relation to the science courses has significantly increased. This method of teaching gives students the desire to learn basic sciences for their professional growth and not for teacher-dispensed rewards.
Title: Providing Opportunities to Demonstrate Mastery Rather Than Memory: Testing Programming Skills in a Programming Environment
Abstract: The objectives of first year programming units are often assessed by asking students to sit a paper based programming examination. This component often forms a large proportion of the assessment of the unit and students report that they find both the preparation process and environment highly stressful.
Studying for a closed book, paper based examination encourages surface learning, rather than understanding. In terms of assessing the learning outcomes of a unit, this method of assessment tests a student's ability to perform at only the lower levels of the Cognitive Domain of Blooms Taxonomy of learning and does not test performance at the higher levels of Synthesis and Evaluation. Performance in the Affective and Psychomotor domains is not tested at all and students gain very little formative feedback from a large proportion of their work. Often what is really being tested is a student's ability to memorise information and to perform under examination conditions.
The question of whether or not a student has achieved the learning outcomes of a programming unit can be better answered by changing the way in which this is assessed. Assessing a students' ability to design, code and test a solution to a real programming problem in a real programming environment, offers a range of benefits to both students and teachers.
Students undertaking a first year programming unit are assessed using a programming examination, in a programming environment. The student's results from all the assessable tasks in the unit are analysed and students are asked to provide feedback on their experience.
Title: Student evaluation of online, mixed-mode and on-campus IT courses
Abstract: We report a comprehensive evaluation study to measure statistically significant differences between 100% online, mixed-mode and on-campus students' service expectations, learning approaches, degrees of satisfaction and success in degree and diploma I.T. courses. Our study covers on-campus RMIT students in Australia, 100% online OLA students in Australia and off shore, mixed-mode RUV students in Vietnam, and mixed-mode AVU students in Africa.
At the end of each 100% online course, students are asked to complete an online course evaluation survey (Zuluaga and Fernandez 2002). A subset of these questions are also asked in mixed-mode and on-campus surveys. These student cohorts, both on and off shore, are also surveyed to rank services in order of importance (e.g. quality of academic material, email and assessment turnaround times, face-to-face access to staff).
Our findings confirm that student / staff interaction is the most important determinant of online student learning outcomes. Frequent problem / solution email between student and staff in a 100% online course can benefit learning as much as many-to-one tutorial classes based on online materials. The calibre of the staff is more important than the percentage of online delivery in the course.
Our analysis also reveals qualitative differences based on modes of interaction between staff and students online versus on-campus. We are now able to account for preferences in online / mixed-mode pedagogy based on staff / student identities (e.g. nationalities, cultures, first language other than English, educational backgrounds).
References
Fernandez, G. (2001) WebLearn: A CGI-Based Environment for Interactive Learning. Journal of Interactive Learning Research, 12(2/3), 265-280.
Fernandez, G., John, S. and Netherwood, G. (2001) Objective-Based Teaching of Science and Engineering With an On-line Student-Centred Environment. In Proceedings of the 12th AAEE Conference, QUT, Brisbane Australia, Sept 26-28, 332-337.
Morris, E. J. S. (2002a) RMIT CS&IT OLA Services Information [Online]. Available: http://serf.cs.rmit.edu.au:8000/OLA/Services.html [23rd September 2002].
Morris, E. J. S. (2002b) RMIT CS&IT OLA Costing Information [Online]. Available: http://serf.cs.rmit.edu.au:8000/OLA/CSECosting2.xls [23rd September 2002].
Zuluaga, C. P. (2002a) RMIT CS&IT OLA Courses Information [Online]. Available: http://serf.cs.rmit.edu.au:8000/OLA/Courses/ [23rd September 2002].
Zuluaga, C. P. (2002b) RMIT CS&IT OLA Exam Invigilation [Online]. Available: http://serf.cs.rmit.edu.au:8000/OLA/Courses/InvigilatorForm.txt [23rd September 2002].
Zuluaga, C. P. and Fernandez, G. (2002) RMIT CS&IT OLA Student Evaluation form [Online]. Available: http://serf.cs.rmit.edu.au:8000/OLA/cpt23display_survey.html [23rd September 2002].